Augsburg College is a four-year, fully
accredited liberal arts college
affiliated with the Evangelical
Lutheran Church in America and is
located in the heart of Minneapolis.
The small college environment, about
3,000 students during the academic
year, is enriched by the many
opportunities f... Show more
Augsburg College is a four-year, fully
accredited liberal arts college
affiliated with the Evangelical
Lutheran Church in America and is
located in the heart of Minneapolis.
The small college environment, about
3,000 students during the academic
year, is enriched by the many
opportunities found in this vibrant
metropolitan area. Augsburg's setting
allows students to participate in a
host of cultural and
recreational activities,
ranging from the Guthrie
Theater to the
Minnesota History
Center to the
Minneapolis
Aquatennial.
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Augsburg in
the Summer
Augsburg College offers a varied
summer curriculum that includes over
50 courses in more than 16 academic
disciplines as well as internships and
independent studies. Term I runs from
May 27 to June 20. Term I1 runs from
June 23 to July 31. For a detailed listing
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of courses, look inside this brochure.
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Information and
Forms
Additional information and registration
forms may be obtained from:
Augsburg College
Summer School Office
campus
B~~ #68
2211 Riverside Avenue
I Minneapolis,
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6121330-1795
Augsburg General Education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation Skills
requirements are so noted along with
the description of the course.
Course Levels: lne rlrst aiglr or tne t
digit course number indicates the course
level. Course numbers beginning with a
1 or 2 are lower division courses and are
intended primarily for freshmen and
sophomores; course numbers beginning
with 3 or 4 are upper division and are
primarily for juniors and seniors.
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Eligiii
Independent Study: Independent
studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listec
internship opportunities may be I
u
arranged individually during the
summer. Academic internships are
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carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Internship and Cooperative Education
Office at 6121330-1148 for more
C
information.
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Housing: Students who need housing
mav contact the Residence Life Office
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Employer Reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
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The College reserves the right to cancel
listed courses.
Course Loads in Summer Session:
Students may take one course credit
during Term I and up to two course
credits during Term 11. Unless otherwise
indicated, all courses carry a value of one
course credit. One Augsburg course
credit is the equivalent of four semester
credits and six quarter credits.
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Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions and
students admitted for the next fall term
are eligible to attend Augsburg Summer
I
School. Good standing implies that the - I
student has been admitted and not
subsequently dropped by that
I
hstitutian,
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Other persons wishing to take summer
courses should contact the director of
summer school to ascertain eligibility
under special circumstances.
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Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg
College. Those wishing to begin a
degree program at Augsburg should
apply to the Office of Admissions
6121330-1001 or the Weekend College
Admissions Office 6121330-1743.
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6th Street S
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~llegeMap Information
14. Murphy Place
Admlrrionr Weekday Program
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17 Nordic Center
18 Old Main
19 Orcar Anderson Hall
M Publlc Relatlanr and Communication I
21 Quad
22 Sdence Hall
23 Serurlty Dlrpatch Center
I
24 Shipplng and Receiving
LS S1 Melby Hall
26 Sverdrup Llbrary
27 Sverdrup-OttedalMemorial Hall
Marter 01 Sociol Wo* Admirrianr
28. Urness Tower
29. Youth and Farnlly Institute
30. New U b r a y l T to open Fall 1997
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Seasonal Air Structure
Center for Global Education and
International Programs
6 Chrlrtenren Center. Information Desk
7 East Hall
8. Fosr, Lobeck, Miles Center far Worrhlp,
Drama and Communlcatlon
9 Hurby-StrommenTennis Courts
10 Ice Arena
leray C Carlron Alumnl Center
Walntenance and Grounds Shop
Mortenren Tower
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AMPUS
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35W from the North .
Take Washington Avenue exit and turn leE
on Washington (turns right onto Cedar
Avenue), turn left at Riverside Avenue, right
at 21st Avenue South.
1-94 East from Minneapolis -
Take 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 21st Avenue South.
1-94 West from St. Paul Take Riverside exit, turn right at Riverside
Avenue, turn left at 2J.st Avenue South.
35W from the South Follow the 1-94 St. Paul signs (move to right
lane after each of two mergers). Take 25th
Avenue exit and turn left at Riverside
Avenue, turn left at 21st Avenue South.
Beginning April 14, you may schedule
summer school courses at the Registrar's
Office between 8:00 a.m. and 4:30 p.m. A
$50.00 tuition deposit must be paid at
that time for each course scheduled. This
deposit will be applied to your summer
school tuition and is not refundable
unless the course is canceled. If a course
that you have scheduled is canceled, you
may elect to receive a refund or apply
the deposit to the tuition for another
course. To insure that you reserve a
place in the courses that you desire, we
recommend that you schedule your
courses as early as possible. Many
courses fill early, and courses with low
enrollments may be canceled before the
first day of the term. You must confirm
your registration in person by paying
tuition in full at the Business Office
(see deadlines below), or you will be
dropped from your course(s).
Summer registration may be confirmed
beginning May 7. Students taking
courses during Term I must confirm
their registration by May 28. Term I1
confirmation must be made by June 24.
This procedure applies to all summer
registrations, including internships and
independent studies. The Business
Office is located in the Science Hall,
Room 147, and is open from 8:30 a.m.
to 4:00 p.m. The Business Office will be
open until 6 p.m. on May 27 and 28 and
on June 23 and 24. The Business Office is
also open on Saturdays when Weekend
College is in session. Tuition must be
paid in full in order for your registration
to be confirmed. (Augsburg students
who have unpaid balances from
previous terms must pay these balances
before they may confirm their summer
school registrations.)
A late fee of $50.00 will be assessed for
students who do not confirm on time.
No Term I registrations will be accepted
after May 30, and Term I1 registrations
will not be accepted after June 27.
To change your registration you will
need to fill out an AddIDrop form at
the Registrar's Office. There is a charge
of $50.00 for changing a course after 3:30
p.m. on the second scheduled day of
each term. This procedure applies to
internships and independent studies as
well as scheduled courses. Refunds
and adjustments to fees are outlined in
the "Tuition Refund Policy" section of
this brochure.
Summer 1997
I
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Scheduling begins
Confirmation begins
Confirmation of registration deadline
(confirmation nzust be done irz
person at the Business Office)
Classes begin
Balance of tuition due
Last day to:
.Change grading option
.Drop class without notation
.Register with late fee of $50
(no registrations will be
accep fed after this date)
Holiday
Last day to withdraw from class
Classes end
Grades due in Registrar's Office
Term I
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April 14
May 7
May 28
April 14
May 7
June 24
May 27
May 28
June 23
June 24
June 9
May 30
May 30
July 7
June 27
June 27
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June 13
June 20
June 25
July 4
July 25
July 33
August 6
I L is the policy or Augsburg Cullcgr not Lo Jiscriluinnli, on Llic b'isis o l wcc, color, crccd, religion, scxual
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I L ! h ~ i b i l i ~ , i l iA~c~l no l 1970, ,is ,~mcndcd,i n ils cidmissic>nspolitics, c.duc.,il~c~n
p ~ . ( ~ g ~ . ~I i ~ iLi si ~, i l i dc '~~ i ~
c m p l o y ~ n c n~pr,icliccs.
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1
71h Street S .
7
Alr Structure Entrance
Seasonal Alr Structure
Center for Global Education and
lnternatlonal Programs
9. Hurby-Strornmen Tennlr Courts
1" Ice Arena
leroy C, Carlron Alumnl Center
Maintenance and Grounds Shop
Mortenren Tower
35W from the North Take Washington Avenue exit and turn left
on Washington (turns right onto Cedar
Avenue), turn left at Riverside Avenue, right
at 21st Avenue South.
1-94 East from Minneapolis Take 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 21st Avenue South.
1-94 West from St. Paul -
Take Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
35W from the South Follow the 1-94 St. Paul signs (move to right
lane after each of two mergers). Take 25th
Avenue exit and turn left at Riverside
Avenue, turn left at 21st Avenue South.
I
ACC 221-S
Principles of Accounting I
Stoller
IntwduoMwl toZruafnessactivities, basic concepts
md,fu&rnenlilb of aefounting, the accounting
cycle ffns p ~ e p w r a hof financial statements.
9:OO-11:20 ain
M,T,W,Th,F
Old Matn 23
ACC 322-S
Accounting Theory & Practice I
Kader
An analysis of financial accounting with emphasis
on accounting theory pertaining to financial
statements, income concepts, valuation concepts,
FASB statements and other relevant issues as
applied to assets. (Prereq.: ACC 222)
9:OO-11:20 arrr
M,T, W,Tlz,F
Old Main 25
BUS 242-5
Principles of Management
Cerrito
Development of the theory of management,
organization, staffing, planning and control. The
nature of authority, accountability and
responsibility; analysis of the role of the
professional manager.
6:OO-9:00prir
M,T, W,Th
Old Main 11
ECO 110-5
Economics of Urban Issues
Sabella
Study of economic implications of problems facing
a metro-urban environment by independent study.
Students need signature of instructor before Term I
begins. Call 330-1152. P I N only. Persp.: Social
World 1 or 2, or The City
Arranged
ECO 112-S
Principles of Macroeconomics
Gupta
Introduction to macroeconomics, national income
analysis, monetary and fiscal policy, international
trade, economic growth. Persp.: Western Heritage
1or 2
9:OO-11:20 am
M,T,W,Th,F
Old Main 16
EDE 382-S
Kindergarten-Elementary Curriculum:
Mathematics (-50credit)
Dyer
Examination and preparation of materials and
resources for mathematics instruction at the
kindergarten and elementary levels. (Prereq.:
PPST)
6:00-9:30 prn
T,Th
Library 1
EDU 210-S
Learning and Development in an
Educational Setting
Strait
A survey of educational psychology topics as
applied to teaching and learning. Special emphasis
is placed on classroom applications. (PSY 105:
Principles of Psych. is strongly recommended.)
Persp.: Human Identity
M,T,W,Th,F
Library17
9:00-11:20 a m
EDU 341-5
Media Technology (.50 Credit)
Dyer
Psychological and philosophical dimensions of
communication through
" the use of instructional
technology. Selection, preparation, production and
evaluation of effective audio-visual materials for
teachingllearning situations. Computer training
will be included in the course. (Prereq.: PPST)
M,W
Old Main 25
6:OO-9:30 pnt
ENG 2454
Introduction to Literature
Palosaari
In this course students are initiated into the formal
study of fiction, poetry and drama, drawing on
works from several periods, different cultures and
races, and male and female writers. The course
aims to expand students' critical and analytical
skills in reading literature and writing about it as
the prerequisite for all upper level courses in
literature. Persp.: Aesthetics
M,T,W,Th,F
Old Main 10
9:OO-l1:20 an1
ENG 3474
Quantitative Journalism:
Computer-Assisted Reporting
Dalglish
This course introduces students to computerassisted informational investigation and the
interpretation of quantitative data in the writing of
expository essays and news reports. The course is
designed for persons wishing to explore the use of
computer-assisted research and those preparing to
enter the communication professions. (Prereq:
ENG 225, or ENG 227 or consent of instructor and
MPG 111) Graduation Skill: Quantitative Reasoning
6:OO-9:00 pni
M, T, W,Th
Foss 20
HIS 3484
Russia and the Soviet Union in
the 20th Century
Kimball
This course provides an introductory historical
survey of Russia and the Soviet Union in this
century. It begins with an examination of Russian
history before turning to the Russian Revolutions
of 1917, the Civil War and Lenin's consolidation of
power. Later topics will include the rise of Stalin,
his Great Terror, the Cold War and the slow
rejection of Stalinism. We will conclude with an
examination of developments since the rise of
Gorbachev, the collapse of the Soviet Union and
the emergence of the Russian Republic. The course
will emphasize political, social, economic and
cultural history by focusing on Russian/Soviet
practices and institutions. Persp.: Intercultural
Awareness I
M,T, W,Th, F
Old Main 13
9:OO-11:20 a m
ENG 225-5
Intermediate Expository Writing
Swanson
This course builds on the practices and methods of
Effective Writing, ENG 111.Its workshop format
stresses style and organization, the process of
revision, self and peer evaluation, and the relationship between reading and writing. Graduation
Skill: Writing
9:OO-11:20 an1
M,T,W,Th,F
Old Main 1l
INS 199-Sl399-S
Internship
Olson
A work-based learning experience in which a
student designs a learning agreement with a
faculty member that links the ideas and methods
of their major to the opportunities found in the
placement. Participation in a seminar is expected.
Consult instructor for clarification. Persp.: The City
Arranged
GER l l l - S
Beginning German I
Van Cleve
Aims at developing basic skills. Students practice
speaking, understanding, and reading and writing
basic German. Goals: ability to read extended
narratives in simple German, insights into German
culture and uarticiuation in short conversations.
Laboratory materials available. Persp.:
Intercultural Awareness 2
9:OO-11:45am
M,T,W,Th,F
Old Main 22
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SPA l l l - S
Beginning Spanish I
Farrell
Aims to develop four basic skills: understanding,
speaking, reading and writing of elementary
Spanish. Introduction to the culture of the Spanishspeaking world. Laboratory work is an integral part
of this course. Persp.: Intercultural Awareness 2
1:OO-3:45prn
M,T,W,Th,F
Old Main 29
PSY 3624
Behavior Disorders
Hanson
An introduction to maladaptive human behaviors
from social, organic and psychological points of
view. (Prereq.:PSY 102 or 105)
6:00-990 pm
M,T, W,Th
Old Main 23
REL l l l - S
Holt
Introduction to Theology
An introduction to the academic discipline of
theology and to the dialogue between the church
and the world that concerns Christian doctrine.
Persp.: Christian Faith 2 or 3
6:OO-9:00pm
M,T,Th,F
Old Main 18
SOC 265-5
Gerasimo
Culture: Ethnicity, Gender and Race
Why do we set people aside for negative special
treatment? How are they stigmatized? The people
to whom we do this are often reflections of our
own fears. A sociological analysis of "self" and
"other" provides a way to examine racism, sexism
and other "-isms." Offered on P / N basis only.
Persp.: Intercultural Awareness 1
6:OO-9:00pm
M,T,W,Th
Old Main 16
BUS 3404
Human Resource Management
Cerrito
Personnel function in business, acquisition and
utilization of human resources; desirable working
relationships; effective integration of the worker with
the goals of the firm and society. (Prereq.: BUS 242)
M,w
Old Main 11
6:OO-9:30 pm
BUS 4404
Operations Management
Cerrito
Concepts and principles related to the management
of operating functions taught from a managerial
viewpoint with examples from various industries
and sectors. (Prereq.: BUS 242 or consent of
instructor)
T,Th
Old Main 11
6:OO-9:30 pm
ART 1074
Drawing
Bollman
Drawing in graphite pencils, pen and pastel
pencils. Subjects include still-life figures, building
interiors and exteriors and experimental work.
Persp.: Aesthetics
T,Th
Old Main 17
6:OO-9:30 pm
ART 118-S
Painting I
Bollman
Introduction to painting media and technique in
acrylic and oil. Persp.: Aesthetics
T,Th
Old Main 17
6:OO-9:30 pm
ART 1324
Photography
Friederichsen
The camera will be used as a tool for visual
creativity and expression using black and white
photographic processes. Students need access to a
35mm, single lens reflex camera. Estimated cost of
film, etc.: $200-$225. Persp.: Aesthetics
Section S1:OO-4:30 pm
M,w
Old Main 4
Section T6:OO-9:30 pm
M,w
Old Main 4
ART 3894
American Art
Anderson
A study of early colonial through contemporary
American art, architecture and folk arts. Persp.:
Aesthetics. Graduation Skill: Speaking
T,Th
Old Main 25
6:OO-9:30 pm
ACC 2224
Principles of Accounting I1
Kader
A continuation of ACC 221. Introduction to
business activities, accounting for corporations.
Basic concepts and fundamentals of managerial
accounting, planning and controlling processes,
decision-making and behavioral consideratioils.
(Prereq.:ACC 221)
9:00-10:45 am
M,T, W,Th
Old Main 25
MIS 1754
Principles of Computing for Busidess Schwalbe
An introductory course to develop understanding
of basic computing concepts and specific skills in
using microcomputer software (Windows, Word,
Excel, Access, Powerpoint, e-mail and the World
Wide Web). Emphasis on solving business-related
problems using software, especially Excel. Students
with a strong computer background are encouraged
to take MIS 370 (not offered Summer Session)
instead of MIS 175. (Prereq.: MPG I1 or a "Pass" in
MAT 103, a self-paced course)
T,Th
Foss 42
6:OO-9:30 pm
ECO 110-S
Economics of Urban Issues
Sabella
Study of economic implications of problems facing a
metro-urban environment by independent study.
Students need signature of instructor before Term I1
begins. Call 330-1152. P / N only. Persp.: Social
World 1 or 2, or The City
Arranged
ECO 1 1 2 4
Principles of Macroeconomics
Gupta
Introduction to macroeconomics, national income
analysis, monetary and fiscal policy, and international
trade. Application of elementary economic theory to
current economic problems. Persp.: Western Heritage
T,Th
Old Main 16
6:OO-9:30 pm
ECO 1 1 3 4
Princivles of Microeconomics
Sabella
Introduction to microeconomics, the theory of the
household, firm, market structures and income
distribution. Application of elementary economic
theory to market policy. Persp.: Social World 1or 2
6:OO-9:30 pm
M,W
Old Main 29
ECO 3154
Money and Banking
Gupta
Functioning of the monetary and banking systems,
particularly commercial banks, the Federal Reserve
System and its role in relation to aggregate
economic activity. Emphasis placed on monetary
theory and policy. (Prereq.: ECO 112,113),,
6:OO-9:30 pm
M,w
Old Main 16
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EDE 3774
Kindergarten-Elementary
Curriculum: Science (25 credit)
Stangl
Examination and preparation of materials and
resources for science at the kindergarten and
elementary level. (Prereq.: PPST)
July 15,17,22,24,29,31
6:30-8:30 pnl
T,Th
Old Main 4
EDS 3904
Communication Skills in
the English Classroom
LaDuca
This course is for English-education majors who
plan to teach high school English. It is designed to
improve students' skills in public speaking, oral
interpretation, listening and small group
discussions as well as to explore methodologies for
teaching and incorporating these skills in the high
school English curriculum. (Prereq.: PPST)
6:OO-9:30pm
T,Th
Science 112
EDS 3914
LaDuca
Teaching Mass Media (.50 credit)
This course is for English-education majors who
plan to teach high school English. Students will
explore the nature of media as "consciousness
industries," examining the whys of teaching
media, how to go about it effectively, what kind of
assumptions media education was based on in the
past and how to incorporate media education into
the English curriculum. Students will become
familiar with all forms of mass media and will
understand the impact of media on their lives.
Students will learn how to be discriminating users
of mass media and how to teach others to be the
same. (Prereq.: PPST)
6:OO-9:30pm
M
Science 112
ENG 2234
Writing for Business and the Professions Kramer
A practical course designed to improve writing
skills for those preparing for business and
professional careers. The writing of reports, letters
and proposals is emphasized. Students are
encouraged to use material from their own areas of
specialization. (Prereq.: ENG 111) Graduation Skill:
Writing
690-9:30 pm
M,w
Old Main 13
ENG 282-SI382-S
Topics in Literature: The Heroic Journey Griffin
This course will study archetypal patterns of the
heroic journey as well as specific examples of such
journeys. It will emphasize the ideas of Joseph
Campbell but will also consider other
interpretations of heroic journeys. Since western
civilization usually assumes that the hero is a man,
usually white and belonging to a warrior class,
analysis of the heroic warrior myth, both as it is
depicted in ancient and medieval epics and myths
and as it appears in contemporary American
popular narratives, will be explored. But the heroic
journey is a human journey, and thus the course
will also emphasize the heroic journeys of women
and men who may be neither white nor warriors.
6:OO-9:30pnl
M,w
Old Main 23
HIS 440-5
Topics in World History: The Meaning
of 20th Century European Diplomatic History
for 21st Century Europe
Anderson
This course provides historical perspective on
some of the security, political and economic
problems facing Europe at the end of the
millennium while attempting to assess and
understand the future of NATO, the possibilities of
a United States of Europe, the Yugoslav problem
and the relationship of Russia and the United
States to Europe. The course begins with a
consideration of World Wars I and I1 within a
diplomatic context and includes examination of the
motives for West European economic and political
integration.
6:OO-9:30pm
T,TI1
Old Main 10
INS 199-Sl399-S
Internship
Olson
A work-based learning experience in which
students design a learning agreement with a
faculty member that links the ideas and methods
of their major to the opportunities found in the
placement. Participation in a seminar is expected.
Consult instructor for clarification. Persp.: The City
Arranged
INS 2254
Introduction to Islam
Kader
This course is designed by a practicing Muslim to
present his perception of Islam to non-Muslims.
The course will cover the ideological foundations
of Islam, its basic concepts and tenets, Islamic law
(Shari'ah), Islamic economic and political systems,
and Islamic patterns of life. There will also be a
consideration of the differences between the
Islamic sects (Sumis, Shi'its, Sufis, etc.). Some
effort to deal with the similarities and differences
between Islam and both Christianity and Judaism
will be made, including a visit to one of the
mosques in the Twin Cities. Persp.: Intercultural
Awareness I
6:OO-9:30pnl
T ,Th
Old Main 29
MAT 1734
Math of Interest
Kaminsky
An introduction to actuarial mathematics. Topics
include life insurance, annuities, mortgages, loan
payments and other topics in the mathematics of
financial transactions. (Prereq.: MPG 111)
Graduation Skill: Quantitative Reasoning
6:OO-9:30pin
T ,Th
Old ~ a i 23
n
GER 1124
Beginning German I1
Van Cleve
Aims at developing basic skills. Students practice
speaking, understanding, reading and writing
basic German. Goals: ability to read extended
narrative in simple German, insights into German
culture and participation in short conversations.
Persp.: Intercultural Awareness 3
9:OO-11:30 rrtn
M,T,W,Th
Old Main 22
SPA 112-S
Beginning Spanish I1
Soto
Aims to develop the four basic skills:
understanding, speaking, reading and writing of
elementary Spanish. Introduction to the culture of
the Spanish-speaking world. Laboratory work is
an integral part of the course. Persp.: Intercultural
Awareness 3
1:OO-3:30 pm
M,T,W,Th
Old Main 29
PHY 101-S
Astronomy
Hansen
A descriptive course covering the solar system,
stars and galaxies. The course also traces the
development of scientificthought from early
civilization to the present day. Night viewing and
lab sessions are important components of the course.
Additional viewing and/or lab sessions are
required. (Prereq.: Mathematics Placement
Group 11), Persp.: Natural World 2
M, w
Science 212
6:OO-9:30 ptn
POL 2954
Topics in Political Thought:
Utopias & Dystopias
Riley
"War is peace. Freedom is slavery. Ignorance is
strength," so asserts the Ministry of Truth in
Orwell's bleak warning to humanity in his novel
"1984." In this course we will examine fundamental questions of human nature and human
society through the lens of utopian and dystopian
texts. What is the nature of freedom? Is freedom
and community compatible? How may sex and
gender be distinguished? What are the sources of
violence in human society? What are the legitimate
ends of state authority? Persp.: Human Identity,
Graduation Skill: Writing
M, W
Old Main 27
6:OO-9:30 pnr
POL 383-5
Defining America: Theories of Political
and Social Change
Aoki
Around the world, countries struggle with the
turmoil of social change. Shifting patterns of race,
ethnicity and culture often trigger fierce political
clashes over who belongs and who is an outsider.
This course examines these disputes, focusing
largely but not exclusively on the United States,
where racial and ethnic controversies are part of a
struggle over the definition of America. The goal is
to enable students to make thoughtful contributions
to debates in dire need of such offerings.
6:OO-9:30 pnt
M,w
Foss 43
PSY 105-5
Principles of Psychology
Robinson-Riegler
An introduction to the methods and approaches
used in psychology for the purpose of
understanding behavior. Application of
psychological concepts to everyday situations is
emphasized. Persp.: Human Identity
6:OO-9:30 pm
, M, w
Science 213
REL 3574
Giants of the Faith
Tranvik
The lives of famous Christians are crossed with
tragedies and triumphs. This course combines
biography and theology to gain insights into the
history of the church. Figures as diverse as
Augustine, Julian of Norwich, Martin Luther and
Martin Luther King Jr. will be studied. Persp.:
Christian Faith 2 or 3
6:OO-9:30 pm
M, w
Old Main 10
REL 385-5
Process Theology & Christian Faith
Lorenzen
This course introduces students to the relational
world view of process philosophy and examines
how it has influenced Christian faith and ethical
deliberations. Special attention will be given to the
writings of John B. Cobb Jr., as a representative of
process theology. Classes will include videos, small
groups and some lecture to introduce topics. Ethical
issues addressed in the class include murder,
abortion, human sexuality and euthanasia. Grades
will be based on a paper (10-15 pages), the
presentation of the paper to the class and class
participation. (Prereq.: REL 111 or 221) Persp.:
Christian Faith 2 or 3
6:OO-9:30 pm
T, Th
Old Main 27
SWK 2604
Humans Developing
Rooney
This course provides an understanding of human
growth through life and of the sociocultural,
biological and psychological factors that influence
the growth of individuals and families. Growth
related to diverse populations and groups or special
stresses is also a focus. Persp.: Human Identity
6:00-9:30 pm
T,Th
Old Main 13
SOC 356-S
Crime and Community
Bloom
Analysis of correctiollal programs and community
responses. Lecture, discussion and site visits to
prisoiis, courts and community agencies. Special
atlention to concepts of restorative justice. (I'rereq.:
Soc 321)
1:00-4:30 ~ I I I
T,Tlr
Old M n i ~ r10
I
SPEECH, COMMUNICATION AND
The Bristol International Program
In Social Work
Bristol University, U.K.
June 28 to July 12,1997
THEATRE ARTS
SPC 3294
Intercultural Communication
Gaetano
This course explores cultural differences and their
implications for colnmunication, including
differences in values, norms, social interaction and
(.ode systems Persp.: Intercultural Awareness 1
,:00-9:3U ~ I I I
T,TII
Old Mniir 18
?PC 351-S
,\rgumentation
Lapakko
1 )evelops critical thinking skills by studying the
i heory and practice of argument, evidence,
:,illacres and refutation. Includes how to build and
n a l y z e public arguments that confront students in
ilieir everyday lives. Graduatioil Skill: Critical
l'hinking
1 :00-9:30 p ~ r ~
M,w
Old Mfliil 18
SWK 257-B
Exploring Human Senrices:
International Program
Bibus
This course is an orientation to human service
in an international context with many visits
to human service agencies, lectures and
seminars. Full orientation takes place at
Augsburg for two sessions before the course.
Credit is transcripted through Augsburg. The
course is also available for graduate credit
with a research component.
Cost: $1,990 includes tuition, all ground
transportation in the U.K., all accommodations and most meals. Airfare is NOT
included. Students must make their own
flight arrangements.
Augsburg
College
Summer School
Show less
..................... - 4
..................... - 6
Visiting Students ................ 7
Calendar ........................8
About This Catalog.................9
Interim Courses .................. 10
Lifetime Sports ................... 44
UMAlE Courses.................. - 4 6
Also On .......... Show more
..................... - 4
..................... - 6
Visiting Students ................ 7
Calendar ........................8
About This Catalog.................9
Interim Courses .................. 10
Lifetime Sports ................... 44
UMAlE Courses.................. - 4 6
Also On ..................... 33
Other Courses ...................47
Introduction
Options
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4- 1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3'12
weeks, attendance at every class is imperative. It is expected
that students will attend every class period; however, each
instructor will establish the precise attendance policy for
hislher course. Students can register for only one course
credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo Credit basis. A few Interim courses are graded only
on the PIN system; this is indicated in the course description.
Some courses are offered for either Upper or Lower Division
credit. Such Interim courses have two numbers listed and
students must select which is most appropriate for their needs.
Students registering for Upper Division credit should anticipate additional assignments and a more rigorous grading
standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees,
although intended to be accurate, may change and students
should check with the instructor to verify the final costs.
Students are required to complete at least 33 course credits for
graduation. This course total must include two Interims for
students who enter with fewer than 14 courses. A maximum
of four Interim course credits may be counted toward the 33
course credits required for graduation. Transfer students
should refer to their transfer credit evaluation form or consult
the Registrar for the number of Interim courses required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credits. They may take two half-credit
classes. They may also take a lifetime sport (zero credit). The
lifetime sport is at no additional charge if they are full-time
(fall term). If less than full-time they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration but will be charged Day School tuition
($1,497) per course credit. If they do so they may take only
1.0 additional course credits in Weekend College for winter
trimester.
It is the policy ofAugsburg College not to discriminate on the basis of race, creed,
national or ethnic origin, age, marital status, sex or handicap as required by
Title IX of the 1972 Educational Amendments or Section 504 of the
Rehabilitation Act of 1973, as amended, in its admissions policies, educational
programs, activities and employment practices.
Options
International Interim-Students are invited to be part of
one of the 25 international Interim courses offered by the
Upper Midwest Association for Intercultural Education
(UMAIE). These course opportunities are listed near the
end of this catalog.
Internships deadline-Friday, December 12. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship learning agreement plan to the Internship
Office (Murphy Place, Rm. 8) no later than the last day of fall
classes (Friday, December 12). The learning agreement forms
are available in the same office. Internships during Interim
must involve full-time work placements for approximately
four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education'Office.
Independent studylresearch or directed study-Students
may elect a program of independent study (Upper Division
499) or directed study (Lower Division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the Registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Registrar's Office.
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs can be consulted in the Registrar's Office. Registration for Interims at the
other ACTC colleges will be at Augsburg during the regular
registration period. Most courses taught during the Interim at
other 4- 1-4 schools are accepted for credit by Augsburg, but
may not necessarily be accepted as meeting Augsburg's genera1 education requirements.
Visiting Students
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge
tuition to Augsburg students for the January term. The waiver
of tuition does not include special fees, housing or board
costs. Other students will be charged $1,497 for the Interim
course. Students interested in registering for an Augsburg
Interim should write to the Registrar's Office for application
forms or use the forms provided by the Interim office at their
own school. There is an application processing fee of $10.
Students are welcome to stay on campus but are not required
to do so. Requests for Interim housing should be made to the
Residence Life Office.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399 or 499 courses.
Interim Calendar 1998
November 17 to December 5 . ......... Interim registration
First day of Interim
January 5 . . ........................
Time I-9:00 a.m. (first day)
Time 11-1:00 p.m.
January 6
............Last day to register or add a class or
cancel a class without a notation
January 16. . . . . . . . . . . . . . . . . . . . .Last day for determining
grading option with Registrar
January 16 .........Last day for withdrawing from courses
.............................. Interim ends
February 2 . .....................Spring semester begins
February 6 ...............Interim grades due to Registrar
January 28
The time, number and length of meetings as well as the
beginning time will be arranged the first day of class. The
daily schedule for Interim is divided into two blocks of time:
Time 1: 8:00 a.m. to noon (Note: on the first day, Time I
classes will begin at 9:00 a.m.)
Time 11: 1:00 p.m.-5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, January 19, at 1:OOp.m.
Afternoon classes begin following the convocation.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 226.
Students may also register for one of the lifetime sports listed
at the end of the catalog. Courses that include travel are
marked with an airplane.
+
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at 330- 1150.
Internal & Operational Audit
ACC 424-1
Instructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using
techniques discussed in accounting, finance, management,
marketing and MIS, we examine a business' internal control
systems and operating efficiency. By stepping away from the
traditional textbook approach we incorporate creativity and
discussion. Major topics include: business valuation techniques, "just-in-time" philosophy, efficiency improvement
techniques, disaster recovery planning and report writing.
Students will be evaluated by classroom quizzes, a project
and final examination.
Prerequisiles:ACC 221 & 222, BUS 242, 252,331, ECO 113, MIS 175 & 379
GradualionSkill Requirements: Speaking, Writing
Maximum Enrollment 20
Time: I1
Room: Foss Center 43
Life Drawing
ART 247-1
Instructor: Norm Holen
A study of nude figures for art students and non-art students.
The figure will be depicted with graphite pencils in various
settings for varying lengths of time. Grades will be based
upon quality and improvement. There will be a fee of $40 to
be paid on the first day of class.
Liberal Arts Perspective:Aesthelics
Maximum Enrollment 20
Time: I
Room: Old Main 17
Tribal Arts And Culture
ART 290-1
Instructor: Steve Chapman
The rich heritage of indigenous cultures is explored through
the visual arts, particularly within the United States. Other
content includes poetry, dance, mythology, ritual, religion and
drama of many American Indian tribes. Students will produce
various art projects in weaving, basket making, pottery, sculpture or prints.
Maximum Enrollment: 20
Time: I1
Room: Old Main 4
Calligraphy I & I1
ART 106-1
ART 306-1
Instructor: Philip Thompson
Development of calligraphic writing and drawing skills with
emphasis on the broad-edged pen. Attention given to the historical development of calligraphy and the elements of design
through readings and demonstrations. Class time and assignments center on proactive calligraphic concepts with special
attention given to foundation, italic, gothic and uncial styles.
Three original projects are required and evaluation is based
on quality of work plus participation and growth factors.
Upper Division students are required to complete examples in
three historical writing styles plus an expanded project.
Required materials: text, pens, ink, ruler and mat board
Liberal Ads Perspective: Aesthelics
Maximum Enrollment: 15
Time: I
Room: Old Main 4
Seeds of Change
BIO 145-1
lnstructoc Esther McLaughlin
We will use a few historically, economically, and medically
important plants to study some of the ways in which humans
and plants interact, biologically and otherwise. Plants are not
only at the bottom of our food chain but also play a part in
non-food aspects of our lives, either directly (e.g., medicines,
fibers, dyes) or indirectly (e.g., how food crises have influenced
human migrations). We will study the uses, biology, natural
history and classification of several important plants.
Evaluation will be based on three or four 40-minute exams,
several quizzes and an oral presentation.
Liberal Arts Perspeclive: Nalural World 2
Maximum Enrollmenl: 20
Time: I1
Room: Science 205
Florida Keys Marine
Biology Studies
BIO 140-1
BIO 340-1
Instructors: William Capman and Dale Pederson
1\,1
1;
--
The Florida Keys provide an excellent site for study of natural
history and ecology of marine, coastal and sub-tropical communities. This class will spend about 2'12 weeks in Florida at
the Newfound Harbor Marine Institute located on Big Pine
Key. The Institute offers laboratory facilities, ocean-going
research platforms, housing and a dining hall. Field trips to
coral reefs (Looe Key National Park), tide pools, turtle grass
flats, mangrove islands and upland hammocks will be led by
professional naturalists from the institute. Organisms and
communities will be studied on site and in the laboratory.
Research projects will be initiated shortly after arrival at the
station in order to provide opportunities to gather data over a
period of several days. Visits to Pennicamp State Park, Key
West and the Everglades will be included.
Evaluation will be based on:
BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, and (4) a final exam.
Prerequisite for 810 140: Any one of the follow in^ courses or their equivalents810 101, 102, 103, 113, 114, or consent of the instructor.
BIO 340: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) written report of the
research project, and (5) a final exam.
Prerequisite for 810 340: 810 351 or 810 481 or consent of the instructor.
Estimated cost of the course: $2,500 (includes airfare, all
ground transportation, housing and meals while at the institute). Contact the instructors for details.
Prerequisite: See Above
Maximum Enrollment: 12
Time: I1
Room: Science 212
Responding to the Challenge of Japan
BUS 368-1
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students.
Evaluation will be based on a paper, two 20-minute sessions
of seminar leadership, class participation, and a mid-term and
final examination. This class should be of interest to anyone
majoring or minoring in international business or any field of
business administration as well as anyone interested in Japan.
Students who cannot attend every class should not enroll in
this course.
Prerequisite: Junior standing or consent of the instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 20
Time: I
Room: Old Main 29
Contemporary International
Business and Trade Issues
BUS 495-1
Instructor: Magdalena Paleczny-Zapp
The practical applications of the commercial policies of the
major trading nations such as the U.S., Japan and Pacific Rim
countries will be explained. The impact of the institutional
and systematic changes in China, Russia, Central and Eastern
Europe on the volume and structure of the international
investment and business will be examined. Newest developments regarding the European Union, NAFTA and Central
European Free Trade Agreement will be discussed and
analyzed. A seminar model will be used with a multimedia
approach and guest speakers. Class will meet three times a
week. Evaluation will be based on a research paper, an oral
presentation of the research paper and class participation.
This seminar should be of special interest to anyone majoring
or minoring in international business or any field of business
administration, as well as anyone interested in current international issues.
Prerequisite: Junior standing or BUS 362 or consent of the instructor
Maximum Enrollment: 15
Time: I - M, kt! Th
Room: Old Main 22
The Individual and the Organization
BUS 495-0
SPC 495-0
Instructors: Deb Bart and Tom Morgan
How do you maintain your personal identity in the workplace? Must you sacrifice your identity to be successful in corporate America? This course explores these questions by
focusing on the roles the individual plays within both forprofit and not-for-profit organizations. Emphasis will be
placed on the individual's interpersonal, group and organizational relationships. Several assessment instruments will be
used to help participants better understand themselves and
others in their attempts to become more effective communicators. Journals, projects and class participation will be used
to evaluate performance. This course is designed for students
majoring or minoring in business or in communication.
Prerequisite: Junior or senior business or communication majors/minors
Maximum Enrollment: 2 0
Time: I
Room: Old Main 10
Chemistry for Changing Times
CHM 100-1
lnstructoc Arlin Gyberg
This course is developed from the perspective of a person living in a modern, high-technology society such as the United
States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at least must be able to
understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific
concepts we will at the same time relate them to an abundance
of current issues. We live in a world of pesticides, fertilizers,
plastics, birth control, food abundance and food shortage,
food additives and processing and synthesis, organically and
non-organically grown food, chemical dependency, licit and
illicit drugs, the energy crisis and the debates about sources of
energy, the greenhouse effect and nuclear waste storage, pollution, genetic engineering and much more. Many of these
problems are chemical in nature. Thus, in learning about
chemistry, via lecture and in-class discussion, we can begin to
understand ourselves, our society, our world and even some
of the universe. The grade for the course is based on a percentage of the total score of total points on the daily quizzes.
Prerequisite: Math Placement Group I1
Liberal A ~ l sPerspective: Natural World 2
Maximum Enrollment: 3 0
Time: I
Room: Science 315
Introduction to Computer Science
and Communications
CSC 160-1
Instructor Larry Ragland
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical
circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer
science, Turing machines, computer communications and the
Internet, packet switching, Internet services and operation.
This course will consist of lecture/discussion times with
frequent in-class lab exercises on the topics above. Grading
will be based on examinations, labs and homework. This
is not a course in computer applications or how to use
computers, although we may touch on these topics.
Prerequisite: Math Placement Group 111
Maximum Enrollment: 25
Time: I1
Room: Foss 42
UNIX and C
CSC 272-1
Instructor Noel Petit
Study of UNIX operating system and the C programming
language. It is assumed that the student has a knowledge of
programming methods and has done programming in some
other language. Evaluation will be done on 10 programming
assignments, two to three quizzes and a final project. Grading
is done by combining the weighted grades of all assignments
and quizzes.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: I1
Room: Library 20
Topics: Computer Science: An
Alternative Scheme One and Two
CSC 273-1/373-1
Instructor: Charles Sheaffer
This course is especially intended for students with no prior
exposure to programming in particular or computer science
in general. It will be a laboratory intensive, self-paced course
using the Scheme programming language. We will introduce
an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming,
procedural and data abstraction, and program interpretation.
Students with knowledge of programming will benefit from
exposure to the alternative paradigm represented by the
Scheme language and will acquire a concrete understanding of
how these important concepts are actually implemented in
real languages and machines. Students will be evaluated on
the basis of a series of programming projects. CSC 373 is a
continuation of CSC 273.
Graduation Skill Requirement: for CSC 373, Critical Thinking
Prerequisite: CSC 273, none: lor CSC 373, CSC 273 or consent of the instructor
Maximum Enrollment: 20
Time: I1
Room: Foss Center 20
Economics of Urban Issues
ECO 110-1
Instructor: Ed Sabella
Study of economic implications of the many problems facing
a metro-urban environment. Some of the topics to be discussed
are: crime prevention, health issues, discrimination, education,
etc. Basic microeconomics tools of analysis will be developed in
class. This is a basic course designed for those students who do
not plan to major in economics, business administration,
accounting or MIS. Three objective examinations.
Liberal Arts Perspective: City or Social World 1 or 2
Maximum Enrollmenl: 15
Time: I1
Room: Old Main 29
Introduction to Economic Development
EGO 295-A1495-A
Instructor: Jeanne Boeh
This class will focus on market-driven local development.
Topics will include regional growth and development, metropolitan government and finance, economic development
strategies and neighborhood development.
Prerequisite: ECO 112 or ECO 113 preferred
Maximum Enrollment: 25
Time: I
Room: Old Main 13
Personal Economics
EGO 495-1
Instructor: Satya Gupta
This course will examine, understand and analyze three
aspects of quality life-worldly assets, physical health and the
self. Quality life is defined by many people in terms of the
amount of money one has. The more money one has, the
more command on commodities one can enjoy. We work hard
most of our lives to fulfill our dreams of having a large home,
fancy car, boat, vacation home, education for our children and
enjoyable retirement. We plan a great deal for all these dreams.
It is surprising that we plan 30 or 40 years from now. It is also
true that at some point in life one asks oneself "Who am I
really?" and "What am I here for?" In this third component of
the course we shall critically reflect on our values, ethics and
self-understanding. Knowledge of the self leads us to a higher
plane of thinking and behaving. Thus, we shall try to construct
a well-balanced portfolio of quality life. Students will find the
course very interesting, thought provoking and challenging.
Grades will be based on three quizzes, one paper and discussions in class.
Prerequisile: S O 112 or 113 or consenl of instructor:
Time: I
Room: Old Main 11
Media Technolo y
(0.5 course cre at)
8
EDU 34 1-1
Instructor Linda Dyer
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production and evaluation of effective audiovisual materials for teachingllearning situations. Computer
training will be included in the course.
Note: This course can be taken along with Human Relations,
EDU 388-1
Prerequisites: PPST and admission lo Teacher Education Program
Maximum Enrollment: 15
Time: I1
Room: Library 17
International Education
EDU 353-1
lnstructoc Rich Germundsen
This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems with special attention on Scandinavian and Central
American models. The course also draws attention to our personal responsibilities to educate ourselves to be able to understand and participate in the emerging global society. There
will be lectures, discussions and presentations by students and
guest speakers. Student evaluation will be based on class presentations and investigative projects.
Liberal Arts Perspective: Social World 2
Maximum Enrollmenl: 15
Time: I
Room: Library 17
Human Relations
(0.5 course credit)
EDU 388-1
lnstructoc Joseph Erickson
This course is the study of prejudice, discrimination and
oppression as it affects persons of color, the handicapped, limited English speakers and women. Topics include racism, sexism, homophobia and economic issues. Emphasis is placed on
preparing potential (or practicing) teachers for classrooms that
will include minority students, different religious backgrounds, the less abled and students at risk. Students will be
expected to summarize readings, view appropriate films and
complete a project. This course satisfies the Minnesota Human
Relations requirement for teachers and social workers. This is a
one-half credit course. It is offered only on a PIN basis.
Note: This course can be taken along with Media Technology,
EDU 341 -1.
Maximum Enrollment: 25
Time: I
Room: Old Main 23
Topics: Theatrical Performance in the
Twin Cities: Exploring Live Theater
ENG 282-1/482-1
Instructor Ronald Palosaari
The Twin Cities are widely known as a center for good live
drama. This course will study the variety and the quality of
live theater in the Twin Cities. We will attend at least a dozen
plays and a few films based on plays. Student who take this
course must be free evenings and weekends to attend performances. Class discussion will be on the plays we have seen
and on the art of drama. The grade will be based on the
course journal. Regular class attendance is required. Students
registering for ENG 482 will have an additional paper to write
and a class presentation.
Prerequisile: for ENG 282, ENG 111: for ENG 482, ENG 111 and a theater or lilerature course
Liberal Arts Perspective: Aesthelics
Time: I
Room: Sverdrup 208
Topics: Writing About the Arts
in the Twin Cities
ENG 282-U482-Z
Instructor: Bob Cowgill
This course is predicated on the assumption that immersion
in all the arts benefits a writer's investigation of any specific
art; or, in other words, that before you become a specialist, it
helps to become a passionate generalist. The class will balance
two related goals: first, to experience and talk about as many
contemporary Twin Cities cultural happenings as is practicable (we will search out and encounter the most exciting, controversial and significant programs in theater, dance, gallery
exhibition, music and film); second, to examine critical methods of observation and reception of art and consider ways in
which writers can enhance the public's understanding and
interaction with artistic culture. Students will keep a critic's
journal, write four short papers and take a final exam.
Students registering under English 482 will have to develop a
10 page critical project in conjunction with one art event that
occurs during the course's span. To register, students must
have successfully completed English 111, must have the willingness, the money and the time to attend events and to
transport themselves to various cultural locations throughout
the Twin Cities.
Prerequisile: ENG 1 1 1
Graduation Skill Requirement Writing
Maximum Enrollment: 2 2
Time: I
Room: Music 23
Topics: Contemporary American Poetry
ENG 282-P/482-P
Instructor: John Mitchell
This course will provide an introductory survey of contemporary American poetry by poets whose work has come into
prominence since World War I1 or mid-century. Emphasis
will be given to the vision and sensibility of each poet and to
the themes of their poems, especially those images and statements that concern philosophical, historical, psychological
and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations
of selected poets and poems and to express their discoveries
in class discussion and short papers. A final examination will
be given and two interpretive papers about three to five pages
in length will be assigned. For Upper Division credit, the student will also read and give a written class report on a book
that discusses contemporary poetry or a contemporary poet;
this choice, based upon recommendations, must be approved
by the instructor.
Prerequisite: for 482-F) Intro. to Literature
Time: I
Room: Old Main 16
Beginning German I
GER 111-1
Instructor: John Van CIeve
As long as you have to take a foreign language, why not take
the one with the most native speakers in the European
Economic Community? It's the language of Europe's
strongest national economy. It's also the language of Albert
Einstein, Werner Heisenberg and Wernher von Braun. The
language of Martin Luther, Karl Marx and Friedrich
Nietzsche. Of Bach, Beethoven and Mozart. Start German
during Interim and by the end of January, you'll be on your
way to reading and speaking the language of a nation that
has played a dominant role in Western civilization. The
vocabulary and structures of everyday German will be
emphasized. Grades will be determined on the basis of class
participation, scheduled chapter tests and a final exam.
Liberal Arts Perspeclive: lnlercullural Awareness 2
Maximum Enrollment: 10
Time: I
Room: Old Main 21
Dance (men
(0.5 course
HPE 232-M
lnstructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on participation in class activities, a
teaching assignment and a written test.
Maximum Enrollmenl: 12
Time: I - T; Th, & alternate F (1/6, 118, 1/9, 1/13, 1/15, 1/20, 1/22, 1/23, 1/27)
Room: Melby Gym - north court
Dance (women only)
(0.5 course credit)
HPE 232- W
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on participation in class activities, a
teaching assignment and a written test.
Maximum Enrollmenl: 12
Time: I - 6 Th, & alternale F (1/6, 1/8, 119, 1/13, 1/15, 1/20, 1/22, 1/23, 1/27)
Room: Melby Gym -north court
Prevention and Care of Athletic Injuries
(0.5 course credit)
HPE 275-1
Instructor Paul Kriegler
Emphasis placed on preventing and treating common athletic
injuries. Practical experience in taping and training room
procedures.
Prerequisites: 810 103, HPE 350
Maximum Enrollmenl: 24
Time: I - M, Wandalternate F ( M , 1/7, 1/12, 1/14, 1/16, 1/19, 1/21, 1/26, 1/28)
Room: Melby 119
Instructional Methods: Materials in
Health Education (0.5 course credit)
HPE 390-1
lnstructoc Patty Murphy
Principles: methods of instruction applied to health education
grades K- 12. Emphasis upon teachingllearning strategies and
student assessment. Evaluation: development of materials
included.
Prerequisites:HPE 101, 110 and 320
Maximum Enrollment: 15
Time: 1 - M, kt! & F
Room: Melby 202
Sailing in the Virgin Islands
(January 1998)
HPE 455-1
Instructor Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will take
the participant to a competent level of sailboat handling
(anchoring, mooring, helming and crewing).The student will
live aboard a 43'- 46' fixed-keel sailboat with five to six other
people and will function as an active crew member. Actual onthe-water instruction will be the major part of the course. Sailing
will include cruises to the various islands and cays in the British
and American Virgin Islands. Snorkeling and wind surfing will be
available on an optional basis. Some classes will be held in
December prior to leaving for the Virgin Islands in January.
The course cost is $2,800, which includes airfare for Augsburg
day students and qualifying 4-1-4 students. Others will have to
pay regular Interim tuition in addition to this course cost in
order to receive academic credit. PIN ONLY.
Applications may M picked up from the office of Joyce Pfaff,
Melby Hall, Augsburg College. They must be turned in with
deposit and appropriate signature before final acceptance is given.
Prerequisites:Permission from Joyce Pfaff of the Health and Physical Education
Department, (612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requiremenl: Lifelime Sport; also one course credit Upper Division
Maximum Enrolimenl: 8 (a waiting list will be kept after the original eight spots are filled)
Topics in U.S. World History:
History by HoIIAyood
HIS 195-1
lnstmtoc Rick Nelson
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How accurate is our understanding of the past? How do we
attempt to secure that understanding? Why is history biased?
Can there be history without bias? Should history have entertainment as a goal? These questions, and others, form the basis
for an inquiry into the writing of history and the portrayal of
historical characters, events and themes depicted in the cinema. Filmmakers have presented history in ways ranging from
the mundane to the sublime. In this course we will view selected films and through readings, lectures and discussions examine some of the successes and failures of "History by
Hollywood." This course is intended for first-year students.
Others may enroll with permission.
Prerequisile: One history course or consent of instructor
Maxlmum Enrollment: 2 5
Time: I
Room: Lindell16
I . '
, .W
.I
Science and Religion
HON 401-1
lnstructor: Mark Engebretson
For some in our society science is the driving engine of a better, more secure life and the basis for a philosophy of life. For
others, science and its associated technologies, along with its
invitation to become a global world view, constitute a grave
threat. This course will address these matters in two ways.
First, it will begin with a historical overview of the relations
between science and the Christian faith, emphasizing three
periods: the origins of the Christian faith, the development of
"modern" science and mechanistic philosophy, and the reevaluation of science and nature in the twentieth century.
Second, it will study systematically the world views of science
and religion to see how they compare.
Class time will be divided among lectures, discussions, small
group tutorials and an extended simulation exercise in developing a space colony. Course evaluation will be based on two short
exams, participation in small group tutorials based on assigned
readings, a group project presentation and a major synthesis
paper based on the group project and course materials.
Prerequisites: One CF course, one NW course, and junior or senior standing
Liberal Atis Perspective: Christian Faith 3
Maximum Enrollment: 25
Time: I
Room: Music 22
Literacy in the City:
Service-Learning Externship
INS 298-1
lnstructor: Garry Hesser
The course, taught by the Experiential Education staff, will
explore literacy in the city. Students will work in groups at
least two days a week at one of the four literacy centers close
to campus. A twice-weekly seminar will focus on current
issues in literacy through readings, guest speakers, films and
reflection exercises. Students will complete short seminar
exercises, set team externship goals, keep individual journals
and make a final group presentation.
Liberal Arts Perspective: The Cify
Maximum Enrollment: 20
Time: I
Room: Foss 43
Paideia Seminars
INS 120-1
Instructor: Ann Fleener
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will read selected readings that will
then be discussed in Paideia seminars. Students will also view
selected films for seminar discussions; develop and/or hone
habits of mature, intellectual talk; observe seminars conducted
in a St. Paul public school; evaluate their own behaviors during
seminars and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluations as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Science 319
Topics: An introduction to Law School
INS 210-1
lnstructoc William 0.Green
This course introduces college students to the experiences of
first-year law students. We will examine the nature of American
jurisprudence and legal theories that law students study in their
first year, discuss the academic and emotional pressures that
first-year students typically face, explore ways to cope with
these pressures, and develop legal reasoning and writing skills.
Maximum Enrollment: 15
Time: I1
Room: Old Main 16
Introduction to Islam
INS 225-1
Instructor Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). Some effort will be made to deal with the
similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspeclive: Inlercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Old Main 27
Universals of Language
LIN 290-1
Instructor: John Schmit
Is our ability to use language acquired by learning, or is it present from birth? What do all languages have in common
despite their obvious differences? How can learning a foreign
language be so frustrating for adults, while young children
learning their native language seem to be having fun?
Questions such as these have fascinated people throughout
history, and recent developments in linguistics have begun to
provide some credible answers. The purpose of this course is
to survey the most remarkable findings in this area and
engage in some principled speculation as to what they mean.
This course is open to all students with a healthy curiosity
about language. No other prerequisite. There will be two tests
and a short paper for class presentation.
Maximum Enrollment: 15
Time: I1
Room: Old Main 11
Math of Interest
MAT 173-1
Instructor: Ken Kaminsky
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Evaluation will be
based on classroom participation, quizzes and a final examination.
Prerequisite: Math Placement Group 111 or IV or consent of instructor
Graduation Skill Requirement: QuantitativeReasoning
Maximum Enrollment: 25
Time: I
Room: Science 212
Topics/Discrete Mathematics
MAT 481-1
Instructor: Su Doree
Explore the discrete side of mathematics as we consider questions such as ....How many phone numbers start with the 612
area code? What's the shortest route between two cities using
scheduled flights? The term "discrete" refers to separate, distinct
objects such as the whole numbers. Kenneth Rosen, a mathematician at Bell Labs, in the introduction to his text Discrete
Mathematics and Its Applications, explains that ... discrete
mathematics is used whenever objects are counted, when relationships between finite sets are studied and when processes
involving a finite number of steps are analyzed. A key reason
for the growth in the importance of discrete mathematics is
that information is stored and manipulated by computing
machines in a discrete fashion. The course is a rigorous introduction to discrete mathematics including topics such as sets,
logic,,functions, recursions, combinatorics, elementary probability theory and graph theory (as in networks). Algorithmic
thinking and mathematical reasoning is emphasized throughout the course. This course will be a useful and interesting
complement to calculus and continuous mathematics. The
course is intended for students pursuing a mathematics major
or a computer science major with a mathematics minor.
Students are expected to be at least a little familiar with theoretical mathematics and proof. No specific computer experience is expected. Evaluation is based on three examinations
and a small portfolio of homework problems. Please contact
Su Dorke for further information.
Prerequisite: MAT 245
Maximum Enrollment: 25
Time: I
Room: Science 112
Advanced Computing for Business
MIS 370-1
lnstructoc Kathy Schwalbe
Objectives are to learn concepts underlying creation of Web
pages and business communication via the Internet. Use of
relational databases for advanced queries, forms and reports.
Basics of event-driven programming for solving business
related problems. Students will complete three major projects
and a few minor assignments. The course requires significant
effort on projects and constant access to a computer.
Cooperation with fellow students in learning to apply concepts
is encouraged. A good grasp of MS Access is required or the
willingness to exercise exceptional effort in learning the tool.
Prerequisites: MIS 175 or CSC 170 or consent of the insf~ctor,Math Placement Group 111
Maximum Enrollment 20
Time: I1
Room: Lindell 16
Sounds and Sights of Europe
MUS 179-1
Instructors: Robert Karlen and Roberta Kagin
I1
-e
Much of American history and culture is derived from that of
European cities such as London, Paris and Amsterdam. This
course provides an opportunity to visit some of the great
European cultural centers that provided the impetus for development of cultural life in the New World.
Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen in the museums. Students listen critically to concerts of musical masterpieces heard at each site. Relationships between the various art
mediums come to life through these experiences. There is also
ample time for independent exploration.
Evaluation is based on full participation in all course-related
group activities, a daily professional journal, artlmusic critique
sheets and exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel accommodations, daily continental breakfast, four group meals and tickets to five cultural performances.
Registration for this Interim course must be made before
November 10 at the International Programs Office, CB 307,
Augsburg College, 22 11 Riverside Avenue, Minneapolis, MN
55454. Phone: 330-1655. Offered on a PIN basis only. A meeting
will be held at Augsburg College on Saturday, November 15. For
more information you may call Roberta Kagin at 330- 1273.
Liberal Arts Perspeclive: Aeslhelics
Maximum Enrollmenl: 15
Survey of Rock History and
Musical Style, 195 1 197 1
-
MUS 204-1
Instructor 0.Nicholas Raths
An introduction to the fundamentals of music and musicology as they occur within the context of Rock's inception
(1950s) and maturation (1960s) periods. This course will
examine the historical background, musical content and
methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paper, exam and a group performance project. For
non-music majors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
Seminar: Printing Music
at the Computer
MUS 295-1
lnstructoc Stephen "Gabe" Gabrielsen
The program Finale will be explored. This computer program
makes it possible for music students to generate professionallevel musical scores. Daily assignments will be given with the
end goal of developing proficiency at printing music at the
computer.
Prerequisite: Note-reading ability
Maximum Enrollment: 20
Time: I (M, W 10-12:OO; b Th 8-1 1:30; F8-1l:OO)
Room: Music Library (first floor Music Bldg.)
Topics: Introduction to Music Theatre
MUS 295- TnHR 295-T
Instructors: Sonja Thompson and Martha Johnson
This interdisciplinary course will be co-taught by music and
theatre faculty. The goal will be to integrate training and performance techniques from music and theatre to help students
gain knowledge, experience and skills in various genres of
music theatre (musicals, opera, plays involving singing and
music, and new music theatre). The course will also explore
the power of music theatre that links it with ritual, ceremony
and spiritual tradition. Another goal of the course is to give
students the opportunity to increase their level of comfort
and skill on stage. The course will culminate in a public performance of scenes from music theatre. Grading will be based
on student scenelrole research, class and rehearsal commitment, and final performance. Interested students will be auditioned in December so that appropriate material can be
assigned to them. Students of all levels are welcome to take
this course.
Liberal Ads Perspective: Aesthetics
Maximum Enrollment: 25
Time: I
Room: Sateren Auditorium
Topic: History of Caribbean Music
Studied in Miami and Jamaica
(UMAIE Course)
MUS 295-H
Instructor Robert Stacke
Miami and Jamaica are considered the center of Caribbean
music, where composition, recording and world distribution
takes place. This course will explore the world of Caribbean
music through visits to recording studios, clubs where
Caribbean music is performed and neighborhoods that
brought about this music. Also studied in depth will be social
issues that have influenced music such as Reggae. Cities to be
visited are Miami and in Jamaica, Montego Bay, Negrel and
Kingston. Cost is $2,460, which includes all travel, accommodations, breakfast and tuition. Evaluation will be done on
attendance at all sessions, keeping a journal and a final project
with an explanation paper. This is open to all students, not
just music majors.
liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 15
Beginning Norwegian I
NOR 111-1
Instructor: Frankie Shackelford
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening, reading and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses
on both presentation of vocabulary and structures and the
use of the language in everyday contexts. Evaluation will be
based on participation, daily assignments, quizzes and a final
exam.
Liberal Arts Perspeclive: lnlercultural Awareness 2
Maximum Enrollmenl: 20
Time: I
Room: Old Main 25
Philosophy of the Emotions
and Passion
PHI 215-1
lnstructor: Mark Fuehrer
An examination of several classical and contemporary philosophical essays on the nature of human emotion and passion
with the intentions of discovering the nature of the role of
this aspect of human nature in the life of a human being.
Students will read, discuss and then write about various
aspects and problems concerned with human emotional life.
We shall explore the impact of emotions upon language,
music, art, interpersonal relations and even religion. The goal
is to provide students with an occasion to think deeply about
this aspect of their humanity. Evaluation will be by written
reports on assigned material and a mid-term and final essay
examination.
Liberal Arts Perspective; Human ldenlily
Maximum Enrollment: 20
Time: I
Room: Old Main 29
Philosophy and the Arts
PHI 260-1
Instructor David Apolloni
We will discuss the nature of art, artistic expression, aesthetic
experience, as well as questions peculiar to the individual arts.
Does the literary artwork exist independently of its author's
intention? Does music have meaning? What is the relationship
between theater and film? Students will be evaluated on the
basis of weekly quizzes, group work, short written assignments
and possibly a project (extra credit) on the Internet.
Liberal Ads Perspective: Aeslhetics
Maximum Enrollment: 20
Time: 1
Room: Old Main 18
Spreadsheet Physics
PHY 151-1
Instructor: Jeffrey Johnson
Spreadsheets (e.g., Lotus 123, Excel) have been used extensively
in business for years. However, it is also possible to use spreadsheets to solve physics problems without using high-powered
mathematics. Spreadsheets allow the student who is not an
expert in mathematics to experience physics on a more intuitive level. We will use Excel to solve problems in a wide variety
of physics areas including planetary and projectile motion.
This is also a fun way to learn spreadsheets, which have
become very useful in the home. Grading will be based on
spreadsheet projects, homework and a final exam.
Prerequisile: Math Placement Group 111
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 20
Time: I
Room: Science 30
Social Justice in America
POL 140-1
lnstructor: Andrew Aoki
This course requires students to struggle with questions of
social justice in America. Students will develop and defend
their own standards of social justice and use those standards
to assess conditions in urban America. To pass this course,
students must engage in a substantial exchange of ideas with
fellow classmates in class discussions.
The course has two goals: to develop student thinking about
social justice, including greater awareness of conflicts between
justice and other values and to increase student ability to
understand urban problems as issues of justice and other central values.
Evaluation will be based on participation in discussion and
other class activities, on two short (4-6 page) papers and on a
final exam. Because of the compressed time frame of the
Interim schedule and the importance of material covered on
the first day of class, no one will be admitted to the class who
does not attend the first day of class, unless first receiving the
permission of the instructor.
Liberal Arts Perspeclive: The Cily
Maximum Enrollment: 20
Time: I
Room: Music 24
Gender, Race and Class in
the Mass Media
POL 295-1
Instructor: Susan Riley
How do the mass media intersect with American ideals and
stereotypes in regard to gender, race and class? This course
will explore the images, underlying values and assumptions,
and the impact of U.S. media practices and patterns in rela-
tion to sex and gender, race and ethnicity, and social and economic class status. How are women, racial and ethnic minorities, and working class people portrayed in the mass media in TV dramas and sitcoms, music videos, children's programming, the news, advertising, movies and talk radio?
At the heart of the course will be case studies designed and
conducted by the students (individually or in groups) which
explore in detail some aspect of gender, race and class in the
mass media. Students will present their case study results in a
written paper and in a brief oral report to the class.
Additional course requirements include active class participation and a midterm examination.
Maximum Enrollment: 20
Time: I1
Room: Music 24
Idealism and the Adolescent
PSY 370-1
Instructor: Duane Johnson
Inquiry into the nature and presence of idealism in the life of
the adolescent person. Theoretical bases for such idealism will
be considered. Idealism directed toward other persons and
society will be the main focus.
This course will be conducted as a seminar with a high level
of student contribution and participation. Attendance at each
class session is required. Procedures will include class discussion, frequent short papers and frequent oral reports.
Typewriting or equivalent word processing will be required.
Students are requested to read at least three articles by Robert
Coles before the start of the Interim. Library reference work
will be a part of the course process. Offered only on PIN
basis.
Prerequisite: PSY 101 or PSY 102 or PSY 105
Maximum Enrollment: 15
Time: I
Room: Science 205
w
Theology of Death and Dying
REL 490-1
Instructor: John Benson
This will be a multidisciplinary course, using materials from
biology, psychology, sociology, history, world religions and
Christian theology proper. It will also be ecumenical, since
some of our theological material will come from Roman
Catholic as well as Protestant sources. Religious traditions
regarding death and the afterlife will be studied, and various
ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will
become acquainted with the field of mortuary science, the
hospice movement in the United States and current medical
practices related to the terminally ill. Daily lectures, discussions, quizzes and written assignments will be the format.
Grades will be based on class participation, two tests and oral
presentation of a research project.
Prerequisile: REL 111 or 221
Liberal Arts Perspective: Christian Faith 2
Maximum Enrollment: 25
Time: I1
Room: Old Main 27
Culture, Family, Sex and Status:
The New Testament Social World
REL 330-1
Instructor: Philip A. Quanbeck I1
This course will approach parts of the New Testament from
the perspective of the social world. It will examine the world
of cultural conflict, accommodation and change, and determine how that shaped the New Testament message and how
the church responded to the challenge. Topics will include
concepts of cultural anthropology such as honor and shame,
the social structures of the family and the city in the GrecoRoman world. Social status will be addressed in the ways it
affected women, men, free persons and slaves. Special attention will be paid to the relation between early Christianity
and Judaism. In the New Testament there will be particular
focus on Luke through Acts, First Peter and aspects of the letters of Paul. Evaluation will be by exam, class
presentationlparticipation and a research paper.
Prerequisile: REL 111 or 221
Liberal Arts Perspective: Christian Faith 1
Maximum Enrollmenl: 25
Time: I1
Room: Old Main 13
The Lutheran Heritage
REL 345-1
Instructor: Mark Tranvik
The Lutheran Church is the largest Protestant church in the
world. We will examine its roots in Luther and the
Reformation and trace its history in worship, music and theology to the present day. Questions such as the following will
be addressed: what does it mean to be a Lutheran today and
how might Lutherans relate their faith to political and social
problems? Lectures and discussions will be the format. Guest
speakers will be used. Requirements include class participation and exams.
Prerequisite: Religion 111 or 221
Liberal Arts Perspeclive: Chrislian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Science 213
Varieties of Christian Spirituality
REL 440-1
lnstructoc Janelle Bussert
11
A study of selected spiritualities from the Christian tradition
and of contemporary developments, including 12-step spirituality, feminist, ecological and non-Western Christian spiritualities.
An introduction to the basic practices of spirituality, especially
prayer and meditation. Evaluation methods include quizzes,
experiential journals, class presentation and a final paper.
Prerequisite: Religion 111 or 221 or 331
Liberal Ads Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I/
Room: Science 112
Sociological Studies of Childhood
SOC 232-1
lnstructoc Rita Weisbrod
In American culture, we have gone from nostalgia and
romanticism regarding children in the early decades of this
century to an increasingly widespread neglect of child welfare. We will examine the social status of children in Western
society focusing on understanding problems in the current
social relationships of children in American society. Students
will develop a journal of their readings and complete an individual project selected from several options.
Maximum Enrollmenl: 20
Time: I1
Room: Old Main 10
Spanish and Latin-American
Culture Through Film
SPA 248-1
lnstructoc Roman Soto
An introduction to the main cultural and political issues
(social conflicts, sexism, race, ethnicity, religion, language,
exile or immigration) that characterized contemporary
Spanish and Latin-America societies as they have been portrayed in films and plays. Developed mainly through the
viewing of films and class discussions, the course is complemented with brief reading and audio-visual materials on the
historic, literary and social aspects that contribute to the
background of these films. Most of the films are in Spanish
with English subtitles, and all the class work is in English. The
evaluation is based on class participation, brief weekly written
assignments and a short term paper.
Liberal Arts Perspective: lntercullural Awareness I
Maximum Enmllment: 20
Time: I1
Room: Old Main 25
Exploring Human Services
S WK 257-1
Instructors: Mary Lou Williams and Lois Bosch
Experiential learning occurs as students volunteer 80 hours in
a service agency or institution that students select. The placement must be approved by course faculty and supervised by
agency staff. The course is designed to help students learn
about themselves in relation to a possible major or future
career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
which explore the historical development of social welfare as
an institution and the nature and value system of social work
as a profession. Students will also examine and critique the
manner in which social, economic and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as
poverty and the "isms." Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The Cily
Maximum Enmllment: 60
Time: I
Room: Murphy Place 11 1
Field Work Ill
SWK 466-1 (full course)
SWK 466-H (0.5 course)
Instructor: Maria Dinis
This is a continuation of Field Work 11; a total of 60 (for the
0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups and communities in a social service
agency. Integrative weekly seminar (two hours). Students will
be evaluated by: 1) weekly theorylpractice papers integrating
course content with work setting, 2) attendancelparticipation
and 3) field site supervisor's evaluation.
Prerequisile: SWK 462
Maximum Enrollmenl: 25
Time: I (class will meet in small groups, no more than 11 at a lime)
Room: Foss 21
Topics: Introduction to Music Theatre
THR 295-T/MUS 295- T
Instructors: Sonja Thompson and Martha Johnson
See course information listed under MUS 295-T.
Introduction to Lesbian and Gay Studies
WST 205-1/405-1
Instructors: Doug Green and Beverly Stratton
This course will be offered at both the 200- and the 400-level.
Both levels of the course are designed to introduce students to
basic issues surrounding sexual orientation in contemporary
U.S. culture: sexual identity, life experiences of
gayllesbianlbisexualltransgender(GLBT) persons, homophobia, heterosexism, etc. In addition, we will explore some GLBT
literature, film andlor theater, history, religionlspirituality and
theory. The course will include guest speakers and a servicelearning component at local GLBTIsupporting agencies. Some
travel and experiences in the city, including an immersion
event outside of class time, are expected. There will be a fee of
up to $50, depending on the size of the class, to cover the cost
of the immersion experience; some speakers' fees; and other
expenses. Both the upper- and lower-level versions of the
course meet the Human Identity or Intercultural Awareness I
perspectives as well as Women's Studies credit. The upperlevel course requires that students act as discussion leaders, do
some additional readings that lead to presentations and a projectlpaper in an area of GLBT studies of interest to them, and
meet separately with instructors for some additional discussion. 205 evaluation: PIN grading only-attendancelparticipation, journal. 405 evaluation: traditional or PlN-attendancelparticipation, journal, presentations, projectlpaper.
Prerequisites: lor 205, none; lor 405, WST 201 or permission of inslructors
Liberal Arts Perspective: Human Identity or Inlercultural Awareness I
Maximum Enrollment: 2 5
Time: I1
Room: Old Main 18
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation.
Lifetime Sport: Pickleball
HPE 002-P
lnstructor: Brian Ammann
Practice and playing of pickleball. Grading: PIN only.
Graduation Skill Requiremenl: Lifetime Sporf
Maximum Enrollmenl: 20
Time: 12:OO-1:00 M, T# Mi Th, F
Room: Melby Gym-norfh/south courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
lnstructor: Carol Enke
Practice and playing of ultimate frisbee. Grading: PIN only
Graduation Skill Requirement: Lifelime Sporf
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T# M! Th, F
Room: Air Slructure
Lifetime Sport: Badminton
HPE 002-8
Instructor Brian Ammann
Practice and playing of badminton. Grading: PIN only.
Graduation Skill Requirement: Lifetime Spod
Maximum Enrollment:20
Time: 11:OO- 12:OO M, I; W Th, F
Room: Melby Gym-nodhhouth couiis
Lifetime Sport: Golf
HPE 002-6
lnstructoc Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only
Graduation Skill Requirement: Lifetime Spod
Maxlmum Enrollment: 16
Time: 1:OO-2:OO M, T; W Th, F
Room: Air Structure
UMAIE
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Kathleen Lutfi at the Center for Global Education,
CB 307, Augsburg College, 22 11 Riverside Ave., Minneapolis,
MN 55454 (330-1655). These courses are offered on a PIN
basis only and generally carry a lower division number.
SPP 20 1-1
Art and Music in the Capitals of Europe
Britain and Ireland: Museums, Monuments and Prehistoric Sites
Egypt in Transition
English School and Family
Europe and the Rise of Modern Science
The European Economic Union
Explore Peru's Past and Present
From Auschwitz to Jerusalem
The Greek Experience
Hawaii: Multicultural Communication in Organizational Settings
History of Caribbean Music
Hope and Glory: Christianity in England, France and Germany
Malta: Knights and Crusaders
Many Faces of Japan
New Zealand: Natural History and Development
Paris, Florence, Rome: Art and Aesthetics
Peopling Paradise: Migrants, Missionaries and Money in Hawaii
Roman Italy: City, Town and Country Life
Paris and London: Sculpture in Cities and Environs
Serving Special Needs: A British Perspective
Theater in Britain
Ireland: Understanding Christian Celtic Spirituality
Other Interim Abroad Courses:
Peace and Conflict Studies in Northern Ireland (ACTC Program)
Sounds and Sights of Europe (Augsburg Program)
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
The Washington Center 1998
Academic Seminars
Leadership 2000:
A Global Perspective on the Environment
January 4- 16, 1998
POL 398-A
Women as Leaders
January 4- 16, 1998
POL 398-8
Inside Washington: Politics and the Media
January 18-23, 1998
POL 3984
The Washington Center offers a choice of topics during the
first two weeks of the seminar program. During the last week,
one seminar is offered. Augsburg students must register for all
three weeks of the program (January 4-23) in order to receive
academic credit and to receive a scholarship from the College
covering registration and tuition costs.
Credit is available from the Political Science Department for
this program. The course is a passlfail course based on participation in program activities including site visits, small group
seminars and journals.
For information brochures and registration forms ask in
Memorial Hall 1 1 l A or call 330-1320. For further information about the program see Prof. Hedblom in Memorial Hall
117 or call 330-1197. There are five scholarships available to
cover registration and tuition costs based on priority in registration through Prof. Hedblom's office.
Show less
AUGSBURG
WEEKEND COLLEGE
TUITIONAND FEES
.................................................................
I.t..III.13
Program Calendar ..,,,,.,..,....,,,....-.........
........................
ii.i.i..ii.i~~
...............
4
Academic Calendar................................................ Show more
AUGSBURG
WEEKEND COLLEGE
TUITIONAND FEES
.................................................................
I.t..III.13
Program Calendar ..,,,,.,..,....,,,....-.........
........................
ii.i.i..ii.i~~
...............
4
Academic Calendar..............................................................................................................
~..........I........
......5
Information Sessions
...........,....,.,.............,......,,..
A
~......I.I..III.i'i'i'..,.......mm.....,~
1997-1998 Tuition and Fees ....................................................................................................................6
Class Schedule, Fall 1997-1998 .............................................................................................................. 7
Class Schedule, Winter 1997-1998
12
.....................,......,,,....,.,.......................................................
Class Schedule, Spring 1997-1998 ........................................................................................................ 17
Schedule of Courses by Department
.............,..........
2 2 . .;, . .....
Schedule of Courses by PerspectiveISkill
..,.......,............
.
.........
,
.
n
-...
............ 32
Note: Class schedule changes may occur afer this schedule is published. Students should
consult the course list each term for the most current schedule of classes.
AUGSBURG
WEEKEND COLLEGE
Weekend College Office Hours
Monday-Friday: 8:00 a.m.-4:30 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
Academic Advising Center Oftice Hours
Monday, Tuesday, Wednesday and Friday: 8:00 a.m.-4:30 p.m.
Thursdays: 8:00 a.m.-6 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
The Weekend College Office and Academic Advising Center are located on campus
in the Murphy Place building on the corner of 23rd Avenue and 7 112 Street.
Weekend College phone: (612) 330-1782
Academic Advising Center phone: (612) 330- 1025
FAX: (612) 330-1784
Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin,
age, gender, sexual preference, marital status, or handicap as required by Title lX
of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973,
as amended, in its admission policies, educational programs, activities and employment practices.
Adults who are interested in
Augsburg Weekend College are
encouraged to attend one of the
Information Sessions that are
scheduled throughout the year.
Information Sessions are free of
charge and are approximately
one hour in length. Please call
the Weekend College
Admissions Office at 330-1743
for details or to sign up for one
of the following dates:
For Fall Trimester 1997-1998
Saturday, May 17 ....................................................................................................................
9 0 0 a.m.
9 : a.m.
Saturday, June 7 ....................................................................................................................
6 3 0 p.m.
Tuesday, June 17 ......................................................................................................................
Saturday, July 12 ........................................................................................................................9 0 0 a.m.
Thursday, July 24 ...................................................................................................................
6 3 0 p.m.
Saturday, August 16 .................................................................................................................
9:OO a.m.
For Winter Trimester 1997-1998
..................................................................................................................6 3 0 p.m.
Saturday, November 15 ............................................................................................................
9:OO a.m.
Tuesday, October 21
For Spring Trimester 1997-1998
..................................................................................................................6 3 0 p.m.
Saturday, February 21 ..............................................................................................................9:OO a.m.
Tuesday, January 27
For more information write or call:
Augsburg Weekend College Admissions
Campus Box 65
221 1 Riverside Avenue
Minneapolis, MN 55454
Phone: (612) 330-1743
FAX: (612) 330-1784
wecinfo@augsburg.edu
www.augsburg.edu
New Students (enrolling for the first time or in the readmission process)
Fall Trimester
Winter Trimester
Spring Trimester
Application Deadline
Aug 22
Dec 15
Mar 27
Applicant File
Completion Deadline
Aug 29
Dec 22
Apr 3
Registration Begins
June 13
Nov 7
Feb 13
Registration Ends
Sept 6
Jan 3
Apr 14
Syllabi Available
Aug 11
Dec 5
Mar 27
New Student Orientation
Sept 6
Jan 3
Apr 14
Payment Information Sent
Aug 11
Dec 8
Mar 16
-
Confirmation Due
Sept 6
Jan 3
Apr 14
New students are encouraged to register as early as possible. New degree-seeking students will
receive registration materials when they meet with an adviser from the Academic Advising Center,
(612)330-1025. Students in a non-degree program will receive registration materials by mail.
Current Students
Fall Trimester
Winter Trimester
Spring Trimester
Mail Registration Begins
June 13
Nov 7
Feb 13
Mail Registration Ends
Aug 8
Dec 5
Mar 13
Syllabi Available
Aug 11
Dec 5
Mar 27
Payment Information Sent
Aug 11
Dec 8
Mar 16
Confirmation Due
Aug 25
Dec 26
Mar 30
All Students
Fall Trimester
Winter Trimester
Sprinq Trimester
Classes Meet
Sept 12-14
Sept 26-28
Oct 10-12
Oct 24-26
Nov 7-9
Nov 21-23
Dec 5-7*
Dec 12-14
Jan 9-ll*
Jan 16-18
Jan 30-Feb 1
Feb 13-15
Feb 27-Mar 1
Mar 13-15
Mar 27-29"
Apr 3-5
Apr 17-19
May 1-3
May 15-17
May 29-3 1*
June 5-7
June 19-21*
June 26-28
Finals
Dec 12-14
Apr 3-5
June 26-28
Last Day to Add or Drop
Class Without Record Notation*" Sept 15
Jan 12
Apr 20
Last Day to Change
Grade Option
Oct 13
Feb 2
May 18
Last Day to Withdraw
from Class
Oct 27
Feb 16
June 1
Final Grades Due
Dec 22
Apr 13
July 3
--
*One week between classes
**Courses may not be added after the first scheduled class meeting.
The College reserves the right to change the above dates should it be necessary. In such cases,
suflcient advance notice will be given.
........
1997-1998 TUITION
AND FEES
Application Fee (payable once, non-refundable)
Tuition (per course)
Tuition (per summer course 1997)
Activity Fee (per trimester)
Audit a Course
Lifetime Sports: Fee for Course
Lifetime Sports: Fee for Assessment of Previous Learning
Nursing Clinical Fee
Supplementary Student Teaching Fee (per course credit)
Late Fee (per day)
Registration change after first class meeting (cancelladd)
Transcript Fee (first is free)
Finance Charge: A finance charge is applied at a simple rate of one percent per month on any account
with an open balance of 30 days or more.
Augsburg College reserves the right to adjust charges should economic conditions necessitate.
F a l l
Friday Evening
6:OO-9: 30
ART 240
BUS 242
BUS 301
BUS 355
BUS 440
CSC 330
ECO 112
EDE 379
EDE 387
EDS 350
EDU 210
EDU 264
EDU 341
ENG 27 1
ENG 351
HIS 102
HPE 116
NUR 350
PHI 241
PHY 106
REL 356
SOC 121
SOC 231
SPC 345
SWK 260
Saturday Morning
8:30-12:OO
ACC 221
ACC 322
ACC 324
BIO 102
BIO 185
Art History Survey
Principles of Management
Business Law
Marketing Communications
Operations Management
Theory of Computation
Principles of Macroeconomics
K-El Curriculum: Art (0.25 credit)
K-El Curriculum: Language Arts (0.5 credit)
Reading in the Content Areas (0.5 credit)
Learning and Development in an Educational Setting
Orientation to Education in an Urban Setting (0.5 credit)
Media Technology (0.5 credit)
European Literature: Home1 to Dante
American Literature Since 1920
The Shaping of Western Civilization
Health Concepts for Educators (0.5 credit)
Introduction to Nursing Research
History of Philosophy I: The Classical Philosophers
Introductory Meteorology*
History of Religions
Introduction to Human Society
Family Systems: A Cross-Cultural Perspective
Organizational Communication
Humans Developing
Principles of Accounting I
Accounting Theory and Practice I
Managerial Cost Accounting
The Biological World*
The Biology of Aging
*Extra class or lab sessions required.
F a l l
T r i m e s t e r
.
BUS 33 1
BUS 340
CHM 100
CSC 340
ECO 113
ECO 360
EDE 377
EDE 382
EDE 384
EDE 386
EDS 353
ENG 227
ENG 245
MAT 122
MIS 175
MUS 2721472
PHI 120
POL 295
POL 342
PSY 105
PSY 362
REL 362
REL 441
SPC 111
SPC 352
SWK 257
SWK 463
Saturday Afternoon
1 :15-4:45
ACC 222
BUS 252
BUS 295
Financial Management
Human Resource Management
Chemistry for Changing Times I*
Introduction to Networking and Communications
Principles of Microeconomics
International Economics
K-El Curriculum: Science Methods (0.25 credit)
K-El Curriculum: Mathematics (0.5 credit)
K-El Curriculum: Social Studiesrnematic Studies (0.5 credit)
K-El Curriculum: Children's Literature (0.5 credit)
Creative Learning Environments: Secondary
Journalism
Introduction to Literature
Calculus for the Social and Behavioral Sciences*
Principles of Computing for Business
Human Identity Through the Creative Arts
Ethics
Women and Politics
Mass Communications in Society
Principles of Psychology
Behavior Disorders
Theology of the Reformers
Feminism and Christianity
Public Speaking
Persuasion
Exploring Human Services
Community Development and Organization
Principles of Accounting I1
Principles of Marketing
Entrepreneurship
Sunday Afternoon
1:15-4:45
BUS 362
International Business
CSC 170
Structured Programming
ECO 112
Principles of Macroeconomics
ECO 312
Intermediate Macroeconomics
EDE 350
Creating Learning Environments: K-El (0.5 credit)
EDS 375
Social Studies Methods (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
EDU 388
Human Relations (0.5 credit)
ENG 225
Intermediate Expository Writing
ENG 361
Studies in Modern Fiction
MIS 379
Quantitative Methods for Business and Economics*
POL 160
World Politics
POL 342
Mass Communications in Society
PSY 351
REL 331
Developmental Psychology: Child
Foundations in Bible and Theology
REL 363
Religion in America
soc 21 1
SPA 111
Human Communities and the Modern Metropolis
Beginning Spanish I*
SPC 355
Small Group Communication
SWK 361
Social Responses to Human Needs
ACC 221
Principles of Accounting I
ART 132
Photography
BUS 252
EDE 351
Principles of Marketing
Techniques of Teaching Reading
EDE 380
K-El Curriculum: Music (0.25 credit)
EDE 388
K-El Curriculum: Health (0.25 credit)
EDE 389
K-El Curriculum: Physical Education (0.5 credit)
ENG 111
Effective Writing
British Literature: Medieval to Elizabethan
ENG 331
FRE 111
Beginning French I*
*Extra class or lab sessions required.
T r i m e s t e r
Weekend Schedule
Evening and Other
Evening Classes
(Day school schedule,
meet weekly Sept. 3
through Dec. 12.)
.
GST 140
Introduction to the Liberal Arts
HPE 115
Health and Chemical Dependency Education (0.5 credit)
INS 233
MAT 131
Women: A Cross-Cultural Perspective
MIS 175
Principles of Computing for Business
MIS 375
PSY 361
MIS in the Organization
Personality
REL 221
Biblical Studies
REL 370
American Indian Spirituality and Philosophical Thought
SOC 265
Culture: Ethnicity, Gender and Race
SPA 111
Beginning Spanish I*
SWK 466
Field Work n I
EDE 263
EDS 252
K-El Clinical Experience (0.5 credit) (Sat. noon)
Clinical Experience (0.5 credit) (Sat. noon)
HPE 002
Lifetime Spoas: Fitness Walking
(8 weeks, Thurs., 530-7:30 p.m.)
NUR 330
Trends and Issues in Nursing (Thurs., 6-9:30 p.m.)
NUR 403
Contemporary Nursing 111: Families (Thurs., 6-9:30 p.m.)
CSC 210
Data Structures (Thurs., 6-9 p.m.)
CSC 495
EDE 375
Advanced Topics in Computer Science (Wed., 6-9 p.m.)
Mathematics for the Liberal Arts*
Discovery Learning in World of Kindergarten (0.5 credit) (TBA)
EDS 364
ENG 223
English Methods (Thurs., 6-9 p.m.)
ENG 345
Introduction to the English Language (Tues., 6-9 p.m.)
ENG 399
ENG 445
Internship in Developmental Writing (Arranged)
Advanced Expository Writing: Creative Non-Fiction
(Mon., 6-9 p.m.)
GST 209
City Seminar: Experiential Education (0.0 credit) (TBA)
HIS 495
History Seminar (Tues., 6-9 p.m.)
Writing for Business and the Professions (Wed., 6-9 p.m.)
INS 105
Introduction to American Indian Studies (Tues., 6-9 p.m.)
INS 260
Contemporary American Indians (Thurs., 6-9 p.m.)
INS 320
MIS 479
American Indian Women (Thurs., 6-9 p.m.)
MUS 241
OJB 111
The History of Jazz (TBA)
PHY 116
Introduction to Physics (Mon. and Thurs., 6-9 p.m.)
Research Methods: Design, Procedure and Analyisis I
(Mon. and Thurs., 6-7:30 p.m.)
PSY 230
PSY 399
REL 111
Student Teaching
(Prereq.: Approval
and Placement by
Education Dept.)**
Intermediate Quantitative Methods for Business and Economics
(Tues., 6-9 p.m.)
Beginning Ojibwe I (Wed., 6-9 p.m.)
Internship (Mon., 6-9 p.m.)
REL 111
Introduction to Theology (Tues., 6-9 p.m.)
Introduction to Theology (Thurs., 6-9 p.m.)
REL 495
Seminar (Wed., 6-9 p.m.)
EDE 481A
Student Teaching K & Seminar
EDE 48 1B
Student Teaching El & Seminar
EDE 481C
Student Teaching K-El& Seminar
Student Teaching K & Seminar
EDE 482A
EDE 482B
Student Teaching El & Seminar
EDE 482C
Student Teaching K-El& Seminar
EDE 483A
Student Teaching K & Seminar
EDE 483B
Student Teaching El & Seminar
EDE 483C
Student Teaching K-El Seminar
EDE 484A
Student Teaching K & Seminar
Student Teaching El & Seminar
EDE 484B
EDE 484C
Student Teaching K-El& Seminar
EDS 481
Student Teaching & Seminar
EDS 482
Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
*Extra class or lab sessions required.
**Additional clinical fee required.
Friday Evening
6:OO-9:30
ART 224
BUS 252
BUS 340
BUS 433
CSC 160
CSC 495
ECO 113
EDE 350
EDE 383
EDS 478
EDU 282
HPE 115
MIS 376
NUR 310
PHI 110
PHY 106
REL 111
REL 481
SPC 354
SPC 495
SWK 363
Saturday Morning
8:30-12:OO
ACC 221
ACC 222
BIO 101
BUS 301
BUS 352
BUS 465
CHM 101
CSC 345
ECO 112
ECO 313
Publication Design I
Principles of Marketing
Human Resource Management
Financial Theory: Policy and Practice
Introduction to Computing and Communications
Advanced Topics in Computer Science
Principles of Microeconomics
Creating Learning Environments: K-El (0.5 credit)
K-El Curriculum: Health, Physical Education, First Aid
School and Society
Introduction to Special Education
Health and Chemical Dependency Education (0.5 credit)
Project Management
Community Health Nursing I
Introduction to Philosophy
Introductory Meteorology*
Introduction to Theology
Contemporary Theology
Interpersonal Communication
Topics: Effective Business Speaking
Methods and Skills of Social Work
Principles of Accounting I
Principles of Accounting I1
Human Biology
Business Law
Marketing Research and Analysis
International Management
Chemistry for Changing Times 11*
Principles of Computer Organization
Principles of Macroeconomics
Intermediate Microeconomics
ECO 318
Management Science
EDE 351
Techniques of Teaching Reading
EDE 379
K-El Curriculum: Art (0.25 credit)
EDU 341
Media Technology (0.5 credit)
ENG 438
Shakespeare
HIS 243
African American Civil Rights
HPE 116
Health Concepts for Educators (0.5 credit)
INS 225
Introduction to Islam
Applied Algebra
MAT 105
MAT 121
MIS 175
MIS 375
Principles of Computing for Business
PHI 380
Ethics of Medicine and Health Care
Social Justice in America
POL 140
MIS in the Organization
SPC 352
Developmental Psychology: Child
Persuasion
THR 222
Introduction to Theatre
ACC 222
Principles of Accounting I1
ACC 323
Accounting Theory and Practice I1
ACC 425
Advanced Accounting
ART 107
BUS 242
Drawing
Principles of Management
BUS 252
Principles of Marketing
BUS 440
Operations Management
CSC 210
Data Structures
ECO 110
ECO 113
Economics of Urban Issues
EDE 382
K-El Curriculum: Mathematics (0.5 credit)
EDE 495
Topics: Language ArtsIChildren's Literature
EDU 210
Learning and Development in an Educational Setting
PSY 35 1
Saturday Afternoon
1 :15-4:45
Finite Mathematics
Principles of Microeconomics
*Extra class or lab sessions required.
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
ENG 337
British Literature: the Romantics and the Victorians
HPE 116
Health Concepts for Educators (0.5 credit)
INS 260
Contemporary American Indians
PSY 373
IndustriaVOrganizational Psychology
World Justice and Hunger: Developing a New World View
Denominations and Religious Groups in America
REL 263
REL 353
SPA 111
Complex Organizations
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 329
Intercultural Communication
SWK 364
Field Work I
SWK 465
Social Policy: Analysis and Development
ACC 322
Accounting Theory and Practice I
ACC 326
BUS 242
Tax Accounting
Principles of Management
BUS 331
Financial Management
ECO 315
Money and Banking
Discovery Learning in the World of Kindergarten
SOC 349
Sunday Afternoon
1 :15-4:45
EDE 375
EDE 377
EDE 380
K-El Curriculum: Science (0.25 credit)
ENG 225
Intermediate Expository Writing
FRE 112
GER 111
GST 140
Beginning French 11*
Introduction to the Liberal Arts
GST 209
City Seminar: Experiential Education (0.0 credit)
INS 105
MIS 379
Introduction to American Indian Studies
Quantitative Methods for Business and Economics*
MIS 475
Systems Analysis and Design
PSY 105
Principles of Psychology
PSY 359
Psychological Assessment
K-El Curriculum: Music (0.25 credit)
Beginning German I*
REL 22 1
Biblical Studies
SOC 265
Culture: Ethnicity, Gender and Race
SPA 111
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 351
Argumentation
EDE 263
K-El Clinical Experience (0.5 credit) (Sat, noon)
EDS 252
Clinical Experience (0.5 credit) (Sat. noon)
HPE 002
Lifetime Sports: Step Aerobics (0.0 credit)
(8 weeks, Thurs., 5:30-7:30 p.m.)
NUR 305
Contemporary Nursing I: Communication
(Thurs., 6-9:30 p.m.)
NUR 423
Practicum in Nursing: Family** (Thurs., 6-9:30 p.m.)
Evening Classes
CSC 440
Advanced Networking and Communications (Thus., 6-9 p.m.)
(Day school schedule,
ECO 414
Welfare Economics (Tues., 6-9 p.m.)
meet weekly, Feb. 2
ENG 101
Developmental Writing (Tues. and Thurs., 6-7:30 p.m.)
through May 15.)
ENG 216
American Indian Literature (Thurs., 6-9 p.m.)
ENG 341
Advanced Creative Writing: Fiction (Wed., 6-9 p.m.)
ENG 399
Internship in Developmental Writing
(Tues. and Thurs., 6-7:30 p.m.)
ENG 480
Criticism (Wed., 6-9 p.m.)
HIS 326
American Indian History (Wed., 6-9 p.m.)
HIS 380
History of Women to 1870 (Tues., 6-9 p.m.)
HIS 495
History Seminar (Wed., 6-9 p.m.)
INS 233
Women: A Cross-Cultural Perspective (Tues., 6-9 p.m.)
MIS 370
Advanced Computing for Business (Thurs., 6-9 p.m.)
OJB 112
Beginning Ojibwe I1 (Wed., 6-9 p.m.)
REL 366
The Church and Social Change in Latin America
(Mexico travel course - arranged)
REL 370
American Indian Spirituality and Philosophical Thought
(Tues., 6-9 p.m.)
SWK 469
Field Work IV (TBA)
Weekend Schedule
Evening and Other
*Extra class or lab sessions required.
**Additional clinical fee required.
Student Teaching
(Prereq.: Approval
and Placement by
Education Dept.)**
EDE 481A
EDE 481B
EDE 48 1C
EDE 482A
EDE 482B
EDE 482C
EDE 483A
EDE 483B
EDE 483C
EDE 484A
EDE 484B
EDE 484C
EDS 481
EDS 482
EDS 483
EDS 484
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Friday Evening
BUS 242
Principles of Management
6:OO-1O:OO
BUS 466
International Marketing
CSC 320
Algorithms
K-El Curriculum: Mathematics (0.5 credit)
Orientation to Education in an Urban Setting (0.5 credit)
EDE 382
EDU 264
ENG 272
Human Relations (0.5 credit)
European Literature: Renaissance to the Modern Period
HPE 114
Health and Safety Education (0.5 credit)
INS 264
NUR 306
American Indians in the Cinema
Contemporary Nursing 11: Paradigms in Nursing
PHI 175
Philosophy of Love and Sex
PHY 101
POL 158
Astronomy*
Political Patterns and Processes
PSY 105
Principles of Psychology
PSY 357
Behavior Analysis
SOC 121
SPC 351
Introduction to Human Society
Argumentation
SPC 480
SWK 461
Advanced Methods and Skills in Social Work
SWK 467
The Social Worker as Professional
Saturday Morning
BIO 231
The Biology of Women
8:OO-12:OO
BUS 301
Business Law
BUS 357
ECO 113
Advertising
Principles of Microeconomics
ECO 3 18
EDE 350
Management Science
Creative Learning Environments: K-El(0.5 credit)
EDE 386
K-El Curriculum: Children's Literature (0.5 credit)
EDU 388
Public Relations/Promotiona1 Communication
*Extra class or lab sessions required.
**Additional clinical fee required.
e
Spring
T r i m e s t e r
EDS 353
EDU 210
ENG 111
ENG 226
HIS 222
MIS 175
MIS 379
MUS 130
POL 495
PSY 485
REL 360
REL 430
SOC 231
SPC 354
Saturday Afternoon
1 :OO-5:OO
ACC 221
ACC 222
ACC 323
BUS 252
BUS 331
BUS 368
BUS 438
BUS 450
CSC 170
CSC 445
ECO 112
ECO 311
Creative Learning Environments: Secondary
Learning and Development in an Educational Setting
Effective Writing
Introduction to Creative Writing
20th Century U.S.
Principles of Computing for Business
Quantitative Methods for Business and Economics
Introduction to Music in the Fine A r t s
Seminar in Communications
Counseling Psychology
Religion and Society
Christians Seeking Unity
Family Systems: A Cross-Cultural Perspective
Interpersonal Communication
Principles of Accounting I
Principles of Accounting I1
Accounting Theory and Practice I1
Principles of Marketing
Financial Management
Responding to the Challenge of Japan
Investment Theory
Marketing Management
Structured Programming
Operating Systems
Principles of Macroeconomics
Public Finance
EDE 351
Techniques of Teaching Reading
EDE 377
K-El Curriculum: Science (0.25 credit)
EDE 379
K-El Curriculum: Art (0.25 credit)
EDE 380
K-El Curriculum: Music (0.25 credit)
EDE 388
K-El Curriculum: Health (0.25 credit)
EDE 389
K-El Curriculum: Physical Education (0.5 credit)
ENG 25 1
Readings in American Literature
ENG 423
Studies in the British Novel
HPE 116
Health Concepts for Educators
MIS 370
Advanced Computing for Business
MIS 376
Project Management
PSY 381
Psychology in Historical Perspective
REL 111
Introduction to Theology
REL 339
Television and Religion
SPA 112
Beginning Spanish 11*
SPC 355
Small Group Communication
SWK 462
Field Work I1
Sunday Afternoon
ACC 423
Auditing
1:OO-5:OO
ART 221
Sculpture I
ART 478
Sculpture I1
EDE 384
K-El Curriculum: Social Studies/'Thematic Studies (0.5 credit)
EDU 341
Media Technology (0.5 credit)
ENG 223
Writing for Business and the Professions
ENG 245
Introduction to Literature
GER 112
Beginning German 11*
HPE 101
Fitness for Life
*Extra class or lab sessions required.
o
HPE 115
MAT 132
MIS 476
PSY 355
REL 221
SOC 265
SPA 112
SPC 111
SWK 365
Weekend Schedule
Evening and Other
m
Health and Chemical Dependency Education (0.5 credit)
Numeracy for Contemporary Society
Information Systems Projects
Brain and Behavior
Biblical Studies
Culture: Ethnicity, Gender and Race
Beginning Spanish 11*
Public Speaking
Quantitative Analysis and Program Evaluation
SOC 336
Painting I (TBA)
Painting I1 (TBA)
K-El Clinical Experience (0.5 credit) (Sat. noon)
Clinical Experience (0.5 credit) (Sat, noon)
Lifetime Sports: Racquet Sports (0.0 credit)
(8 weeks, Mon., 530-7:30 p.m.)
Community Health Nursing 11: Practicum*"
(Thurs., 6-10 p.m.)
Leadership and Management: Theory and Practice
(Thurs., 6-10 p.m.)
Introduction to Cultural Anthropology (TBA)
EDE 481A
EDE 481B
EDE 481C
EDE 482A
EDE 482B
EDE 482C
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
ART 118
ART 355
EDE 263
EDS 252
HPE 003
NUR 311
NUR 431
Student Teaching
(Prereq.: Approval
and Placement by
Education Dept.)**
o
EDE 483A
EDE 483B
EDE 483C
EDE 484A
EDE 484B
EDE 484C
EDS 481
EDS 482
EDS 483
EDS 484
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching K-El& Seminar
Student Teaching K & Seminar
Student Teaching El & Seminar
Student Teaching El & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
Student Teaching & Seminar
*Extra class or lab sessions required.
**Additional clinical fee required.
Courses by
Perspectives
Skills
A
C
CFI
CF2
CF3
HI
IA1
IA2
IA3
NW1
NW2
SW1
SW2
WH
CT
Aesthetics
City
Christian Faith Area 1
Christian Faith Area 2
Christian Faith Area 3
Human Identity
Intercultural Awareness Area 1
Intercultural Awareness Area 2 (Language Level 1)
Intercultural Awareness Area 3 (Language Level 2)
Natural World Area 1
Natural World Area 2
Social World Area 1
Social World Area 2
Western Heritage
Term
ACC 221
ACC 222
ACC 322
ACC 323
ACC 324
ACC 326
ACC 423
ACC 425
ART 107
ART 118
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Spring
Winter
Winter
Spring
Time
- -
GWR
QR
S
Critical Thinking
Graduation Level Writing
Quantitative Reasoning
Speaking
Times
EVE
M
T
W
TH
F
S
N
Dm
-
Evening
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Daymeekend joint class
Perspectives
-
Skills
- -
GWR, S
---.
Term
Time
Fall
Spring
Winter
Fall
Spring
Spring
Winter
Fall
Fall
Spring
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Spring
Winter
Spring
Fall
Winter
N
N
F
F
TBA
N
S a.m.
S a.m.
S a.m.
S a.m.
F
S p.m.
N
F
S p.m.
N
F
S p.m.
S p.m.
S p.m.
F
S a.m.
S a.m.
S a.m.
N
S p.m.
S a.m.
F
S a.m.
F
S a.m.
S p.m.
S p.m.
F
S p.m.
F
S p.m.
-- -
ART 132
ART 22 1
ART 224
ART 240
ART 355
ART 478
BIO 101
BIO 102
BIO 185
BIO 231
BUS 242
BUS 252
BUS 295
BUS 301
BUS 331
BUS 340
BUS 352
BUS 355
BUS 357
BUS 362
BUS 368
BUS 433
BUS 438
BUS 440
-
Perspectives
Skills
GWR
Term
BUS 450
BUS 465
BUS 466
CHM 100
CHM 101
CSC 160
CSC 170
CSC 210
CSC 320
CSC 330
CSC 340
CSC 345
CSC 440
CSC 495
ECO 110
ECO 112
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 414
EDE 263
Spring
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Winter
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Spring
Fall
Winter
Winter
Winter
Spring
Fall
Winter
Fall
Winter
Spring
Time
S p.m.
S a.m.
F
S a.m.
S a.m.
F
S p.m.
S p.m.
D m , TH EVE
S p.m.
F
F
S a.m.
S a.m.
S p.m.
D m , TH EVE
D m , W EVE
F
S p.m.
F
S p.m.
S a.m.
S p.m.
S a.m.
F
S p.m.
S a.m.
S p.m.
S p.m.
S a.m.
N
S a.m.
S a.m.
S a.m.
D m , T EVE
S noon
S noon
S noon
Perspectives
Skills
GWR
GWR
GWR
GWR, QR
EDE 350
EDE 35 1
EDE 375
EDE 377
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
EDE 386
EDE 387
EDE 388
EDE 389
EDE 481
EDE 482
EDE 483
EDE 484
EDE 495
EDS 252
Term
Time
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Spring
Fall
Spring
Fall
Fall
Spring
Fall
Spring
arranged
arranged
arranged
arranged
Winter
Fall
Winter
Spring
S p.m.
F
S a.m.
N
S a.m.
S p.m.
TBA
N
S a.m.
N
S p.m.
F
S a.m.
S p.m.
N
N
S p.m.
S a.m.
S p.m.
F
F
S a.m.
N
S a.m.
S a.m.
F
N
S p.m.
N
S p.m.
S p.m.
S noon
S noon
TBA
Pers~ectives Skills
Courses by
Term
EDS 350
EDS 353
EDS 364
EDS 375
EDS 478
EDS 481
EDS 482
EDS 483
EDS 484
EDU 210
EDU 264
EDU 282
EDU 341
EDU 388
ENG 101
ENG 111
ENG 216
ENG 223
ENG 225
ENG 226
ENG 227
ENG 245
ENG 25 1
ENG 27 1
Fall
Fall
Spring
Fall
Fall
Winter
arranged
arranged
arranged
arranged
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Spring
Fall
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Spring
Spring
Fall
Time
Perspectives
Skills
F
S a.m.
S a.m.
D m , TH EVE
S p.m.
F
F
S p.m.
S a.m.
F
S p.m.
S p.m.
F
F
F
S a.m.
N
S p.m.
F
D m , T & TH EVE
N
S a.m.
D m , TH EVE
D m , W EVE
N
S p.m.
N
S a.m.
S a.m.
S a.m.
N
S p.m.
F
GWR
GWR
GWR
GWR
GWR
Time
Term ENG 272
ENG 331
ENG 337
ENG 341
ENG 345
ENG 351
ENG 361
ENG 399
ENG 423
ENG 438
ENG 445
ENG 480
FRE 111
FRE 112
GER 111
GER 112
GST 140
GST 209
HIS 102
HIS 222
HIS 243
HIS 326
HIS 380
HIS 495
HPE 002
HPE 003
HPE 101
HPE 114
HPE 115
Spring
Fall
Winter
Winter
Fall
Fall
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Fall
Winter
Winter
Spring
Fall
Winter
Fall
Winter
Fall
Spring
Winter
Winter
Winter
Fall
Winter
Fall
Winter
Spring
Spring
Spring
Fall
Winter
Spring
Perspectives
F
WH
N
S p.m.
Dm, W EVE
Dm, T EVE
F
S p.m.
Dm, TBA
Dm, T & TH EVE
S p.m.
S a.m.
Dm, M EVE
Dm, W EVE
N
N
N
N
N
N
Dm, TBA
N
F
S a.m.
S a.m.
Dm, W EVE
Dm, T EVE
Dm, T EVE
Dm, W EVE
TH EVE
TH EVE
M EVE
N
F
N
F
N
Skills
GWR
CT
GWR
S
GWR, S
*Also requires Clinical Experience to satisfy City perspective.
Courses by
HPE 116
INS 105
INS 225
INS 233
INS 260
INS 264
INS 320
MAT 105
MAT 121
MAT 122
MAT 131
MAT 132
MIS 175
MIS 370
MIS 375
MIS 376
MIS 379
MIS 475
MIS 476
MIS 479
MUS 130
MUS 241
MUS 2721472
Term
Time
Fall
Winter
Winter
Spring
Winter
Fall
Winter
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Fall
Spiing
Fall
Fall
Winter
Spring
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Spring
Winter
Spring
Fall
Spring
Fall
Fall
F
S a.m.
S p.m.
S p.m.
N
D m , T EVE
S a.m.
N
D m , T EVE
D M , TH EVE
S p.m.
F
D m , TH EVE
S a.m.
S a.m.
S a.m.
N
N
S a.m.
N
S a.m.
S a.m.
D/W, TH EVE
S p.m.
N
S a.m.
F
S p.m.
S p.m.
N
S a.m.
N
N
D m , T EVE
S a.m.
D M , TBA
S a.m.
Perspectives
Skills
IA 1
IAl
GWR
S
QR
NUR 305
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
NUR 403
NUR 423
NUR 43 1
OJB 111
OJB 112
PHI 110
PHI 120
PHI 175
PHI 241
PHI 380
PHY 101
PHY 106
PHY 116
POL 140
POL 158
POL 160
POL 295
POL 342
POL 495
PSY 105
PSY 230
PSY 351
PSY 355
PSY 357
PSY 359
PSY 361
PSY 362
PSY 373
Term
Time
Winter
Spring
Winter
Spring
Fall
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Winter
Fall
Winter
Spring
Fall
Fall
Fall
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Spring
Winter
Fall
Fall
Winter
TH EVE
F
F
TH EVE
TH EVE
F
TH EVE
TH EVE
TH EVE
Dm, W EVE
Dm, W EVE
F
S a.m.
F
F
S a.m.
F
F
F
Dm, M & TH EVE
S a.m.
F
S p.m.
S a.m.
S a.m.
S p.m.
S a.m.
S a.m.
N
F
Dm, M & TH EVE
S p.m.
S a.m.
N
F
N
N
S a.m.
S p.m.
Perspectives
Skills
GWR
S*
CT, QR
GWR
IA2
IA3
HI
CF3
HI
WH
HI
NW2
NW1 or 2
NW1
C
SWl or 2
SWl or 2
GWR
*Both NUR 330 and 431 are required to satisfy Speaking skill.
-
PSY 381
PSY 399
PSY 485
REL 111
REL 221
REL 263
REL 331
REL 339
REL 353
REL 356
REL 360
REL 362
REL 363
REL 366
REL 370
REL 430
REL 441
REL 481
REL 495
SOC 121
SOC 211
SOC 231
SOC 265
SOC 336
SOC 349
SPA 111
Term
Spring
Fall
Spring
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Fall
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Fall
Fall
Spring
Fall
Fall
Spring
Fall
Winter
Spring
Spring
Winter
Fall
Fall
Winter
Time
S p.m.
D/W, M EVE
S a.m.
D/W, T EVE
D m , TH EVE
F
S p.m.
N
N
N
S p.m.
S p.m.
S p.m.
S p.m.
F
S a.m.
S a.m.
S p.m.
TBA
N
D m , T EVE
S a.m.
S a.m.
F
D m , W EVE
F
F
S p.m.
F
S a.m.
N
N
N
TBA
S p.m.
S p.m.
N
S p.m.
Perspectives
Skills
CT
proposed for CF
CF1,2 or 3
CF2 or 3
GWR
C
IAl
S
SPA 112
SPC 111
SPC 329
SPC 345
SPC 351
SPC 352
SPC 354
SPC 355
SPC 480
SPC 495
SWK 257
SWK 260
SWK 361
SWK 363
SWK 364
SWK 365
SWK 461
SWK 462
SWK 463
SWK 465
SWK 466
SWK 467
SWK 469
THR 222
Term
Time
Winter
Winter
Winter
Spring
Spring
Fall
Spring
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Spring
Spring
Winter
Fall
Fall
Fall
Winter
Winter
Spring
Spring
Spring
Fall
Winter
Fall
Spring
Winter
Winter
N
S p.m.
N
S p.m.
N
S a.m.
N
S p.m.
F
N
F
S a.m.
S a.m.
F
S a.m.
S p.m.
S p.m.
F
F
S a.m.
F
S p.m.
F
S p.m.
N
F
S p.m.
S a.m.
S p.m.
N
F
TBA
S a.m.
Perspectives
Skills
IA3
QR
GWR
CT
GWR
Human Identity
Fall
EDU210
MUS 2721
472
PSY 105
SWK 260
Winter
EDU210
PHI 110
PHI 380
p s y 105
Aesthetics
Spring
EDU210
HPE 101
PHI 175
PSY 105
Social World Area 1
Fall
ECO113
POL160
SOC 121
SWK 463
Winter
ECO113
ECO110
Winter
CHM101
PHY 106
Spring
ECO113
POL158
SOC 121
Winter
ECO 112
THR 222
Spring
ART118
ART 221
ENG 226
ENG 245
MUS 130
Fall
ECO113
POL160
POL 342
SOC 121
SWK 361
SWK 463
Winter
ECO110
ECO113
REL 263
Spring
ECO113
POL158
S o C 121
Natural World Area 2
Spring
Western Heritage
Fall
ART 240
ECO 112
ENG 27 1
HIS 102
MAT 131
PHI 241
Winter
ART107
ART 224
THR 222
Social World Area 2
Natural World Area 1
Fall
BIO102
PHY 106
PHY 116
Fall
ART132
ART 240
ENG 245
Fall
BIO 102
BIO185
CHM 100
PHY 106
Winter
BIO 101
PHY106
Spring
BIO 231
PHY101
Winter
ECO 110
EDU 264
GST 209"
NUR310
POL 140
Spring
EDU 264
The City
Spring
ECO 112
ENG 25 1
ENG 272
HIS 222
Fall
EDU 264
ENG 227
GST 209*
SOC211
SWK 257
SWK 463
Intercultural Awareness Area 1
Fall
Winter
Spring
Intercultural Awareness Area 2
and 3 (Language)
ENG 361
INS 105
INS 233
INS 260
INS 320
MUS 241
SOC 231
SOC 265
REL 370
Fall
Winter
Spring
FRE111
OJB 111
SPA 111
FRE112
GER 111
OJB 112
SPA 111
SPA 112
GER112
SPA 112
HIS 243
INS 105
INS 225
INS 233
INS 260
REL 366
REL 370
SOC 265
SPC 329
BUS 368
INS 264
SOC 23 1
SOC 265
Christian Faith Area 1
Christian Faith Area 2
Fall
Winter
Spring
Fall
Winter
Spring
REL221
REL 331
REL 441
REL221
REL221
REL 111
REL331
REL 362
REL 363
REL 441
REL 111
REL353
REL 481
REL 111
REL360
Christian Faith Area 3
Fall
Winter
Spring
PHI 120
REL 111
REL 221
REL 331
REL 356
REL 363
REL 370
REL 441
REL111
REL221
REL 263
REL 353
REL 366
REL 370
RE1 481
REL111
REL221
REL 339
REL 360
REL 430""
*Non-credit course.
**Approvalpending.
Graduation Skills/Critical Thinking
Fall
ART 240
BIO 102
CSC170
CSC 210
MAT 131
NUR 350
PHI 120
PHY 106
Winter
CSC 210
ENG 337
PHY106
SOC 349
SPC 351
SWK465
Spring
CSC 170
CSC 320
HIS222
p s y 381
SPC 351
Writing
Fall
BUS 362
CSC 495
ENG 223
ENG 225
ENG 227
ENG 27 1
ENG 361
HIS 495
MIS 375
NUR 403
REL 495
Quantitative Reasoning
Fall
Winter
Spring
Speaking
Fall
MAT122
MIS 379
NUR 350
PHY 116
PSY 230
ENG 399
HIS 495
NUR 330*
SOC 231
SPC 111
ECO318
MAT 121
MIS 379
CHM101
CSC 320
ECO 318
MAT 132
MIS 379
SWK 365
Winter
BUS 465
CSC 495
ECO 318
ENG 225
HIS 495
MIS 375
NUR 305
Spring
ACC 423
BUS 450
ECO 318
ENG 223
ENG 226
ENG 272
PSY 357
SWK 461
SWK 467
Winter
ENG 399
HIS 495
MIS 376
p s y 373
Spring
ACC 423
MIS 376
NUR 431*
SOC 23 1
SPC 111
*Both NUR 330 and 431 are required to satisfy Speaking skill.
C.O~L.L.E~G.E
221 1 Riverside Avenue
Minneapolis, MN 55454
Show less
rationally and intuitively the people who might be
their followers, and the society in which they are embedded.
They had better comprehend the values of our common
culture, past and present, know how our political and
economic systems work, and understand how and why
science has changed the... Show more
rationally and intuitively the people who might be
their followers, and the society in which they are embedded.
They had better comprehend the values of our common
culture, past and present, know how our political and
economic systems work, and understand how and why
science has changed the world. ... Leaders need specialists
as advisers and staff members. But leaders themselves are
generalists . ... At higher levels of leadership they cannot
achieve their fall potential without considerable breadth of
knowledge. Only this way can they shape the contexts for
decisions where expert knowledge is used.
- John Gardner
A-UGSBURG
C•O•L•L•E•G•E
Graduate Programs Office
Box 144
2211 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1786
malinfo@augsburg.edu
% LE OF CONTENTS
Introduction .............................. ...... ...... ....... ........ ... ...................... 3
Leadership Development Model ................................... .............. .4
Curriculum Design ....................................................................... 5
Thesis/Leadership Application Project Option ...................... 5
Non-Thesis Option .............. .................. ........ ....... .................. 5
Course Descriptions ............... .......... ......................................... .... 7
Admission Requirements and Procedures .................................. 10
International Applicants ................................ .... ............... ........... 11
Evaluation Standards ........................... ...... ....... .... ... .... ............... 12
Student Rights ............................. ....................... ... ...................... 12
Attendance Policy .................... .. ........................ ...... ................... 13
Academic Policies .................................... .................. .............. .. 13
Student Support Services .................. .................. ....... ....... .. ........ 14
Library ............................... ......................................................... 14
Accreditation and Affiliations ....................... ............................. 14
Fee and Payment Information ..................................................... 15
Financial Aid .............................................................................. 16
About Augsburg .............................................................. ............ 18
Campus Location .............. ......................................................... 19
Campus Map ........................ ..................... .. ................................ 19
MAL Faculty ............................... .............................. .. ........... .... 20
This catalog was current at the time of publication. It is subject to
change without notice.
Augsburg does nor discriminate on the basis of race, color, creed, religion, sexual or affectional
preference, national or ethnic origin, age, marital status, sex, status with regard to public assissrance,
or disability as required by Tirle IX of the 1972 Education Amendments or Section 504 of the
Rehabilitation Act of 1973, as amended, in its admission policies, educational programs, activities and
employment practices.
~TRODUCTION
Developing Leaders for
Organizations and the
Community
The Master of Arts in
Leadership (MAL) program
responds to the leadership
development needs of both
profit and not-for-profit organizations. While different in
structure and purpose, most
organizations seek leaders with
the following qualities: a vision
that is ethically and morally
responsible, extending beyond
immediate concerns; an understanding of how change occurs
and affects the immediate environment; a sensitivity to the
complex problems organizations
face and an ability to achieve
solutions consistent with an
organization's mission; the
ability to motivate and inspire
individuals and groups to work
toward a common goal; and the
ability to effectively represent
the organization both internally
and externally.
The MAL program provides a
means by which individuals
may discover and refine these
and other abilities fundamental
to effective leadership.
Accommodating the FullTime Work Schedule
Designed to meet the needs and
preferences of working adults,
the MAL program is based on
the assumption that the students
who enroll are career-oriented,
self-disciplined and well-
motivated individuals, seeking a
balance of classroom experience, group interaction and
individual study. Most courses
are organized as seminars with
the opportunity for discussion
and dialogue. Classes meet on
alternate Saturdays for threeand-one-half hours and alternate
Thursday evenings for one-andone-half hours.
Community of Learners
Essential to the goals of the
MAL program is participation
in a community of learners
gathered together on the
Augsburg campus. This community is enriched by the students
with a variety of work and life
experiences. To facilitate
community interaction, students
are encouraged to make use of
the Augsburg library, computer
labs and Christensen Center.
Individual Professional
Development
An important component of
the MAL program is the
professional assessment.
The assessment can help
students to identify leadership
skills and preferred work and
learning styles. Nationally
recognized test instruments are
used; based on the results,
students are encouraged to
create personalized goals
and plans to strengthen areas
that may require further
development. MAL Practica
are designed to meet student
needs in areas such as interpersonal communication,
approaches to career change,
coping with workplace
problems, time management
and other issues related to
leadership and professional
development.
~ADERSHIP DEVELOPMENT MODEL
The MAL program promotes
leadership as a process that
1) inspires cooperation among
people who must compete for
limited resources, 2) promotes
productivity within and beyond
the organization, and 3) works
toward progress for the
individual and the organization.
AUGSBURG
Leadership Development Model,
that serve as specific outcomes
for the MAL program.
Augsburg's model of leadership
development is designed to
assess, promote, enhance and
refine these capabilities within
the individual.
To accomplish this, individuals
aspiring to positions of leadership must possess three key
attributes: a sense of vision,
the ability to persuade and the
ability to direct action.
Underlying these attributes is a
broad range of abilities and
awareness, outlined in the
Leadership
Sense of Vision
/
Ethical
• Social awareness
• Environmental
awareness
• Tolerance of
religious and
philosophical
differences
• Appreciation of
situational
complexity
Orientation
Toward Action
~
~
Creative
Facility for
Persuasion
/
Communicative
•Long-term
perspective
• Flexibility
• Adaptability
• Innovativeness
• Effective listener
• Effective speaker
• Effective writer
• Diplomatic ability
• Effective team
member
• Interpersonal
sensitivity
""
Culturally
Aware
• Appreciation for
cultural differences
• World-view
perspective
• Tolerance of
individual
differences
'
Risk Assumptive
•Curiosity
• Achievement motivation
• Self-esteem
Decisive
• Self-confidence
• Analytical ability
• Ability to think critically
• Understanding of
research
• Ability to manage
conflict
(This model was developed by Augsburg Faculty Graduate Advisory Committee, 1985-87.)
~RICULUM DESIGN
There are two ways to complete
the MAL degree. In the
Thesis/Leadership Application
Project (Thesis/LAP) Option,
students complete a thesis or a
major leadership application
project and 10.5 credits. In the
Non-Thesis Option, students
must complete 11 credits, two
papers, but no thesis.
Augsburg uses a course system
rather than a credit system in its
curriculum. An Augsburg
course is equivalent to four
semester credits or six quarter
credits. Each course includes
two or more liberal arts disciplines, encourages pursuit of the
designated outcomes and uses a
variety of learning techniques
appropriate to adult learners.
Instructional techniques include
case studies, debate, written and
oral presentations, and group
activity. These techniques
develop targeted leadership
abilities and understanding.
Students are encouraged to see
abilities and understandings as
cross-disciplinary and to view
content areas as integrated. The
program reflects the view that
the world in which we operate is
complex and that dealing with it
successfully requires welldeveloped integrative abilities.
Thesis/LAP Option
Students who select the
Thesis/LAP Option are required
to develop and carry out an indepth study of some aspect of
leadership or of a leadershiprelated topic. This researchbased study gives the student
the opportunity to "tie together"
what has been learned from the
study of leadership and courserelated activities.
The principal distinction between
the Thesis and the Leadership
Application Project lies in their
underlying orientation. A Thesis
has a more theoretical orientation, while the Leadership
Application Project is based on
practical application. Both
require similar rigor and preparation. For either alternative, the
student must register for ML 592,
593 and 594. Differences
between these two options will
be explored in ML 514 Research
Methods and in ML 593
Leadership Research Seminar I.
Students who do not complete
their Thesis or Leadership
Application Project while
enrolled in ML 594 Leadership
Research Seminar II are
required to pay a continuation fee.
Non-Thesis Option
An alternative to the thesis is the
successful completion of two
major papers, as described
below. The first of these papers
will be written in conjunction
with ML 580. A student must
get a grade of 3.5 or higher on
this major paper to complete the
Non-Thesis requirement. If the
grade for the paper is below 3.5,
the student will revise the paper
WuRRICULUM DESIGN
Elective Courses for
Both Options: (at least
7.0 course credits)
and submit it to the MAL faculty
panel for review and approval.
The second paper will be written
while enrolled in ML 597 NonThesis Independent Project. A
student must get a grade of 3.5
or higher on this paper; it will
then be submitted to the MAL
faculty panel for review and
approval. The judgment
of the MAL faculty panel is
the final one. The independent
research projects approved
each year will be presented in
a special annual colloquium.
All courses are valued at
1.0 credit, unless otherwise
designated.
ML 592 Thesis/LAP
Consultation (0.5 course)
ML 521 Methods of Critical
Thought
(Note: If students wish to
(ML 592 is taken in conjunction
with ML 594.)
ML 530 Ethics in
ML 593 Leadership Research
Seminar I (0.5 course)
ML 531 The Dynamics of
ML 594 Leadership Research
Seminar II (0.5 course)
ML 535 Organizational Theory
and Leadership
(ML 592, 593 and 594 are to be
taken in a student's last two
consecutive terms or after the
student has completed at least
five electives and ML 510.)
ML 540 Political Leadership:
change from the Thesis Option
to the Non-Thesis Option after
completing the Research
Seminars, they may petition
the MAL committee.)
Core Courses for
Thesis/LAP Option:
(3.5 course credits)
The following core courses are
required for all Thesis/LAP
students in the MAL program:
ML 510 Visions of Leadership
ML 514 Research Methods
The MAL program requires that
seven elective courses be
selected from the following
course list*:
ML 511 Creativity and the
Problem-Solving Process
ML 520 Self-Identity, Values
and Personal Growth
Communication
Change
Theory and Practice
ML 545 Decision Making and
Leadership
ML 550 Decision Making and
Core Courses for
Non-Thesis Option:
(4.0 course credits)
ML 510 Visions of Leadership
ML 514 Research Methods
ML 580 Contemporary Theories
of Leadership
ML 597 Non-Thesis
Independent Project
Computer Technology
ML 560 Developing a Multi-
cultural Perspective
ML 565 Women and Leadership
ML 580 Colloquium on
Contemporary Theories
of Leadership
(elective for Thesis/
LAP Option students)
ML 598 Independent Study
ML 599 Special Topics
*No more than two courses may be transferred from a comparable graduate program. Transfer credits must be approved by the
director prior to enrollment in the MAL program No more than 1.0 course of independent study may be applied to the degree.
~URSE DESCRIPTIONS
ML 500 Leadership
Practicum
The MAL program sponsors
professional development workshops and seminars. These
workshops are offered to
students and alumni who desire
more applied case studies or
wish to address topics not
included in the courses.
ML 510 Visions of
Leadership: A Historical
and Literary Journey
(1.0 course)
Introduction to selected concepts
of leadership, providing a
historical and philosophical
framework for the program.
This course views the nature
and purpose of leadership
from a variety of disciplines
and perspectives.
ML 511 Creativity and
the Problem-Solving
Process (1.0 course)
Exploration of creativity from
the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a
method, and it examines techniques for solving problems in
organizations, for enhancing
innovation and for seeking an
integrative world view.
ML 514 Research
Methods (1.0 course)
Evaluation and documentation
of programs, projects and ideas
as they relate to leadership
theories and practice.
Qualitative and quantitative
tools will be discussed.
ML 520 Self-Identity,
Values and Personal
Growth (1.0 course)
Study of the concepts of selfidentity, values and personal
growth as related to professional,
personal life. This course may
employ psychological,
philosophical and theological
perspectives to explore the role
of the individual in the larger
social context. Major topics
include the acquisition,
development and evolution of
self-identity and values, the
influence of sex roles and the
relationship to spiritual growth.
ML 521 Methods of
Critical Thought
(1.0 course)
Investigation of the processes of
critical thinking, drawing from
philosophy as well as natural
and social science. The course
will survey a variety of contemporary approaches to critical
thinking, including the use of
logic and analytical reasoning,
the relationship of evidence to
the confirmation of theories and
the value of appeals to scholarly
studies. A special focus of the
course will be an assessment of
the ways in which natural and
social sciences can (and cannot)
assist leaders in addressing
problems and seeking solutions.
ML 530 Ethics in
Communication
(1.0 course)
Interdisciplinary study of ethics
and communication through the
investigation of a variety of
ethical perspectives within
human communication. This
course places particular attention on the use and abuse of
communication in politics,
advertising and interpersonal
relationships. It emphasizes a
sensitivity to ethical conflicts
that arise in social and organizational settings.
ML 531 The Dynamics of
Change (1.0 course)
This course offers an exploration
of the context of social change
and varying responses to diverse
human needs. Ways of achieving
WoURSE DESCRIPTIONS
well-being may be viewed
differently by leaders in public
and private domains and across
cultures. The course explores
these various perspectives,
including areas of conflict and
opportunities for leadership in
social and organizational
change. Sociological, human
development and economic
theories are applied to contemporary public and private sector
issues for social change.
ML 535 Organizational
Theory and Leadership
(1.0 course)
In-depth exploration of organizational theory plus related
concepts, issues and concerns.
The course is designed to enable
the student to acquire knowledge
and develop skills in order to
function as a responsible, ethical
participant within various types
of organizational structures
and cultures.
ML 540 Political
Leadership: Theory and
Practice (1.0 course)
Analysis of leadership perspectives in selected political
systems and other organizations.
Special focus on significant
leadership theories and leaders,
past and present. Most theories
studied are interdisciplinary and
relevant to business and nonprofit organizations as well as
to politics.
ML 545 Decision Making
and Leadership
(1.0 course)
Review of the decision-making
process - the setting, goals and
contingencies - as it affects
leaders and leadership. Analysis
of arguments and explanations;
analysis of basic statistical
concepts and their relationship
to decision making. Assessment
of major social decisions, past
and present - their intentions,
consequences, arguments,
explanations and justification.
ML 550 Decision Making
and Computer
Technology (1.0 course)
Analysis of the relationship
between decision making and
some of the technology that has
developed in recent years, most
notably, the computing and
communication revolutions.
Some experience using
computers would be helpful,
but is not required.
ML 560 Developing a
Multicultural Perspective
(1.0 course)
Investigation of multicultural
issues. This course will enhance
one's ability to lead and work
more effectively with people of
different cultural backgrounds
through the study of diverse
values, beliefs and traditions
within the global community.
ML 565 Women and
Leadership (1.0 course)
A seminar exploring the theory
and practice of women and
leadership - political,
entrepreneurial and social. An
interdisciplinary approach to
issues of women and leadership
with an emphasis on literature
developed by political scientists.
The course is intended to
enhance the critical-thinking
skills of the participants and the
leadership skills of the participants. Opportunity for research
on topic and area of interest.
ML 580 Colloquium on
Contemporary Theories
of Leadership
(1.0 course)
Selected contemporary theories
of leadership presented by
instructors who participate in
the seminar. Emphasis on critical thinking, discussion, written
analysis. Prerequisite: One year
course work in MAL program
and ML 510.
ML 592 Thesis/LAP
Consultation (0.5 course)
A series of meetings with a
faculty thesis/project adviser
taken simultaneously with ML
594 Leadership Research
Seminar II and during the
trimester in which the
thesis/project is being prepared
for final submission. Graded
on PIN basis. Students not
completing the thesis/applica-
tion project during the same
term in which they are enrolled
in ML 594 are required to pay
a continuation fee for each subsequent term until the Thesis/LAP
is completed.
ML 593 Leadership
Research Seminar I
(0.5 course)
First half of a two-course thesis
capstone sequence for the MAL
program to be taken in a
student's last two consecutive
terms or after the student has
completed at least five electives
and ML 510. This course
provides each individual the
opportunity to develop a
research topic, to synthesize
previous study and work experience, and to demonstrate an
understanding of the program's
principles. Graded on a PIN basis.
ML 594 Leadership
Research Seminar II
(0.5 course)
Continuation of the "capstone"
seminar, taken in the term
immediately following the
student's registration in ML 593
Leadership Research Seminar I.
This seminar focuses on the
methods of inquiry and results
of individual projects. By the
completion of the seminar,
students should have made
significant progress on their
thesis or Leadership Application
Project. Graded on a PIN basis.
ML 597 Non-Thesis
Independent Project*
(1.0 course)
Major written project to be
completed in an area of the
student's choice, reviewed
by the MAL faculty panel
and presented in a colloquium
in partial fulfillment of
requirements for the
Non-Thesis Option.
ML 598 Independent
Study* (1.0 course)
Provides directed independent
study in an area of the student's
choice. Open to students who
have completed at least three
courses with a grade of at least
3.0. Students must complete a
Proposal for Independent Study
and have it signed by the supervising professor. The proposal
then must be approved by the
MAL program director prior to
registration for the course.
ML 599 Special Topics
(1.0 course)
Study of selected topics in
leadership that are not treated
extensively through current
course offerings. Specific
topics will be published prior
to registration.
*A student may count only one of the following for credit toward the MAL degree:
ML 597 or ML 598.
A
DMISSION REQUIREMENTS AND PROCEDURES
• experience and organizational
background
• written statement
• interview, if requested
To apply, the following materials must be submitted to the
Graduate Programs Office:
• Completed application form
• $25.00 non-refundable
application fee
• A 1-3 page statement relating
the applicant's career and life
goals to leadership aspirations
Applicants to the program
must hold a baccalaureate
degree from an accredited
four-year college or university
and must have a minimum
cumulative undergraduate grade
point average of 3.0 (on a scale
of A= 4.0) and a minimum
cumulative grade point average
of 3.0 for graduate courses
completed at an accredited
college or university. Applicants
holding a master's or other
advanced degree from accredited
colleges or universities are
admissible. Should an applicant
not meet the minimum admission
requirements, a probationary
term may be possible as decided
on a case-by-case basis.
Applicants to the program must
have five years of experience (or
equivalent) with one or more
organizations in a position of
leadership or position demonstrating leadership potential.
Decisions about admission to
the program will be made on an
individual basis by the MAL
Admissions Committee.
Admission to each entering
graduate class will be given to
the most highly qualified individuals. Admissions are handled
on a "rolling" basis, with
students admitted at the beginning of the fall, winter and
spring terms. Selection of
candidates will be made on
the basis of an evaluation of
each applicant's:
• previous college record
• letters of recommendation
• Recommendation letter and
checklist from an immediate
supervisor, assessing
leadership potential
• Recommendation letter and
checklist from a work
colleague (at the same level)
describing the applicant's
work style leadership potential
• Official transcripts from all
undergraduate institutions
attended, listing all courses
taken and any degree(s)
conferred
• Official transcripts from all
graduate institutions attended,
listing courses taken and
degree(s) conferred, if any
Applicants may be asked to
participate in an interview with
graduate program faculty and/or
staff members.
~TERNATIONAL APPLICANTS
The Augsburg College Graduate
Programs Office encourages
qualified applicants from other
countries. International applicants should keep in mind that
classes meet on alternating
Thursday evenings and
Saturdays and that students can
take only two classes (plus an
optional practicum per trimester,
if desired) for a yearly total of
six classes. With this schedule
students can complete the
required course work in less
than two years. See Admission
Requirements for a description
of the admission process,
selection criteria and work
experience requirements.
Application materials
required for international
applicants are:
• Completed application form
• $25.00 application fee (nonrefundable) payable in U.S.
dollars
• A 1-3 page statement relating
the applicant's career and life
goals to leadership aspirations
• Completed Declaration of
Finances (see below for
further information)
• Letter of recommendation in
English from an immediate
supervisor, assessing
leadership potential
• Letter of recommendation in
English from a work colleague
(at the same level) describing
the applicant's work style and
potential as a leader
• Official marksheets with
certified translations from
all undergraduate institutions
attended listing all courses
taken, marks earned, dates
attended and degree(s) or
diploma(s) conferred, if any
• Official marksheets with
certified translations from all
graduate institutions attended
listing all courses taken, marks
earned, dates attended and
degree(s) or diploma(s)
conferred, if any
• Official results on the Test of
English as a Foreign Language
(TOEFL) with a minimum
score of 590
Applicants may be asked to
participate in an interview with
graduate program faculty and/or
staff members, if the applicant is
in the United States.
Students and their financial
sponsor must complete a
Declaration of Finances as
part of the application for
admission, along with
appropriate certifications.
Students will need to provide
proof of availability of funds for
tuition, books and living costs
for the academic year in which
they want to attend. The College
requires students to provide
proof of a minimum of $10,000
in U.S. funds for living
expenses for themselves plus the
cost of tuition.
NOTE: Additional information
may be required, as requested by
Augsburg College, to accurately
evaluate educational credentials. Furthermore, supplemental
information may be needed to
issue an 1-20 or J-1 for students
admitted to the MAL program.
Information requested for the
1-20 or J-1 will not be used to
make an admission decision.
~ALUATION STANDARDS
Evaluation of academic performance in the MAL program will be
based on number grades using a 4.0 point scale with these definitions:
4.0
Achieves highest standards of excellence.
3.5
3.0
Achieves above basic course standards.
2.5
2;0
1.5
1.0
0.5
0.0
Achieves the minimum passing standard.
Performance below basic course standards.
Unacceptable performance (no credit for the course).
p
Achieves at or above the 2.0 level (not computed in
grade point average).
N
Does not meet minimum course standards (no credit and
non-punitive - not computed in grade point average).
w
Grade given when a student withdraws from a course after
the deadline for dropping without notation on the record
I
Incomplete grade given when student is unable to complete
course requirements for reasons beyond the student's
control. (To receive an incomplete, a student must file a
petition with the Graduate Programs Office stating reasons
for the request, the plan and date for removing the
incomplete grade, the signature of the instructor and any
other necessary documentation.)
Courses not offered on the
numbered grading system are
noted in the course descriptions
in this catalog as being graded
on PIN basis. In order to receive
a grade of P, a student must
achieve at least a grade of 2.0.
No more than two courses with
a grade below 3.0 will count
toward the degree.
No more than two courses with
a grade of or below 2.5 can be
repeated. Only the credits and
grades earned the second time
are counted in the grade point
average.
~DENT RIGHTS
The College has adopted a
statement of student rights and
responsibilities and provides due
process in matters of disciplinary
action, grievances and grade
appeal. Students who wish to
identify appropriate procedures
for complaints should contact
the Vice President for Student
Affairs (330-1160).
The College operates in
compliance with the Family
Rights and Privacy Act and
Title IX. Students have the right
to inspect all official records
that pertain to them and that are
maintained in the Registrar's
Office and the Placement Office
(except where a waiver of
access has been signed) and
to challenge inaccurate or
misleading information.
Students have a right to
experience education free
from discrimination.
A
Because leadership issues are
presented, discussed and
analyzed in the classroom,
regular attendance is highly
important and should be considered a responsibility, not only to
one's self, but to one's classmates
and course instructor.
TTENDANCE POLICY
Irregular attendance may, at the
discretion of the instructor,
adversely affect one's grade.
A
cADEMIC POLICIES
Academic Probation and
Dismissal Policies
Credit for Prior
Education
Enrollment Policy/
Leaves of Absence
Students must maintain a 3.0
cumulative grade point average.
If a student falls below a 3.0
average, the student will be
placed on probation for the
following term. A 3.0 cumulative
grade point average must be
restored in order for a student to
be removed from probation. If
a student receives a grade of N
or 0.0 in a course, the student
must petition successfully with
the MAL Advisory Committee
before being allowed to
continue in the program. A plan
for the student to follow would
be outlined at that time. If a
second grade of Nor 0.0 is
received, the student may be
dismissed from the program by
the MAL Advisory Committee.
Students may also be dismissed
by the MAL Advisory
Committee for behavior detrimental to the program, such as a
gross violation of college policy
(as published in the Student
Guide). Dismissal would occur
only after established procedures
were followed.
Due to the interdisciplinary
nature of the courses in the
MAL program, it is unlikely that
courses taken elsewhere may be
substituted for a particular
course in the curriculum.
Students may petition the MAL
program director for approval of
any variation in the curriculum
including the transfer of credit.
Transfer credits will be evaluated on an individual basis.
The only courses that will be
considered for transfer credit are
those earned from accredited
colleges and universities, whose
course content is comparable to
those in the MAL program. No
more than two courses will be
accepted for transfer credit.
Students may take either one or
two courses per trimester.
Enrolling in two courses per
trimester enables a student to
complete the course work in
the program within two years.
All students are required to
complete all components of the
program within five years.
Extensions beyond five years
will be considered on the basis
of petition to the MAL Advisory
Committee. Students who leave
the program for more than one
trimester must request a leave of
absence in writing from the
MAL program director. A leave
of absence may be granted for
one calendar year. Time spent
on an official leave of absence
will not count toward the five
year deadline for degree
completion.
Credit and Contact
Hours
Each full-credit graduate course
in the MAL program is the
equivalent of four semester
credits or six quarter credits.
Students meet in class a total of
31.5 hours and are responsible
for a significant amount of individual study and preparation.
Last Day to Withdraw
from Class
The last date on which students
may withdraw from a class and
receive a "W" on their records is
published annually in the MAL
Calendar.
~DENT SUPPORT SERVICES
Academic advising from the
MAL director for program
planning is available. As
students approach the capstone
experience, they select thesis or
project advisers to guide them
throughout the completion of
their program. Graduate
program staff are also available
to help students with nonacademic advising issues.
and a career-search plan are
available through the Career
Services Office, (612) 330-1162.
Professional assessment is
administered through the
Graduate Programs Office.
Work experience related to a
student's field of specialization
is possible through the
Cooperative Education Office,
(612) 330-1148.
Self/career assessment counseling, resume development
$ iBRARY
A new four-level, 73,000-squarefoot library offers state-of-the-art
technology, multimedia classrooms and study areas with
network access. The library
collection includes over 175,000
books, periodicals, films, audio
A
and video cassette tapes, and
microfilms. A computerized
library catalog includes the
holdings of Augsburg and six
other private liberal arts college
libraries in the metropolitan area.
Additional library resources are
accessible through MINITEX, a
regional library network, and
through OCLC, an international
library network. Remote, offcampus computer access to all
these services is provided via a
telecommunications link.
ccREDITATION AND AFFILIATIONS
Students who successfully
complete Augsburg' s
Leadership program will receive
a Master of Arts degree.
Augsburg is accredited by the
North Central Association of
Colleges and Schools*. The
College is a member of the
Associated Colleges of the Twin
Cities (ACTC), Lutheran
Education Council in North
America and the Minnesota
Private College Council.
Augsburg College is registered
with the Minnesota Higher
Education Services Office.
Registration is not an endorsement of the institution.
Registration does not mean that
credits earned at the institution
can be transferred to other institutions or that the quality of the
educational programs would
meet the standards of every
student, educational institution
or employer.
*North Central Association of Colleges and Schools, Commission on Institutions of Higher Education, 30 North LaSalle St.,
Suite 2400, Chicago, IL 60602-2504; (312) 263-0456.
~E AND PAYMENT INFORMATION
A schedule of fees is published
previous term is paid in full as
separately in the MAL Program
agreed. Augsburg College will
Supplement. Tuition is
determined annually. ML 592,
not release diplomas or academic
transcripts until a student's
ML 593 and ML 594 are half-
account is paid in full. This also
credit courses and are charged
applies to student loans administered by the College (e.g.,
half of the current full credit
tuition. ML 500 Leadership
Practicum is a separate charge.
Augsburg offers the
following payment
options:
Various payment plans are
available*:
1) Payment in Full:
Due day of registration.
2) Payment Plan:
Perkins Student Loan). They
must be current according to
established repayment schedules.
Refund Schedule
Students are responsible for
canceling courses with the
Registrar's Office in order to be
eligible for a refund. Students
who unofficially withdraw (stop
attending) and do not complete
the drop/add form are respon-
A three-pay plan is available
each trimester upon applica-
sible for all charges. Financial
aid may be adjusted based on
tion and after College
the student's last recorded date
of attendance. A per-course
approval. Payment plans
will be approved only if
previous plans have been
satisfactorily completed.
3) Company Reimbursement:
Full courses, or equivalent,
that are company reimbursed
require a deposit of $100 per
course reimbursed, with full
payment due within 50 days
after the end of the term. A
letter from the employer,
stating the company's reimbursement policy, must be
annually filed with the
tuition refund will be made on
the following basis:
Through the first scheduled
class meeting -100% of
tuition (less a $7 5 administration fee if withdrawing from
current term entirely)
Prior to the second scheduled
class meeting - 80% of tuition
Prior to the third scheduled class
meeting - 60% of tuition
No refund after the third
scheduled class meeting.
Business Office.
Registration is permitted only
if the student's account for a
*A non-sufficient funds check will declare your registration invalid and could affect further credit extended by the College.
~~ANCIAL AID
Financial assistance is available
to degree-seeking students
emolled in the MAL program.
Non-degree-seeking students are
not eligible for any type of
financial aid through Augsburg
College. Two full-credit courses
per trimester are considered full
time. One course is considered
half-time enrollment. The Office
of Student Financial Services,
(612) 330-1046, assists students
in assessing financial aid eligibility and offers financial aid
from available alternatives,
including the following:
Sponsored Scholarships
Augsburg actively pursues nonAugsburg funding for special
scholarships. The availabilily uf
such scholarships may enable
the participation of individuals
of limited financial means as
well as individuals working for
volunteer agencies and other
organizations not likely to
provide tuition reimbursement.
Company Tuition
Assistance Programs
Many companies, agencies and
corporations offer full or partial
tuition assistance to employees
who participate in work-related
or degree-related college
programs. Augsburg College
offers several payment plans by
which employees may handle
tuition reimbursement. Students
should contact the Business
Office to make payment arrangements using the company
reimbursement payment plan.
Bureau of Indian Affairs,
Tribal and State Indian
Scholarships
American Indian students who
meet federal, state or tribal
requirements may apply for these
scholarships. Indian grants
generally supplement other
sources of financial aid. For
assistance in application, please
contact Augsburg's American
Indian Student Support Program
director at (612) 330-1144 or
your tribal agency.
Federal and State Aid
Programs
The Office of Student Financial
Services uses standard, nationally
accepted methodology to determine eligibility for federal and
state financial aid programs.
• Federal Stafford Loan
Program
Common Loan Provisions:
BORROWING LIMITS:
Effective with enrollment
periods beginning after October
1, 1993, graduate students may
borrow up to $18,500 per year
with an aggregate of $128,500
(undergraduate and graduate).
A student may borrow from
either the unsubsidized or
subsidized programs or a
combination of both but cannot
exceed the annual loan limits.
INTEREST RATES: The
annually variable interest rate
is determined by the 91-day
T-Bills +3.1 %, capped at 8.25%
and changes each July 1st for
all borrowers. The interest rate
for enrollment periods beginning between July 1, 1996 and
June 30, 1997 is 7.66%.
REPAYMENT TERMS:
Repayment begins six months
after you cease to be enrolled at
least half time in an eligible
program leading to a degree or
certificate. Repayment may
extend up to 10 years.
DEFERMENTS: In most cases,
deferments are granted for
continued education, disability
and unemployment. Contact
your lender if you think you are
eligible for a deferment.
Program Specific Provisions:
FEDERAL STAFFORD LOAN
(SUBSIDIZED): The Office of
Student Financial Services has
determined that, based on the
financial information
submitted, students qualify for
up to the amount listed on their
Award Notice.
INTEREST: No interest accrues
during the time the student is
enrolled at least half time.
FEES: An origination fee of 3%
and a guarantee fee of up to 1%
will be deducted from the loan
check before you receive it.
FEDERAL STAFFORD
LOANS (UNSUBSIDIZED):
You may borrow up to
the amount listed on your
Award Notice.
during the period of enrollment
• SELF (Student Educational
Loan Fund)
and may be capitalized.
The SELF is administered
INTEREST: Interest accrues
FEES : An origination fee of 3%
through the Minnesota Higher
and a guarantee fee of 1% will
Education Coordinating Board.
be deducted from the loan check
Applications are available from
before you receive it.
the Office of Student Financial
• Federal Perkins Loan
Program
completed by the borrower and
A joint Augsburg Collegefederally funded program
administered through the College
for students who demonstrate
financial eligibility. No checks
are issued, but the student is
required to sign a promissory
note at least once per tenn.
Funds are put on the student
account after the note
is signed.
BORROWING LIMITS:
You may borrow up to $3,000
per year as a graduate student
with a $30,000 maximum.
INTEREST AND REPAYMENT:
Simple interest of 5% and
repayment of principal (at a
minimum of $40 per month)
begin nine months after you
graduate or leave school.
Partial or total loan cancellation
privileges exist for certain
types of teaching, disability
and, in certain circumstances,
military service.
DEFERMENTS : No interest
accrues nor do payments need to
be made at any time you are
enrolled at least half time or for
serving three years in the
military, Peace Corps or
VISTA. Contact our student
loan coordinator if you think
you are eligible for a deferment.
Services and should be
co-signer and returned to
Student Financial Services for
further processing. Loan checks
arrive once per term and are
made co-payable to the student
and Augsburg College.
BORROWING LIMITS:
Graduate students may borrow
To Apply for Financial Aid:
up to $9,000 per year minus any
Financial Aid application
other student loan indebtedness.
materials are available from
Maximum graduate borrowing
the Graduate Programs or
cannot exceed $40,000
Student Financial Services
including undergraduate.
office. Applicants must be
The minimum loan amount
admitted to Augsburg as regular
per year is $500.
students or be returning students
INTEREST AND REPAYMENT:
in good academic standing.
The interest rate is variable.
Interest payments begin 90 days
after the loan is disbursed and
continue quarterly thereafter
while the student is enrolled.
Principal payments begin in
The Financial Aid application
will be processed when the
following documents are
received:
1) The Free Application for
the 13th month after you
Federal Student Aid (FAFSA)
leave school.
or the Renewal F AFSA
DEFERMENTS: There are no
deferments. Contact the
2) Augsburg Financial Aid
Application
Minnesota Higher Education
Coordinating Board regarding
special circumstances and
repayment.
3) Federal income tax return(s)
and W-2(s)
A
BOUT AUGSBURG
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. We are a diverse
community with many strong
religious traditions represented
among the students, faculty and
staff, including Lutheran,
Protestant, Roman Catholic,
Jewish, American Indian
Spirituality and Thought,
Buddhist and Islamic faiths.
Non-Discrimination
Policy
It is the policy of Augsburg
History
Augsburg was the first seminary
founded by Norwegian
Lutherans in America. Named
after the confession of faith
presented by Lutherans in
Augsburg, Germany, in 1530,
Augsburg opened in September
1869, in Marshall, Wisconsin,
and moved to Minneapolis
in 1872.
Campus Location
Augsburg's campus is located
in the heart of the Twin Cities
and surrounds Murphy Square,
the oldest of 155 parks in the
"City of Lakes." Adjacent to the
campus are Fairview-University
Medical Center, the West Bank
campus of the University of
Minnesota, and Mississippi
River parkways.
Accessibility
Augsburg College has made a
major effort to become one of
the most accessible campuses in
the region. Skyways, tunnels,
and elevators provide accessible
connections among major
buildings -student housing
towers, the Christensen Center,
main academic and administrative halls, the library and the
music building. In addition,
there are programs for students
with learning, physical and
psychiatric disabilities.
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status, sex or
status with regard to public
assistance or disability as
required by Title IX of the 1972
Educational Amendments or
Section 504 of the Rehabilitation
Act of 1973, as amended, in its
admissions policies, educational
programs, activities, and
employment practices.
~MPUS LOCATION
Graduate Programs Location
I-94 East from
Minneapolis-Take 25th
Avenue exit, turn left at
25th Avenue, turn left at
Riverside Avenue, turn
left at 21st Avenue South.
N
The Graduate Programs Office is in
Memorial Hall (second floor).
Public Parking
All Augsburg College staff, faculty
and commuter lots are free and open
for use after 4:30 p.m. Monday
through Friday, and on weekends,
unless otherwise posted. Lots are
located on 7th Street, between 21st
and 22nd A venues and north or
south of 8th Street between 24th and
25th Avenues. Additional parking is
available in the Fairview-University
Medical Center ramp, or University
of Minnesota parking lots on the
north side of Riverside A venue.
I-94 West from St.
Paul-Take Riverside
exit, turn right at
Riverside Avenue, tum
left at 21st Avenue South.
Directions to Campus
35W from the North-Take
Washington Avenue exit and turn
left on Washington (curves right
onto Cedar Avenue), turn left at
Riverside Avenue, right at 21st
A venue South.
l. Admissions Weekday Program
2. Air Structure Entrance
November through March
3. American Indian Student Support
Program and Pan-Afrikan
Student Services
4. Anderson-Nelson Athletic Field and
Seasonal Air Structure
5. Center for Global Education and
International Programs
6. Christensen Center,
Information Desk
7. East Hall
8. Foss , Lobeck, Miles Center for
Worship, Drama and
Communication
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Maintenance and Grounds Shop
13. Mortensen Tower
14. Murphy Place
Weekend College
15. Murphy Square
16. Music Hall
17. Nordic Center
18. Old Main
19. Oscar Anderson Hall
20. Public Relations and
Communication
21. Quad
22. Science Hall
23. Security Dispatch Center
24. Shipping and Receiving
25. Si Melby Hall
26. Sverdrup Library
27. Sverdrup-Oftedal Memorial Hall
Master of Social Work Admissions
Master of Arts in Leadership
28. Urness Tower
29. Youth and Family Institute
30. New Library to open Fall 1997
35W from the SouthFollow the I-94 St. Paul signs
(move to right lane after each of
two mergers). Take 25th Avenue
exit, turn left at 25th Avenue, turn
left at Riverside Avenue, turn left
at 21st Avenue South.
~MPUSMAP
~0
~
6th Street S,
~
!!!
s
Jg
7th Street
s.
2f!;
2Z
27
~
~
18
16
b.
21
(!)O.
@
7thS1reetS.
Co-utt11d:QltkH
29
6
40.
c~
14
7 1/2 Street s.
0.
)>
20
t:l
a
i
<
~
0.
25
<D
(1)
8th Sl~etS.
fl'
IS
fl'
@
Buller Place
U>
~~~~~~~~~~~~--11-~~~~~~~~~-- · ~
~Interstate 94 West
Interstate 94 East ~
Parking Lots
A. Admissions/Faculty/Staff Parking
B. Faculty/Staff/Commuter/Resident
Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parking
E. Commuter Parking
0.01~b111t""'"
F. Resident Parking
G. Visitor Parking
H. Riverside Professional Building Ramp
Pay parking available
~AL FACULTY
Faculty who teach in the MAL
program are predominantly
full-time senior faculty with
doctorates or appropriate
professional degrees. Some
Lucie Ferrell, Associate
Professor of Nursing. B.S.,
College of St. Catherine; M.N.,
University of California-Los
Angeles; Ph.D., Adelphi
University.
courses are team taught by
faculty from different disciplines
or occasionally by combining a
f acuity member with professionals
from relevant fields. All of
the program'sfaculty have
extensive experience teaching
adult learners.
John Benson, Professor of
Religion. B.A., Augsburg
College; B.S., Luther
Theological Seminary; M.A.,
Ph.D., Columbia University.
Larry Crockett, Associate
Professor of Computer Science.
B.A., M.A., Pacific Lutheran
University; M.Div., Luther
Theological Seminary; Ph.D.,
University of Minnesota.
Mary Endorf, Adjunct
Professor. B.A., Hamline
University; M.A., State
University of New YorkCortland; Ph.D., University of
Minnesota. Principal, Orono
School.
Joseph A. Erickson, Assistant
Professor of Education. B.A.,
M.A., College of St. Thomas;
M.A., Luther Northwestern
Theological Seminary; Ph.D.,
University of Minnesota.
Norman Ferguson, Professor of
Psychology. B.A., Franklin and
Marshall College; M.S., Ph.D.,
University of Wisconsin.
Garry Hesser, Professor of
Sociology, Director of
Cooperative Education Program,
Director of Metro-Urban
Studies. B.A., Phillips
University; M.Div., Union
Theological Seminary; M.A.,
Ph.D., University of Notre
Dame.
Marie 0. McNeff, VicePresident for Academic Affairs
and Dean of the College and
Professor of Education. B.A.,
M.A., Ed.D., University of
Nebraska.
Thomas Morgan, Professor of
Business Administration/MIS.
B.S., Juniata College; M.B.A.,
University of Denver; M.S.,
University of Oregon; Ph.D.,
University of Minnesota.
William D. Morris, Instructor
of Political Science. B.A.,
Oakland University; Ph.D.,
Carnegie-Mellon University.
President, Decision Resources,
Ltd.
Richard Nelson, Professor and
Chair, Department of History.
B.A., University of Nebraska;
M.A., Ph.D., University of
Minnesota.
Beverly Nilsso"'"~P.rofessor and
Chair, Department of Nursing.
B.S.N., M.S., Ph.D., University
of Minnesota.
Norma Noonan, Professor of
Political Science, Director of
MAL program, and Director of
the International Relations
Program. B.A., University of
Pennsylvania; M.A., Ph.D.,
Indiana University.
Ronald Palosaari, Professor of
English. B.A., Bethel College;
B. Div., Bethel Seminary; M.A.,
Ph.D., University of Minnesota.
Curt Paulsen, Associate
Professor of Social Work. B.A.,
St. Olaf College; M.S.W.,
University of Minnesota; Ph.D.,
Clinical Psychology, Fielding
Institute.
Diane Pike, Professor and Chair,
Department of Sociology. A.B.,
Connecticut College; Ph.D.,
Yale University.
Milo A. Schield, Associate
Professor of Business
Administration/MIS. B.S., Iowa
State University; M.S.,
University of Illinois; Ph.D.,
Rice University.
Barbara Swanson, Adjunct
Professor. B.A., Macalester
College; M.A., Augsburg
College; Ed.D., University of St.
Thomas. Assistant Professor of
Graduate Education, Hamline
University.
William Swenson, Instructor of
Philosophy. A.B., Ph.D.,
University of Chicago.
Joseph Volker, Instructor of
Psychology. B.A., University of
California-Irvine; M.A., Ph.D.,
University of Minnesota.
Licensed psychologist at MDA
Associates.
Show less
-ru-
m
"!--c
1
auasbura in the summer
Augsburg College offers a varied summer curriculum
that includes over 50 courses in more than 16 academic
disciplines as well as internships
and independent studies. Term I
runs from June 1 to June 26. Term
I1 runs from June 29 to August 7.
For a de... Show more
-ru-
m
"!--c
1
auasbura in the summer
Augsburg College offers a varied summer curriculum
that includes over 50 courses in more than 16 academic
disciplines as well as internships
and independent studies. Term I
runs from June 1 to June 26. Term
I1 runs from June 29 to August 7.
For a detailed listing of courses, look
inside this brochure.
term one
June 1 to June 26
term two
June 29 to August 7
about
augsbur
Augsburg College is a four-year, accredited
liberal arts college affiliated with the Evangelical Lutheran Church in America and
is located in the heart of Minneapolis. The small college environment, about 3,000
students during the academic year, is enriched by the many opportunities found in
this vibrant metropolitan area. Augsburg's setting allows students to participate in
a host of cultural and recreational activities, ranging from the Guthrie Theater to
the Minnesota History Center to the Minneapolis Aquatennial.
summer session info
Course Loads in Summer Session:
Students may take one course credit
during Term I and up to two course
credits during Term 11. Unless otherwise indicated, all courses carry a value
of one course credit. One Augsburg
course credit is the equivalent of four
semester credits and six quarter credits.
Augsburg General Education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation
Skills requirements are so noted along
with the description of the course.
Course Levels: The first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily
for juniors and seniors.
Independent Study: Independent
studies may be arranged in consultation with individual faculty members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the summer. Academic internships are carefully
planned work-based learning experiences, supervised and evaluated by a
faculty member. Consult the Internship
and Cooperative Education Office at
(612) 330-1148 for more information.
Employer Reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at (612) 330-1109.
The College reserves the right to
cancel listed courses.
information
Additional information may be
obtained from:
Augsburg College
Campus Box #I44
22 11 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1787
Summer School Coordinator
Terry Cook
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and students admitted for the next fall term are
eligible to attend Augsburg Summer
School. Good standing implies that the
student has been admitted and not subsequently dropped by that institution.
Other persons wishing to take summer
courses should contact the coordinator
of summer school to ascertain eligibility
under special circumstances.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree program at Augsburg should apply to the
Office of Undergraduate Admissions,
(612) 330-1001, or the Weekend College
Admissions Office, (612) 330-1743.
3
to register
Bt
ning An]
su
er sch
Registrar's 0 t h
and 4:30 p.m.
calendar
-
ay s c h c d ~ ~ l c
at the
ween 8:00 a.m.
tuition deposit
must be paid z
at time for each
course sch
rhis deposit will hc
applied to you
r school tuition
r ~ ~ l e the
s s course
and is not ref1
1. If a co
you have
is cant
is cancclcd, ,..- may elect to
,.,
the tuition for another course. To
insure that you reserve a pl
I the
1n1nen~1
courses that you desire, M
as early
that yo^^ schedule your 1.1
rly, and
as possible. Many cour:
courses with low enroll
~ t may
s
he
canceled before the first day of the
term. You must confirm your registration in person by paying tuition in
full at the Business Office (see deadlines below), or you will be dropped
from your course(s).
Summer registration may be confirmed
beginning May 11. Students taking
courses during Term 1 must confirm
their registration by June 2. Term I1
confirmation must be made by June 30.
This procedure applies to all summer
registrations, including internships and
independent studies. T h e Business
en from _ ... . a.m.
Room 147 a n
siness Office will
to 4:00 p.m. l h t
be open until 6
o n June 1 and 2
and on Junc
and 30. T h e Business
Oftice is
i when
~n SI
n . Tuition
Weekencl couef
must he aid in tull in oruer for your
.. . -.
le confirmed. (Augsburg
j whc) have unpaid halances
? v ; . - . --rms
~
must pay these
,,,
a12
st
they [nay confirm their
summer sch~
trations.)
cheduling begins
:onfirmation begins
:onfirmation of registration deadline
,......
A late fee of $50 will he assessed for
students who dc? not confirm o n time.
No Term 1 registrations will he accepted after June 3, and Term 11 registrations will not he accepted after July 6.
To change your registration you will
necd to fill out an add/drop form at the
Registrar's Office. There is a charge of
$50 for changing a course after 3:30
p.m. on the second scheduled day of
each term. This procedure applies
to illternships and independent studies
as well as scheduled courses. Refunds
and adjustments to fees are outlined in
the " T u i t i o ~Refund
~
Policy" section of
this brochure.
:
April 13
May 11
June 2
April 13
May 11
June 30
June 1
June 2
June 29
June 30
June 8
June 3
June 3
July 13
July 6
July 6
confirmation must be done in
erson at the Business Office)
:lasses begin
balance of tuition due
,ast day to:
Change grading option
Drop class without notation
*Register with late fee of $50
(no registrations wiU be
accepted after this date)
Holiday
Last day to withdraw from class
Classes end
Grades due in Registrar's Office
#&
June 19
June 26
July 1
3
7
PL,
the hasis i f r m e , C ~ J L Jcreed,
~ , religioi~,sexmrl or affectionnl prefrreilce, natiunnl
A u ~ h h u r gdi~eriiot drscrimillnte
m reqriired by Tick
or erhiiic ongin, a ~ e marital
,
stiltus, gender, stntus with ~ c g a r dtro public ~ ~ s ~ s t a norc edr,ahility
,
I?: of the 1972 Educntion Atnendinents or Secrri~r~
504 of the Rehabilitation Act of 1973, as amended, in its
admbsion poliilrs, edrtiatiunol Inr)groins, activities, m d etnpbyment pmctrceh
augsburg
fees
.-
The tuition charge for 1998 summer
school courses is as follows: $900 for
full-credit courses, $450 for half-credit
courses and $225 for quarter-credit
courses. Audits are charged at the
tuition refund policy
The $50.00 per course deposit i~
refundable. A refund of all or par
the remaining fee is calculz ' from
the date of the student's
cancellation at the
Schedule of Refunds:
Prior to the second scheduled class
meeting-100% of the refundable
portion of the fee.
Prior to the fourth scheduled class
meeting-75% of the refundable
portion of the fee.
Prior to the sixth scheduled class
meeting -50% of the refundable
portion of the fee.
Courses with fewer than 12 scheduled
class sessions will use a prorated
version of the schedule of refunds.
-
f inancia
>id
Eligibility for;$ummer
Session ~tten&es
!!
I
5
Financial aid is',available to students
enrolled in ~ & . 6 rW e ~ k ~ nPrograms.
d
Students wlip maintain3h81f-time
status (as defined by the program in
.-.L:cli they are enrolled) are eligible
nnl; for financial aid.
uay rrog
Students enrollea m summer Terms I
and 11 combined or only Term I1 may
be eligible to apply for the Federal
Stafford Loan, Federal Pell Grant, or
the Minnesota State Grant.
WEC Program
No aid is given for summer Term I as it
runs concurrently with the WEC
spring trimester.
14. Murphy Place
15. Mur h Square
16. ~ u s hall
t
17. Nardlc Center
10. Old Maln
19. Oscar Anderson Hall
20. Publlc Relatlons and Communlcatlon
College Map lnformatlon
1 Admlsslons Weekday Program
Alr Structure Entrance
2
Seasonal Alr Structure
5. Center far Global Educatlon and
lnternatlonal Programs
6. Chrlrtenren Center, lnformatlon Desk
7. East Hall
8. Forr Lobeck, Mlles Center for
~ o h h ,l Drama and Communlcatlon
9. Husby-gtrommenTennls Courts
10. Ice Arena
11. JeroyC. Carlson Alumnl Center
12. Malntenanre and Grounds Shoo
13. Mortensen Tower
Ramp
campus location
35W from the NorthTake Washington Avenue exit and rum left on
Washington (turns right onto Cedar Avenue),
turn left at Riverside Avenue, right at 2lst
Avenue South.
Students enrolled in summer Term I1
may be eligible for the Federal Stafford
Loan, Federal Pell Grant, or the
Minnesota State Grant.
To Apply
The financial aid deadline for the
Summer Session is April 15, 1998.
Contact the Ofhce of Student
Financial Services at (612) 330-1046
for application materials and additional
assistance. Early application is advised.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue,
turn left at Riverside Avenue, turn Left at 21st
Avenue South.
PI,4;q
-
- .-
a(
--
.
5;
:
-
.
,
I-.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
35W from the SouthFollow the 1-94 St. Paul signs (move to right
lane after each of two mergers). Take 25th
Avenue exit and turn left at Riverside Avenue,
turn left at 21st Avenue South.about augsburg
-
.7
!fI
lytical skills in reading literature and writing
about it as the prerequisite for all upper level
courses in literature. Persp.: Aesthetics
ACC 2 2 1 3
Principles of Accc
Introduction to bu
and fundamel
cycle, and prt
Stoller
--..;ities, basic concepts,
ounting, the accounting
f hnancial statements.
9:OO- 11:20 an
W,Th,F
Sabella
! E o n s of ~robkmsfacment by independent
tnnr* nf instructor before
~ly.Persp.:
Old Main 18
ACC 3 2 2 8
Accountino 1neul , ..--.
Kader
A n anal
f financial accou
nphasis
-- accol
g theory p e r t a i n ~ ~to~ gnmanct;
!nts, income concepts, valuation concepl
PASB statements, and other relevant issues
applied to assets. (Prereq.: A C C 222)
-
-
9:OO-ll:20 am
M,T; W,Th,F
Music 22
BUS 2 4 2 3
Principles of Management
Cerrito
Development of the theory of management, organiration, staffing, planning, and control. The nature
of authority, accountability, and responsibility;
analysis of the role of the professional manager.
6:OO-9:00pm
M, T; W,Th
BUS 3 9 9 3
Internship
Arranged
Music 22
Kader
of Macroeconomics
Gupta
ductlon to macroeconomics, national income
analysis, mon~
~dfiscal policy, international
trade, econorr
,th.(Prereq.: MPG 2)
Persp.: Western
el012
9:OO-ll:20 am
,W,Th,F
Old Main 16
b
uU J 341.Media Technology (.50 Credit)
M,T;W,Th,F
Room TBA
Dyer
Psychological and philosophical dimensions of
communication through the use of instructional
technology Selection, preparation, production,
and evaluation of effective audio-visual materials
for teachindlearning situations. Computer training
will be included in the course. (Prereq.: PPST and
admission to Teacher Education Program)
6:OO-9:30pm
C H M 223-S
Elementary Organic Chemistry
TBA
This 10-week course is designed for students
whose professional goals require a survey of organic chemistry. Topics covered include synthesis,
properties and reactions of selected aliphatic and
aromatic compounds. This course will not count
toward a chemistry major and credit cannot be
given for this course if CHM 351, 352 is taken. It
does not fulfill the prerequisite requirement for
CHM 352 or the biochemistry requirements for
other programs. This course runs from June 1 to
Aug. 6 and has two three-hour lab meetings
every week. (Prereq.: CHM 106 or 116)
Time TEA
- --
June 2,4,9,11,23,25
Library 20
--.-ENG 2 2 3 3
Writing for Business and the Professions Kramer
A practical course designed to improve writing
skills for those preparing for business and professional careers. The writing of reports, letters, and
proposals is emphasized. Students are encouaged to
use material from their own areas of specialization.
(Prereq: ENG 111) Graduation Skill: Writing
6:OO-9:OO pm
M, T; W,Th
Old Main 13
ENG 2 4 5 3
Introduction to Literature
Swanson
In this course students are initiated into the formal study of fiction, poetry, and drama, drawing
on works from several periods, different cultures
and races, and male and female writers. The
course aims to expand students' critical and ana-
9:OO-11:20 am
M,T;W.Th,F
Old Main 10
Eric Rhomer, Claude Chabrol, and others. Parallel
to a discussion on the aesthetic aspects specific to
each author and genre, we will study different
cultural themes. The films are in French with
English subtitles. The class work is in English.
1:OO-320 pm
M,T;W,Th,F
Old Main 25
SPA I l l - S
H I S _ S.
History of the Twin Cities
~ i ~ b ~ lBeginning
l
Spanish I
Soto
four basic skills: understanding,
~h~ ~
i
~and ~ paul ~area serves
~
lAimsi to develop
~
as~ a case~
speaking, reading, and writing of elementary
study for the themes of frontier urbanization,
Spanish. Introduction to the culture of the
industrialization and economic change, transSpanish-speaking world. ~aboratorywork is an
portation, immigration and ethnicity, and urban
integral part of this course. Persp.: intercultural
politics and reform. Persp.: The City
9:OO-11:20 am
M,T;W,Th, F
Old Main 13
Awareness 2
st,
1:OO-320pm
PSYC
I N S 199-S/399-S
Internship
Olson
A work-based learning experience in which a
student designs a learning agreement with a faculty
member that links the ideas and methods of their
major to the opportunities found in the placement.
M, T; W,Th,F
Old Main 29
,
PSY 3c- _
Behavior Disorders
Hanson
A n introduction to maladaptive human behaviors
from
organic, and p s y c ~ o ~ o g ipoints
c a ~ of
view, prereq,: PSY 102 or 105)
6:oo-g:oo pm
M,T;W,T~
Old Main 23
Arranged
I
MAT 105-S
Applied Algebra
Provides an introduction to algebra and its applications to the social, natural, and physical sciences,
business, and everyday life. Topics covered include
understanding and solving linear, quadratic, and
exponential equations, the connections between
equations, graphs, numbers and the situations they
describe, and the use of a scientific calculator.
(Prereq.: MPG 2 or consent of instructor)
9:OO-11:20am
M,T;W,Th,F
Science 108
-)))
Topics: French and
duRivage
Francophone Culture in Film
A n introduction to the main cultural issues that
characterize French and Francophone societies as
they have been portrayed in the works of such
filmmakers as Francois Truffaud, Maurice Pialat,
REL 353-S
Denominations and Religious
Groups in America
Bussert
A study of beliefs and worship practices of the
major Christian denominations and of many
contemporary religious groups. Some controversial
religious movements will also be considered.
Persp.: Christian Faith 2 or 3
~:oo.g:oopm
M,T;W,T~
Foss 43
REL 357
Giants of the Faith
Tranvik
Looks at the lives and thinking of some important
Christians. The mix of biography and theology
makes for stimulating reading and discussion. We
will study figures like Augustine, Martin Luther
King Jr., and Dorothy Day. Persp.: Christian
~a$a2~mqfn~on
M,,wTh
Science 212
\
term
I
7
-august
ART 107-S
Drawing
Drawing in gr;
pencils. Subjects in'
.
Cerrito
elated to the management
Persp.: A
ART 11'-'
Painting
o painting meala ana recnnlque
lntroduc
acrylic a m "11. Persp.: Aesthetics
6:OO-9:30pm
T; Th
Old Mair;
ART 132-S/ART 132-T
Photography
Friederichsen
The camera will be used as a tool for visual
creativity and expression using black and white
photographic processes. Students need access to a
35mm, single lens reflex camera. Estimated cost of
film, etc.: $200-$225. Persp.: Aesthetics
Section S1:OO-4:30pm
Section T6:OO-9:30pm
M, w
Old Main 4
Music 22
i
~ r i n c i ~ l of
e s Comnuting for Business Schwalbe
re to develop understanding
An introducl
---7ts and specific skills in
of basic c o m p ~ ,
are (Windows, Word,
using microcoml
Excel, Access, Powerromt, e-mail, and the World
Wide Web). Emphasis on solving business-related
problems using software, especially Excel.
Students with a strong computer background are
encouraged to take MIS 370 instead of MIS 175.
(Prereq.: MPG 2)
6:OO-9:30pm
T; Th
FOSS42
Old Main 4
C H M 223-&See
ACC 222-S
Principles of Accounting 11
Kader
A coniinuation of ~ ~ ~ 2Introduction
2 1 .
to
business activities, accounting for corporations.
Basic concepts and fundamentals of managerial
accounting, planning and controlling processes,
decision-makine, and behavioral considerations.
(Prereq.: A C C 221)
9:OO-lO:45am
M,T; W,Th
Foss 21
BUS 3 4 0 3
Human Resource Management
Cerrito
Personnel function in business, acquisition, and
utilization of human resources; desirable working
relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.:
BUS 242)
6:OO-9:30pm
M, w
Music 22
0
Term one
0
ECO 110-S
Economics of Urban Issues
Sabella
Study of economic implications of problems
facing a metro-urban environment by independent study. Students need signature of instructor
before Term 11 begins. Call 330-1152. PIN only.
Persp.: Social World 1 or 2, or The City
Arranged
ECO 1 1 2 3
Principles of Macroeconomics
Gupta
lntroduction to macroeconomics, national
income analysis, monetary and fiscal policy, and
international trade. Application of elementary
economic theory to current economic problems.
Persp.: Western Heritage 1 or 2
Old Main 16
6:OO-9:30pm
T; Th
ECO 113-S
Principles of Microeconomics
Sabella
lntroduction to microeconomics, the theory of the
household, firm, market structures, and income
distribution. Application of elementary economic
theory to market policy. Persp.: Social World 1 or 2
6:OO-9:30pm
M, W
Old Main 29
ECO 315-S
Money and Banking
Gupta
Functioning of the monetary and banking systems,
particularly commercial banks, and the Federal
Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary
theory and policy. (Prereq.: ECO 112)
6:OO-9:30pm
M. W
Old Main 16
EDU 21023
Learning and Development in an
Educational Setting
Strait
A survev of educational osvcholow
= topics as
applied to teaching and learning. Special emphasis is placed on classroom applications. (PSY 105
is strongly recommended.) Persp.: Human Identity
6:OO-9:30om
% Th
Library 17
.,
EDE 37723
Kindergarten-Elementary
Curriculum: Science (.25 credit)
Stangl
Examination and preparation of materials and
resources for science at the kindergarten and elementary level. (Prereq.: PPST and admission to
Teacher Education Program)
June 29, July 1, 6, 8, 13,15
6:30-8:30pm
b Th
Old Main 4
EDE 386-S
Kindergarten-Elementary Curriculum:
Children's Literature (.50 credit)
Graves
Examination and preparation of materials and
resources for children's literature at the kindergarten and elementary levels. Laboratory experiences, (Prereq,: PPST and admission to Teacher
Education Program)
5:30-8:30pm
M, W
Library
EDE 387-S
Kindergarten-Elementary Curriculum:
Language Arts (.50 credit)
Therres
Examination and preparation of materials and
resources for language arts at the kindergarten and
elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to Teacher
Education Program) Graduation Skill: Writing
5:30-8:30pm
Library 17
M, w
EDS 3 9 0 3
Communication Skills in
the English Classroom
LaDuca
This course is for English-education majors who
plan to teach high school English. It is designed
to improve students' skills in public speaking, oral
interpretation, listening, and small group discussions as well as to explore methodologies for
teaching and incorporating these skills in the high
school English curriculum. (Prereq.: PPST and
admission to Teacher Education Program)
6:OO-9:30pm
T; Th
Science 112
EDS 391-S
Teaching Mass Media (a50 credit)
LaDuca
This course is for English-education majors who
plan to teach high school English. Students will
explore the nature of media, examining the whys
of teaching media, how to go about it effectively,
what kind of assumptions media education was
based on in the past, and how to incorporate
media education into the English curriculum.
Students will learn how to be discriminating users
of mass media and how to teach others to be the
same. (Prereq.: PPST and admission to Teacher
Education Program)
6:OO-9:30pm
M
Science 112
ENG 282-S
Topics:Women Monsters
and Monstrous Best
Kramer
Enjoy reading horror novels like Frankenstein,
Dracula, or the works of S t e ~ h e nKine and Anne
Rice? This class explores why readers are attracted
to "monstrous" genres and how monstrosities affect
the representation of women and marginalized
groups in contemporary popular culture.
6:OO-9:36
M, w
Old Main 13
IHISTORY
. .-
INS 414-2
Rhetoric (forme
The rhetoris
colonial tin
rhetorical perspc
Rhetorical critic
-
of a UnitedlStates
Yugy Iav
relationship qf-md
the
prc' ' &the
1
s to Europe.
6Th
Ola
-
INS 199-S/399-S
Internship
Olson
dents design a learning aareemenz th a faculty
member that links the-ideas and methods of their
major to the opportunities found in the placement.
)
Nilsson
lerican feminists from
alyzed to develop a
American feminism.
e means of analvsis. Pers~.:
k i n g Spanish I1
Soto
Four basic skills: understandAims to deve
I, and writing of elementary
ing, speaking, ,
o the culture of the
Spanish. Introdt
Laboratory work is an
Spanish-speakin, .-.;.
integral part of the course. Persp.: lntercultural
Awareness 3
1:OO-2:45 pm
M, 6 W,Th
Old Main 29
POL 282-S
Asian Americans and the Politics
of Identity
Aoki
This course focuses on Asian Americans and
recent political battles over the American identity
We will seek to understand Asian American views
of these controversies, and we will also consider
the larger context in which Asian Americans find
themselves. The class will revolve around discussions of readings, films, and current political issues.
6:OO-9:30 pm
M, W
Old Main 10
REL 3 6 9 3
Religious Imagination in
Modem Literature
Stratton
Particularities of religious discernment, symbolism,
and world view. Reading and discussion of several
novels. Persp.: Christian Faith 1 or 3
6:OO-9:30 pm
M, w
Old Main 11
Arranged
INS 225-S
Introduction to Islam
Kader
The course will cover the ideological foundations
of Islam, its basic concepts and tenets, Islamic law
(Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also
be a consideration of the differences between the
Islamic sects (Sunnis, Shi'its, Sufis, etc.). A visit
to one of the mosques in the Twin Cities is
included. Persp.: Intercultural Awareness I
6:OO-9:30 pm
6 Th
Foss 43
PHY 101-S
Astronomy
Hansen
A descriptive course covering the solar system,
stars, and galaxies. The course also traces the
development of scientific thought from early
civilization to the present day. Night viewing
and lab sessions are important components of
the course. Additional viewing and/or lab sessions
are required. (Prereq.: MPG 2), Persp.: Natural
World 2
6:OO-9:30 prn
M, w
REL 4 7 2 3
Paul the Apostle
Quanbeck I1
A study of the Apostle Paul including his historical
background, his relationship to the early church,
and some of the themes found in his writings.
Persp.: Christian Faith 1 or 3 and Graduation
Skill: Critical Thinking
3:OO-6:00 prn
6 Th
Old Main 16
Science 123
SWK 260-S
Humans Developing
Rooney
This course provides an understanding of human
growth through life and of the sociocultural, biological, and psychological factors that influence
the growth of individuals and families. Growth
related to diverse populations and groups or special stresses is also a focus. Persp.: Human Identity
6:OO-9:30pm
6 Th
Old Main 25
SOC 3 5 6 3
Crime and Community
Bloom
Analysis of correctional programs and community
responses. Lecture, discussion, and site visits to
prisons, courts, and community agencies. Special
attention to concepts of restorative justice.
(Prereq.: Soc 121)
1:OO-4:30pm
6 Th
Old Main 10
SPC 329-S
Intercultural Communication
Lapakko
This course explores cultural differences and their
implications for communication, including differences in values, norms, social interaction, and
code systems. Persp.: Intercultural Awareness 1
6:OO-9:30prn
M, w
Old Main 18
SPC 4143
Speaking of Women:
American Feminist Rhetoric
(formerly Feminist Rhetoric)
Nilsson
The rhetoric of selected American feminists from
colonial times to now is analyzed to develop a
rhetorical perspective on American feminism.
Rhetorical criticism is the means of analysis.
Persp.: Human Identity; Graduation Skill: Speaking
6:OO-9:30prn
6 Th
Old Main 11
summer term a h
center for
global education
upcoming programs:
"Developing
- - a Multicultural Perspective:
A graduate level course for educators in Cue1 aca, Mexico"
July 6-19, 1998 (Augsburg ' . ' L course credit auuc~ole)
-
"Peace Issues in Central Americ:
June 12-22, 1998 with rhe 1.11thers
"Peo
July :
'
'
r Lives and (
I (wit1
"Guatemala in the
August 1-9, 1998
.,.
xas A
uM
El Salvador and Honduras'
University)
I Wgr Period"
3
;ions, Laying Foundations.
"South Africa: Heali
Transforming SoEietj
June 1 7 - ~ u 1 ~
Human Rights Travel/Study Seminar in Mexico
July 13-22, 1998 (includes Mexico G't and Chiapas)
9
For more information and other possible trips, contact the
Center for Global Education
directly at 330-1159 or: globaled@augsburg.edu
A
Show less
..
Y. W W W . .
.
3
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession an... Show more
..
Y. W W W . .
.
3
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you feel called,
and a confident sureness that you have rightly
chosen Augsburg as the community in which to
spend the next several years of your life.
If you're dipping into this volume to
figure out who and what Augsburg College is
and what education it offers, welcome to these
pages! May they convey the fundamental
character of our mission: to provide an education
especially serviceable in the contemporary world
because it has been designed in the midst of and
in full contact with the critical social, economic,
religious, and political phenomena of the modern
city. This education, however practical and professional, will be serviceable over the long haul only
to the degree that it respects and pursues certain
of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is
offered for the sake of improving both its students and the world itself.
The study you are undertaking at Augsburg-r
thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupied with your welfare
and the emergence and refinement of your vocational plans.
As you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and in
which new destinations are reachable.
Bon voyage!
Sincerely yours,
William V. h a k e
President
I
Fall Term 1998
Summer..................................... Freshman registration
Sept. 6-81Sun.-Tues. .................... New student orientation
Sept. 9Ned. ................... ..........a..Upper-class validation
Sept. 91Wed. ................................ Classes begin
Sept. 15Dues. .............................. Last day to register
Sept. 15lTues. ..............................Last day to add a class, drop a class without notation on
record
Oct. 30/Fri. ..................................Mid-term break
Last day to designate grading option
Nov. 6/Fri. ...............................
Last day to withdraw from class
Nov. 13/Fri. ................................
Nov. 16-Dec. 4IMon.-Fri. ............ Interim registration
Nov. 16-Dec. 4IMon.-Fri. ............ Spring term registration
Nov. 26Ehurs. ............................ Thanksgiving recess begins
Nov. 30IMon. .............................. Classes resume
Dec. 1l/Fri. .................................. Classes end
Dec. 14-17IMon.-Thurs............... Final exams
Interim Term 1999
Jan. 4Mon .................................... Interim classes begin
Jan. 5lTues. ...................................Last day to register, add a class, or drop a class without
notation on record
Jan. 15/Fri. ................................. Last day to designate grading option, or withdraw from
a class
Jan. 27AVed.................................. Classes end
Spring Term 1999
Feb. 1IMon...................................
Classes begin
Last day to register
Feb. 5/Fri. ..................................
Feb. 5/Fri. .................................... Last day to add a class or drop a class without notation
on record
Mar. 29IMon. ............................... Mid-tendEaster break begins
Apr. 6Eues. ..................................
Classes resume
Last day to designate grading option
Apr. 9Rri......................................
Apr. 16/Fri................................... Last day to withdraw from a class
Apr. 19-3OIMon.-Fri. ...................Early registration for fall
May 14/Fri....................................Classes end
May 17-2OIMon.-Thurs. .............. Final exams
May 23ISun. ................................ .BaccalaureatdCommencement
TENTATIVE-CONSULT THE 1999-2000 ACTC CLASS SCHEDULE OR AUCSBURC
REGISTRAR'S OFFICE FOR CHANCES
Fall Term 1999
Summer ...................................... ..Freshman registration
Sept. 5-7/Sun.-Tues. ..................... New student orientation
Sept. 8/Wed. ................................. Upper-class validation
Sept. 8fWed. ................................. Classes begin
Sept. 14flues. ............................... Last day to register
Sept. 14Kues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 29/Fri................................... .Mid-term break
Nov. 5/Fri. ....................................
Last day to designate grading option
Nov. 12Eri. .................................. Last day to withdraw from class
Nov. 15-Dec. 3Mon.-Fri. .............Interim registration
Nov. 15-Dec. 3Mon.-Fri. .............Spring term registration
Nov. 25flhurs. ............................. Thanksgiving recess begins
Nov. 29flLIon. .............................. .Classes resume
Dec. 10/Fri. .................................. Classe end
Dec. 13-16Mon.-Thurs. .............. Final exams
Interim Term 2000
Jan. 3Mon ....................................Interim classes begin
Jan. 4flues. .................................. Last day to register, add a class, or drop a class without
notation on record
Jan. 14/Fri. ................................... Last day to designate grading option, or withdraw from
a class
Classes end
Jan. 26/Wed. ................................
Spring Term 2000
Jan. 3 l/Mon. ................................Classes begin
Feb. 4/Fri. ................................... Last day to register
Feb. 4/Fri. .................................... Last day to add a class or drop a class without notation
on record
Mar. 2O/Mon. ............................... Mid-term break begins
Mar. 27/Mon. ...............................Classes resume
Apr. 7/Fri......................................Last day to designate grading option
Apr. 14/Fri................................... s t day to withdraw from a class
Apr. 17-28 Mon.-Fri. ................... Early registration for fall
Apr. 21/Fri. ................................... Easter break begins
Apr. 251Tues. ................................ Classes resume
May 1UFri.................................... Classes end
May 15-18Mon.-Thurs. ..............Final exams
May 21/Sun. .................................BaccalaureatdCommencement
Area Code
612
Academic Advising......................................................................................................
330-1025
.......................................................................................................
Academic Affairs
..330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number ........................................................................................(800) 788-5678
AlumniRarent Relations .............................................................................................
330-1178
Athletics ......................................................................................................................
330-1243
Business Office (fees and accounts) ........................................................................
330-1029
Career Services.................................. ................. .................................................. 3 3 0 - 1162
College PastorICampus Ministry ............................................................................... .330-1732
........................................330-1180
Public Relations 6r Communication .......................
................................................................................
ConferenceEvents Coordinator
.330-1107
Development (financial gifts to the College) ...........................................................
330-1613
........................................................................................
Toll-free number
(800) 273-0617
Facilities Management ................................................................................................ 330-1104
Financial Aid (scholarships) .......................................................................................
330-1046
General Information (other office numbers; business hours only) ...........................330-1000
Master of Arts in Leadership Program ........................................................................330-1786
Master of Social Work Program ..................................................................................330-1307
Human Resources .......................................................................................................
330-1058
Interim Office .............................................................................................................
330-1150
Lost and Found ...........................................................................................................330-1000
President......................................................................................................................
330-1212
.........................................................................
..................*...................
Registrar
.-.
.330-1036
............................................................
Residence Life (Housing) ....................
3 3 0 1109
Student Activities ........................................................................................................ 330-1111
Academic and Learning Services ............................................................................... -330-1160
Student Government ..................................................................................................
330-1110
Summer School ...........................................................................................................
330-1787
Weekend College ........................................................................................................330-1782
Mailing Address:
221 1 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
c;
E
2.
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$:
>-,
-,
?+
xt
:2="
7.
I
7
MAJOR
FIELDS OF STUDY AND
AREASOF EMPHASIS
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Adrninistrat~on
Business AdministrationIFinance
Business Administration/lnteinational
Business
Busmess AdministrationIManagement
Business AdrninistrationlMarketing
Chem~stry(B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics @.A)
East Asian Studies '
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studles (non-licensure)
Elementary Education Studies (nonlicensure)
Kindergarten-Elementary (licensure)
Secondary (non-majOr, licensure
Engineering
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modern Languages '
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Yitrstrq :R.S -!?Peekend Cnllcqc onlv!
Phr!i?snnl~~
. I. :. TJ?
rh\rslcal Cdurafton
,;.
c;?
P5ysrchsn,b~i<,tai?~
P i ~ y ~ l (cBs A. or E.S.!
Y
.
-< rvbL
.J
Space Physics (B.S.)
Polit~calScience
Psychology
Religlon
Youth and Family Ministry
Russian, Central, and East European Area
Studies
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies '
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to do so must apply
through the Augsburg Office of the
Registrar. Some majors may have a competitive application process with acceptance
determined by the major department.
I Cooperallvc program r,l t h A\,o~ialed
~
College5
[he Jwln C111esand agret me~ltsw ~ l hf l l Un~vcrstLy
~
o[M~nnetola 11 1s p o s s ~ b l ~ f o\tudolts
r
to take
heg~t~nlngllntc
rmrd~~il~ladvanced
cour\cs not avatloble nl
~onsortluincolleges tn Arabic, Ch~nr\c.Hebrav, \apanc>c,
Ru\s~an,and other ~njrcqumtlyLaugkL Iunguug~, S l u d ~ n u
r e g ~ d e d~reclly
r
with file ACTC oJ$cc
'Dual rlgrcc programs w~Lkthe Unlver$tly ofM~nnarita
111~1ilule
of Technology, Washlnglon IJnlve~s~ty
School of
Englne~rlngand Appl~edScience, and M~cInganTcchnologi~al
Un~vtrsily
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg curriculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity, the Social World, Christian Faith,
The City, Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 majors
Augsburg offers more than 50 majorsor you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 53 for a complete list of majors and
minors.) This five-college consortium
allows students to take courses on other
campuses without charge while a full-time
student at Augsburg. The ACTC includes
Augsburg College, College of St. Catherine,
Hamline University, Macalester College,
and the University of St. Thomas.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by
an intentionally diverse campus community.
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confessibn of faith presented by Lutherans in Augsburg, Gennany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
10 About Augsburg
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 125 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 1890s, Apgsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With cumculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Tower,
Urness Tower, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cumculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William V Frame became president
in August 1997. He has initiated a strategic
planning process intended to iden* the
distinguishing marks of the Augsburg education-in both pedagogy and substance-and
a restructuring effort intended to improve
operating efficiencies and open access for the
College to new sources of capital.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 14,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to a traditional undergraduate liberal arts and sciences "day"
program, Augsburg offers a Weekend
College program for nontraditional
students and master's degree programs
in social work and leadership.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fai~ew-University Medical
Center-are adjacent to Augsburg, with
the Mississippi River and the Seven
Corners theatre district just a few blocks
away Downtown Minneapolis and St. Paul,
11
-
l2 About Augsburg
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd
Avenue South, is the playing and practice
field of many of the Augsburg teams.
An air-supported dome covers the field
during the winter months, allowing yearround use.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, and the Foss, Lobeck,
Miles Center for Worship, Drama, and
Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 21st Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents.
Offices of t h e American Indian
Student Services Program and PanAfrikan Student Services ProgramLocated at 620 2lst Avenue South, these
programs provide support s e ~ c e and
s
information to American Indian and
African American students.
Anderson Hall (1993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students
and the Physician Assistant Program.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center f o r
Worship, Drama and Communication
(1988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theatre,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry and
the drama and communication offices. The
Foss Center's lower level is home to the
Gage Family Academic Enrichment Center,
which includes the Learning Skills Office,
the Center for Learning and Adaptive
Student Services (CLASS) Program, the
Groves Computer Lab, the Karen Housh
Tutor Center, and the John Evans Learning
Laboratory.
The Jeroy C. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center houses the Office of Alumni
and Parent Relations and is located at 624
2lst Avenue South.
About Augsburg
Ice Arena (1974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The JamesC. Lindell Family Library
(1 997)-This new four-level brick structure opened during the 1997-98 academic
year. As the library and information technology center, it houses all library functions and brings together the computer
technology resources of the College. It is
located on the block of campus bordered
by 22nd and 2lst Avenues, and by
Riverside Avenue and Seventh St.
Melby Hall (1961)-Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the fitness center, and general
auditorium purposes.
Mortensen Tower (1973)-Named
in honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964)-This
facility provides offices for the Center for
Global Education and a resource room for
those interested in global issues. The
Office of Academic Programs Abroad is
also located here.
Music Hall (1978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
13
Old Main (1900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Public Relations & Communication
House-The public relations and publications offices for the College are located at
709 23rd Avenue South.
Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
registrar's office, student financial services,
and the business offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1 955)-Named in
honor of Augsburg's fourth president, it
contains the Academic Advising Center,
Weekend College, and the Office of
Continuing Education as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Tower (1 967)-Named in
honor of Mr. and Mrs. Andrew Urness, t h ~ ~
tower provides living quarters for 324 students. Each floor is a "floor unit," providing
36 residents, housed two to a room, with
their own lounge, study, and utility areas.
l4 About Augsburg
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement. In addition to
the programs listed below, the College is
also home to Elderhostel and College of
the Third Age.
Inter-Race: The International
Institute for Interracial InteradionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M M EP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. By drawing on the talents and
resources of others concerned with the
success of students of color, MMEP creates
collaborative, workable approaches to
complex problems. MMEP believes that
concentrating on the needs of students of
color helps them move from thinking to
doing, from wanting to having, and from
dreaming to achieving. The MMEP office is
located in East Hall.
Nordic Center-The Nordic Center
promotes interest in contemporary
Norway, encourages the pursuit of Nordic
studies, and nurtures intercultural relations
between the United States and the five
Nordic nations of Denmark, Finland,
Iceland, Norway, and Sweden. The Nordic
Center is located at 2400 Butler Place.
Youth a n d Family Institute of
Augsburg College-The institute is
designed to help churches better serve the
changing needs of youth and families. The
institute offers an undergraduate academic
program, as well as seminar/workshops, a
resource center, and counseling services.
POLICIES
Augsburg College does not discriminate
on the basis of race, creed, national or ethnic origin, age, gender, sexual orientation,
marital status or handicap, as required by
Title IX of the 1972 Educational
Amendments or Section 504 of the
Rehabilitation Act of 1973, as amended, in
its admissions policies, educational programs, activities, and employment practices. Inquiries regarding compliance may
be directed to the coordinators listed on
page 48 or to the director of the Minnesota
Department of Human Rights, Bremer
Tower, Seventh Place at Minnesota Street,
St. Paul, MN 55101.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
About Augsburg
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Physician Assistant
Program)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*North Central Association of College and
Schools Commission on Institutions of Higher
Education, 30 N. LaSalle Street, Suite 2400,
Chicago, Illinois 60602-2504; (800) 621-7440
15
Location-Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 20 percent represent other
Protestant denominations, and 21 percent represent the Roman Catholic
Church.
Accreditation-North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, the National League for Nursing,
and the Committee for Accreditation of
Allied Health Programs.
Member-Associated Colleges of the
Tivin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE
Registered with the Minnesota Higher
Education Services Office, as described
on page 15.
Enrollment (Fall 1997-98)-2,866 s ~ u dents from 36 states and 38 nations.
Graduates-13,975 undergraduates
from 1870 through August 1997.
StudentIFaculty Ratio-14 to 1.
Undergraduate class size averages 20-25.
Campus-16 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunneVelevator system
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S.W.
B.S., B.M.,
W
Financial Aid-Over 85 percent of the
students receive some form of financial
aid from the College and many other
sources.
Library-Over 175,000 items, direct
access to over 1,300,000 through CLIC,
the Twin Cities private college library consortium. The new James G . Lindell Family
Library opened in September 1997.
School Year-Semesters from
September to May, 4-1-4 calendar, with
January Interim. Two summer school
sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg
Graduate Program-trimesters,
September to June.
Majors-More
departments.
than 50 majors in 23
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban Affairs
(HECUA), International Business
Program, Upper Midwest Association of
Intercultural Education (UMAIE), and
extensive cooperative education and
internship programs.
Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
Policy-Augsburg College does not
discriminate on the basis of race,
creed, national or ethnic origin, age,
gender, sexual orientation, marital status or handicap, as required by Title IX
of the 1972 Educational Amendments or
Section 504 of the Rehabilitation Act of
1973, as amended, in its admissions
policies, educational programs, activities,
and employment practices.
A
ugsburg College is looking for students with intellinence
- and character. We
want people who can benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
affectional orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and parents with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-(612) 330-1001
or toll-free (800) 788-5678. We'll answer
your questions and arrange a tour for you
(including Saturday mornings during the
school year). The Office of Undergraduate
Admissions is located on the comer of
Seventh Street and 2lst Avenue South in
Minneapolis. (Please call first.)
FRESHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee.
Transcripts-An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. General
Education Development (G.E.D.) scores
may be presented instead of the high
school transcript.
Test Scores--Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. It will suffice if
test scores are recorded on the official high
school transcript.
Additional Information-If
there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admissions decision is made.
-
Undergraduate Admissions 19
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recomrnendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions Decisiow
Augsburg College uses a "rolling"
admissions plan. Students are notified
of the admissions decision usually within
two weeks after the application file is
complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $loo*
tuition deposit within 30 days of their
financial aid notification. Extensions may
be requested in writing to the director of
financial aid.
Accepted students who are not applying for financial aid are asked to make a
$100" tuition deposit. Those students who
wish to live in College housing must also
submit a $200 housing deposit.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants,
submit two academic recommendations
from their high school faculty, and arrange
a personal interview with the director of
undergraduate admissions.
Students from Minnesota who are interested in the possibility of enrolling at
Augsburg under the auspices of the
Minnesota Post Secondary Enrollment
Options Act should contact the Office of
Undergraduate Admissions for specific
information.
TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
20 Undergraduate Admissions
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 33 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transferring from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Cumculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1.Admission will be with junior standing.
A maximum of 17 Augsburg equivalent
courses (64 semester credits or 96 quarter
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Also, the physician assistant major requires a cumulative GPA
higher than 2.5. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
-
Undergraduate Admissions 21
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or January 15
for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
22 Undergraduate Admissions
-
Augsburg welcomes students from
countries around the world. (See
International Programs on page 46.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
July 1 for fall, Dec. 15 for spring.
For more information, call
(612) 330-1001 or (800) 788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
22 11 Riverside Avenue
Minneapolis, MN 55454 USA
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and
endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
The Board of Regents has approved the
costs listed below for the 1998-99 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
TUITION, FEES, ROOM, AND BOARD
Tuition
(full-time enrollment)
............$14,470
This rate applies to all full-time students
attending in September 1998. Students are
considered full-time when they take three
or more courses during the semester. The
charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures.
The amount is payable in two equal installments at the beginning of each semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 1,564
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
Audit Fee
(for part-time students)
per course................................$
590
Full-time students may audit a course
without charge. Part-time students taking
lifetime sports are charged the audit rate
for that course.
Room Rent
(includes telephone
and basic service)
....................$
2,624
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
..................$
2,510
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,440
....................$
Student Activity Fee ................$
2,220
Flex 5 point plan
130
-
Financial Information 25
W OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .......................................$ 65
ACTC Bus (full-time
students only) ...............................$ 16
Late Registration (per day
after classes begin) ........................$ 35
Registration Change after first five
days (canceVadd/changdgrade
option, or combination
at one time) ....................,.....+..... $ 10
Music Therapy Internship
(one-half course credit) ................$590
Private Music Lessons, per
semester (14 lessons) ................... $301
Student Teaching (per course
for full-time students) .................. $ 61
Student Teaching (per course
for part-time students) .................$121
Study Abroad (in approved
non-Augsburg programs) .............$235
Fees Payable by CheckICash
Application (new and/or
$ 25
special students) ........................
Nursing Comprehensive Exam ...........$ 16
Locker Rental (commuters) ................$ 40
Student Parking Lot Permit
$108
- c a r .............................................
.$ 50
-motorcycle ...............................
Transcript Fee (per copy
after first, which is free) ...............$ 3
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's office)
BOOKS AND SUPPLIES
These costs are estimated to be $675
per year.
DEPOSITS
Enrollment Deposit
(non-refundable) ....................$
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only when
their enrollment is terminated. Any net
credit balance (after all charges and/or
fines) will be refunded upon request of the
student. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated for fall or spring term by following
the conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to June 1
for fall semester or December 1 for spring
semester, the $200 damage deposit will be
forfeited. After these dates, the student
shall forfeit the full amount of the damage
deposit and shall be assessed an additional
$450 for termination.
26 Financial Information
PAYMENTS
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the Office of
Student Financial Services is sent to the
student from the Business Office.
Payment Options-(1) Annual payments, due August 15 as billed; (2)
Semester payments, due August 15 and
January 15 as billed; (3) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the estimate of charges letter; (4) 10month Payment Plan-Upon application,
College approval, and payment of a $50
administrative fee, the annual charges may
be paid in 10 equal installments beginning
July 15 and ending April 15. No finance
charge will be assessed on accounts that
are current. An application will be sent
upon request.
A finance charge is applied at a simple
rate of one percent per month on any
account with an open balance of 30 days
or more or on a 10-month payment plan
where payment is not current.
Tuition is set on an annual basis,
payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release academic student transcripts until all.student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
AbsencdWithdrawal from College form
available in the Academic Advising Center
or the registrar's office. It must be filled out
completely, signed and turned in to the
registrar's office. Students who properly
withdraw or change to part-time, who are
dismissed, or who are released from a
housing contract will have their accounts
adjusted for tuition andlor room (except
for the minimum deduction of $100 to
cover administrative costs).
- - -
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Financial Information 27
Augsburg College Refund Policy:
Applies to Augsburg students who withdraw from all courses in a term and are not
receiving Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan). This policy
also applies to all students who drop
courses during a term.
Rehnd
Amount
Refund
Period
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 1l t h day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 21st day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
Pro-Rata Refund Policy: Applies to
Augsburg students who withdraw from all
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Tuition, fees, and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may be
eligible for a pro-rata refund up to the 60
percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will
use federal government guidelines.
Federal Refund Policy: Applies to
returning Augsburg students who withdraw from all courses for the current term,
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Augsburg College is required by federal
regulations to complete two refund calculations for students who have completed at
least one full term at Augsburg and receive
Title IV funds. Refunds will be based on the
calculation that provides for the greatest
refund of tuition, fees, and room charges to
the student's account and the greatest
refund of financial aid dollars to the fund
from which they were awarded. The refund
calculations used are the Augsburg College
Refund Policy as stated above and the
Federal Refund Policy as stipulated by federal guidelines stated below.
28 Financial Information
Refund
Amount
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Office of Student
Life in Christensen Center.
Refund
Period
100%
Through the first day of classes
(less $100 administrative fee)
90%
After the first day of classes
through the 10 percent point in
time of the term
50%
After the 10 percent point in
time through the 25 percent
point in time of the term
25%
After the 25 percent point in
time through the 50 percent
point in time of the term
Students may appeal refund decisions
through the Petition Committee.
MEDICAL REFUND
If a student is forced to withdraw from
all courses in a term due to illness or an
accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
.
All students who wish to be considered
for financial assistance must establish
financial aid eligibility on an annual basis.
This includes completing the application
process as outlined below and meeting the
academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Office of Student Financial
Services and is distributed to students on
an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Office of Student
Financial Services, will help students and
their families protect access to a quality
Augsburg education in a time of increasing
financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 1998-99 academic year,
nearly eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
-
Financial Information 29
The Free Application for Federal
Student Aid (KFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of dependent familv members. other educational
expenses, debts, retirement needs, and special considerations.
HOW TO APPLY
The following are required to process
your financial aid application:
1.Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. FAFSA forms are available
from the Office of Student Financial
Services at Augsburg College or from high
school guidance counselors. Renewal
FAFSAs will be mailed to those students
who applied for assistance during the prior
school year. Be sure to include
the Augsburg College Code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to Student
Financial Services.
WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
Subsidized~UnsubsidizedStafford
loan application promissory note
Students are encouraged to complete
and return one copy of their award letter
to student financial services. In addition,
the student must complete and return the
Stafford Loan application promissory note
to receive Stafford Loan funds.
Applications for the SELF Loan and the
Parent PLUS Loan are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
30 Financial Information
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children, and other sources.
Merit Scholarships
President's ScholarshipPresident's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank or top 20
percent ACTEAT score. Separate applications are required. The application deadline is February 15.
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen in the top 30 percent of
either high school rank or test score who
apply and are accepted before May 1.
Regents' Transfer S c h o l a r s h i p
Regents' Transfer Scholarships are awarded
to qualified transfer students with a minimum 3.0 GPA and 84 quarter ( 56 semester) credits in transfer from a Minnesota
community college or Lutheran junior college who apply and are accepted for admission by May 1.
Transfer Merit S c h o l a r s h i p
Transfer Merit Scholarships are awarded to
selected transfer students with a minimum
3.0 GPA and 84 quarter (or 56 semester)
credits in transfer from a Minnesota community college or Lutheran junior college,
who apply for and are accepted for admission by May 1. A separate application is
required by May 1.
Legacy ScholarshipThese scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees.
Phi Theta Kappa S c h o l a r s h i p
These scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by May 1.
Science Scholarship--These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Youth and Family Ministry Partner
ScholarshipThese scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in Youth and Family Ministry.
Augsburg AmeriCorps
ScholarshipThese scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the finacial
aid application.
PRIME S c h o l a r s h i p T h i s is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required and church
funds must arrive at Augsburg by October 1.
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-
Financial Information 3 1
Leadership Scholarships
M. Anita Hawthorne Leadership
Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Bonnie Wallace Leadership
Scholarship-Recognizes incoming freshmen and transfer American Indian students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students.
HispanicILatino Leadership
ScholarshipRecognizes incoming freshmen and transfer Hispanickatino students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Faculty Leadership S c h o l a r s h i p
Awarded to selected incoming freshmen
who participate in the President's
Scholarship competition.
Performing Arts S c h o l a r s h i p
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
Hoversten Peace S c h o l a r s h i p
Awarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by March 15.
Community and Public Service
ScholarshipAwarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by March 15.
Lutheran Leader ScholarshipAwarded to incoming freshmen in the top
30 percent of their high school rank or ACT/
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA Scholarship-Awarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Lutheran Brotherhood and Aid
Association for Lutherans-Awarded on
financial need, participation in the
Lutheran church and available funds. The
AAL scholarship recipients must also have
an AAL policy.
Gift Assistance (Need Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracurricular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Office of
Student Financial Aid for accepted enrollment patterns.
32 Financial Information
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
1998-99 is $3,000.
Bureau of Indian Affairsnribal and
State Indian ScholarshipBureau of
Indian Affairflribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairflribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Support Program. American Indian grants
supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $15,000
($30,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1, based on the 91-day
Treasury Bill.
I
Financial Information
The following borrowing limits apply to
the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniorsheniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum payment of $50 per month. Application forms
are available at Augsburg College or the
lending institution.
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Office of Student Financial
Services.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year
minus any other student loan indebtedness; juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence
in performing the duties assigned. Parttime work provided by the College is
considered financial aid, just like scholarships, loans, and grants. A maximum of 15
hours of on-campus employment per week
is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program a n d Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
3
34 Financial Information
-
.-
Augsburg College, through generous
gifts from alumni, faculty, staff, and friends
of the College, offers more than 400 sponsored scholarships.
All returning students are encouraged
to apply for these funds by completing the
Sponsored Scholarship Application. This
form is available each February for the
upcoming school year. Selection is based
on academic achievement, financial need,
and selection criteria established by the
donor. A list of scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of
the Scholarship Catalog Supplement from
the Office of Undergraduate Admissions.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Charles and Ellora Alliss Educational
Foundation Scholarships
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
E. W. Hallet Scholarship
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
The Jostens Foundation, Inc.
Kopp Investment Advisors Presidential
Scholarship
Memorial Scholarship Foundation
Scholarships*
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company
Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Russel and Virginia Smith Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
H SPECIAL SCHOLARSHIPS
John Andrew Adam Memorial
Scholarship*
Aid Association for Lutherans Scholarship
Alne-Swensen Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Charles and Kate Anderson Endowment
Fund*
Phyllis M. Baker Memorial Scholarship*
Jeroy C. and Lorraine M. Carlson
Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
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Financial Information 35
Dain Rauscher Scholarship*
Laura Ann Erickson Memorial
Scholarship*
David J. Formo Memorial Scholarship*
Julian F! Foss Scholarship*
The Grace Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
Catha Jones Memorial Scholarship*
King Harald Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Norwest Foundation Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
CBS Foundation Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kemdgehlueller American Indian
Scholarship
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarship*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
36 Financial Information
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen)Johnson
Memorial Scholarship
Martin 0. and Sylvia A. Sabo Scholarship
for Leadership in Public and Community
Service
Joel and Frances Torstenson Scholarship in
Urban Affairs*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Allianz Life Insurance Company
Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Foundation Scholarship
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Robert Ellingrod Memorial Scholarship*
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
5. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
English
Dagny Christensen Memorial Scholarship*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language
Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
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Financial Information 37
Health-Education
Roy and Eleanor Krohn Scholarship*
Robert D. and Carolyn W Odegard
Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Dr. Kristofer and Mrs. Bertha E. Hagen
Memorial Scholarship*
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company
Scholarship
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Music
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Majorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Lynn Halverson Cello Scholarship*
0.1. Hertsgaard Scholarship*
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Edwin W. and Edith B. Norberg
Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry F! Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
St. John's Lutheran Church -John Norris
Memorial Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
John and Vera Thut Scholarship*
Nordic Area Studies
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth 1. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
38 Financial Information
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physical Education
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Hoyt Messerer Athletic Scholarship*
James F! Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Physics
Robert Ellingrod Memorial Scholarship
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iverson Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion and Christian Service
Scholarships
C. A. L. and Esther J. E. Anderson
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
'
Luthard 0. Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Dave Hagert Memorial Scholarship*
Elias P Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship
Gerda Mortensen Memorial Scholarship*
Onesimus Scholarship*
Philip and Dora Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial
Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
Artsmeligion Scholarship*
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E
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor and campus ministry
staff have offices in the Foss, Lobeck, Miles
Center for Worship, Drama, and
Communication and are available for spiritual guidance, counseling, support, or
information.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decisionmaking process at Augsburg. Student
Government also sponsors and directs student activities, protects student rights, and
provides the means for discussions and
action on all issues pertaining to student
life at Augsburg.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community. Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic
and enjoyable interactive environment.
-
Student Life 41
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge)
is a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the Echo;
the yearbook, The Augsburgian; Student
Government; and the Augsburg Student
Activities Council. KCMR, a student-operated nonprofit radio station serving the
needs of Augsburg and the surrounding
Cedar-Riverside community, is located in
Umess Tower.
Students have many opportunities to
participate in music and drama. In addition
to appearing on campus and in the city, the
Augsburg Choir, Concert Band, and
Orchestra perform on national and international tours. Many other ensembles are
available to cover the entire range of musical styles and previous musical experience.
Students stage several plays on campus
each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
When Augsburg announced in
February 1995 that it was adding women's
ice hockey as a varsity sport, it became the
first college or university in Minnesota to
do so.
H INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 45.)
42 Student Life
-
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 52.
GAGE FAMILY ACADEMIC
ENRICHMENT CENTER
The Gage Family Academic Enrichment
Center, located in Rooms 17 and 18 of
Foss Center, is designed to offer students
study-skill assistance so that they may
achieve academic success. The center has
four offices: the Learning Skills Office, the
Tutor Center, the Learning Laboratory and
the Center for Learning and Adaptive
Student Services (CLASS).
The Learning Skills Office, located in
Foss Center, Room 17, assists students in
improving their skills in such areas as time
management, notetaking, textbook reading
and comprehension, test-taking, and concentration and memory improvement.
Diagnostic testing is also available to assess
skills in reading, vocabulary, spelling,
study strategies, and learning styles. The
staff will assist students in developing
effective and efficient studv skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, GAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) Program serves
nearly 200 students and is recognized as a
leader in educating college students with
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
physical, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
The CUSS staff includes four licensed
learning disabilities specialists and a physical disabilities specialist who meet individually with students to assist them with
advising and registration, academic support services, learning strategies, self-advocacy skills, organization and time management, and selecting appropriate accommodations. The accommodations specialist
coordinates testing accommodations, notetaking services, taped textbooks, adaptive
technology, such as dictation and voice
recognition software, a scanner, CCTY
Braille printer, adaptive keyboards, and
computer assistance.
Student Life
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
The campus is accessible to students
with physical disabilities and includes a
skyway tunnel elevator system that connects 10 major buildings. Modified and
accessible rooms are available in all residence halls.
For more information, please contact
the CLASS Program at (612) 330-1053 to
request a copy of the CLASS brochure and
video andlor to schedule an appointment
with a specialist.
Components of the program are:
American Indian Student Services:
Assistance in admissions procedures, financial aid procedures including BIA, Tribal
and Minnesota Indian State Scholarship
applications, orientation and registration,
coursework selection, individual education
plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing, and crisis intervention. It advises and
supports the Intertribal Student Union.
1 STEPUP PROGRAM
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis Public School District, intended
to increase the number of American Indian
teachers in the Minneapolis public schools.
Funded by the Minnesota State Legislature
in 1990, this project is designed as a special grant and loan forgiveness program.
Students who are awarded state teaching
licensure may then apply for loan forgiveness for each year the student teaches;
one fifth of the loan will be forgiven.
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program, located at 620 2lst Avenue
South, is a multifaceted office established
in 1978 to recruit and retain American
Indian students. It is a national model of
success and continues to have one of the
highest retention and graduation rates of
American Indian students in the state of
Minnesota.
American Indian Studies Minor: An
academic component encompassing the
range of American Indian contributions to
North American culture. Courses offered
include art, religion, history, literature,
Ojibwe language, and women's issues. For
more information, contact the director of
American Indian studies at (612) 3301385, or see course listings under
Interdisciplinary Studies in the Departments and Programs section of the catalog.
Anishinabe Library Project: Over 1,000
books, a variety of journals and scholarly
publications, research materials, American
2
- Student Life
Indian magazines and newspapers, and
over 125 VHS videos are housed in the
Lindell Library and at the American Indian
Student Services office. The library project
offers both a historical and contemporary
perspective on the cultures of various tribal
nations in the United States.
PAN ASIAN STUDENT SERVICES
The Pan Asian Student Services
Program was created in 1992 to recruit and
retain Asian American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian American students can be involved
in and contribute to all aspects of academic
and student life.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The Asian American Association is
affiliated with the program. The association
cames out various activities during the
academic year to increase the network of
friendship and support for Asian American
and other students at Augsburg.
PAN-AFRIKAN STUDENT SERVICES
The program is committed to enhancing the education and personal development of students of African descent, and to
promote cultural and historical awareness,
academic achievement, and social interaction. It sponsors events and activities such
as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One
Reach One mentoring program, and
Augsburg African American Alumni
Council gatherings.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Pan-Afrikan
Student Services office, as is the PanAfrikan Center.
HISPANIC/LATINO STUDENT
SERVICES
The HispanicLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
stubent Life
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Counseling is an educational process in
which students learn to think objectively
about themselves and learn methods of
understanding themselves and others.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
Professional staff offer private consultations, individual assessments, and group
workshops to accommodate the needs of
all students. Topics include varied health
issues such as fitness, nutrition, weight
management, stress reduction, alcohol and
other drug use, sexuality, etc. Students
interested in health issues can combine
learning and practice through involvement with Health Promotion services.
Academic and practicum opportunities are
also available to students from a variety of
academic disciplines.
HEALTH SERVICE
Riverside University Family Practice
Clinic serves as the Augsburg College
health service and is a family practice residency clinic affiliated with the University
of Minnesota. The clinic is located five
blocks from campus at 2615 Franklin
Avenue South. Many services are available
for all Augsburg students. Please refer to
the Student Guide for details.
Students must check family health
insurance coverage to determine if they are
included. If not, contact the health service
coordinator for information regarding student health insurance and other services
available through RUFPC.
FITNESS CENTER
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, treadmills, and other aerobic
workout machines. It includes a weight
room with universal and free weight systems. All staff, students, and faculty may
use the center.
2
46 Student Life
-
The Office of International Student
Services in the undergraduate admissions
house focuses on the needs of international
students. It also serves as a resource for
those interested in international events and
global issues.
International StudentsInternational students receive assistance in
meeting their educational objectives
through advising on academic concerns,
immigration and visa problems, financial
matters, practical matters, and personal
concerns.
New international students participate
in an orientation program before the beginning of the term that provides practical
information on housing, banking, using
local transportation, and course registration. Students also learn about the U.S.
educational system and how to adjust to
life at Augsburg.
(Also see English as a Second Language
on page 79.)
Augsburg Community-Study
abroad works to utilize the cross-cultural
perspectives of its international students
and students with experience overseas to
educate the college community on world
issues. This is done through faculty, staff,
and student development programs that
include activities sponsored by the CrossCultural Club, forums on world issues
sponsored by the Global Community and
Amnesty International student groups, and
seminars focusing on issues of cross-cultural communication for faculty and staff.
(Also see Study Opportunities Abroad
on page 57 and Student Teaching Abroad
on page 60.)
Augsburg recognizes the importance
of the residence experience during the
college years. Research indicates that
students who live on campus will be more
likely to complete their college degree
successfully. Augsburg provides a diverse
and dynamic residence program that
fosters the development of community,
and supports and enhances the academic
experience. Live-in staff assist students by
providing social and educational programming, facilitating conflict resolutions, and
assisting in emergencies.
Each complex contains 24-hour study
rooms, computer services, laundry and
vending services, and access to security staff.
Augsburg expects all freshmen and
sophomores not living at home to live in
college-operated housing. Housing for
mamed students and students with families is available.
Students rent a room at the beginning
of the fall term for the entire academic
year. New students receive room assignments the summer before they amve at
Augsburg. Upper-class students make
housing arrangements in the spring. All
resident students must sign room and
board contracts.
Freshmen and transfer students are
urged to make the tuition deposit by June
1 in order to secure housing. Students who
deposit after June 1 will be provided housing only if space is available.
All students living on campus must pay
a $200 deposit when they sign the housing
contract. The fee is credited to students'
accounts when they move out.
-
Student Life 47
The College houses approximately 700
students in residence hall rooms, apartments, floor houses, and townhouses. A
wide variety of options is available, including single rooms.
Urness Tower-All new students and
some upper-class students live in Urness
Tower. This 11-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Tower, rooms are furnished with a bed, dresser, desk, and chair.
Linens are not provided.
Mortensen Tower-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Tower is
carpeted, air conditioned, and contains
kitchen units. It is otherwise unfurnished.
Anderson Hall--Open in fall 1993,
this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor
houses, and townhouses. This residence
houses 192 students. All rooms are furnished with beds, dressers, and desks. It is
equipped with telephones, cable T\! and
computer hook-ups.
Special Interest Housing-Students
may submit proposals in the spring for a
program that allows them to live as a group
with a special educational contract.
Examples of programs include Campus
Ministry, healthy living options, and international floors.
FOOD SERVICE
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation and overlooks the College Quadrangle
and Murphy Square. The portions are generous and modestly priced. Students on
board plan who live in residence halls eat
their meals in the Commons.
Murphy's-Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS, RECORDS
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeal. These are
in the Student Guide.
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies are found
in the Student Guide available from the
Office of Academic and Learning Services.
48 Student Life
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
81 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone outside of the official personnel (faculty and
administration) at Augsburg. This means
that faculty or others cannot write letters
of support/recommendation or nominate
students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
DISCRIMINATION COMPLAINTS
The College has designated the following persons as coordinators for discrimination inquiries or grievances:
Affirmative Action Coordinator (for
matters based on race, creed, national, or
ethnic origin)-Contact Lora Steil, manager of human resources, Ground Floor,
Memorial Hall, (612) 330-1023.
504 Coordinator (for matters based
on physical or mental handicap)-Contact
Vern M. Bloom, assistant professor of social
work, Memorial Hall 332, (612) 330-1133.
Title IX Coordinator (for matters
based on sex or marital status)-Contact
the associate dean for student affairs, First
Floor, Christensen Center, (612) 330-1160.
Employment-Contact Human
Resources, Ground Floor, Memorial Hall,
(612) 330-1058.
All correspondence should be
addressed to the designated office at
Augsburg College, 2211 Riverside Avenue,
Minneapolis, MN 55454. Formal grievance
procedures are described in the Student
Guide. Copies are available from the Office
of Academic and Learning Services.
/"
,/
General Information - 50
Degrees Offered - 50
Academic Calendar - 50
Faculty - 50
Library and Information
Technology Services - 51
Computer Resources - 51
Academic Adv~s~ng
Center - 52
Augsburg Sem~nar- 52
Academic Organization
and Proqrams
- 52
Divisions and Departments - 52
Majors and Minors - 53
Teaching Licensure - 54
Pre-Professional Programs - 55
Honors Program - 56
Inter-Institutional Programs - 56
Study Abroad - 57
Center for Service, Work, and
Learning - 60
Weekend College - 62
Graduate Programs - 62
Other Programs - 63
Academic Policies and
Procedures - 64
Registration - 64
Withdrawal from College - 65
Leave of Absence - 65
General Education
Curriculum - 68
Quick Check Surnmanl
- ,ofGraduation Requirements - 66
Graduation Requirements - 68
Skills Components and
Requirements - 69
Liberal Arts Perspectives - 71
Rationale for Perspectives - 71
Evaluation and Grading - 75
Assessment of Previous Learning
Program - 77
Academic Progress, Probation ar
Dismissal - 80
Commencement - 81
Four-Year Assurance Program - 81
FERPA - 81
A
ugsburg College constructs its curriculum upon the
that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to
the breadth and complexity of knowledge
and culture.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
DECREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts in leadership and the master
of social work degrees.
ACADEMIC CALENDAR
The Augsburg day program follows the
4-1-4 calendar, with fall and spring semesters of approximately 14 weeks, separated
by a four-week January Interim. Full-time
students normally take four course credits
each semester and one course during
Interim. Day school freshmen are required
to take an Interim course their first year.
The calendar is coordinated with those
of the four other colleges of the Associated
Colleges of the Twin Cities, so students
can take a course on another campus during the regular term. (See Registration on
page 64 and Calendars on pages 4 and 5.)
January Interim is particularly intended to
be a time for both students and faculty to
employ different styles of teaching and
learning, and to investigate questions and
topics in places and ways not possible during the regular term. The Interim catalog,
published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to
classes offered on campus, Augsburg offers
a variety of travel opportunities within the
United States and abroad.
Augsburg offers two summer school
sessions. A maximum of three course credits
can be earned in the two annual summer
sessions, one of four weeks and one of six
weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School.
Augsburg Weekend College and graduate programs follow a trimester calendar
(see Augsburg Weekend College and
Graduate Programs on page 62.)
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree, and all
consider teaching to be the focus of their
activity. Faculty are involved in social, professional, and a variety of research activi-
-
Academic lnformation 51
ties, but see these activities as supporting
their teaching. They are actively involved
in an exciting faculty development program that introduces them to current
thought in many fields, but especially in
teaching techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The new, four-level, 77,000-squarefoot facility houses all library and information technology functions of the College.
In addition to the 175,000 volume main
collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, a curriculum library and
instructional technology lab, library
instruction classroom, and facilities for
media viewing and listening. A bridge will
link the new building to Sverdrup Hall (the
former library), which will be renovated to
house additional computer labs and multimedia classrooms as well as a lounge and
vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
lnformation Technology Resources
Augsburg College has been a member
of the National Science Foundation's
Internet since 1990 and has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. In
Newsweek magazine's Cyberscope section
on Aug. 1, 1994, for example, Augsburg
was cited as one of two first-rate sources
for information about the Internet. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
Computing
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in three computer
labs and four computer classrooms, as well
as a suite of laptops that can be checked
out at the IT Service Center. Other
machines ar'i: available for student use
within academic departments. A campuswide network offers a full range of network
services including printing, e-mail, newsgroups, the World Wide Web, and access
to resources available via Gopher, Telnet,
and FTF! Appropriately equipped studentowned machines can also be connected to
the network to provide access from dormitory rooms. (Also see Honors Computing
and Communications Lab under Honors
Program on page 56.)
52 Academic Information
Media
The Media Center provides a large collection of sound recordings, video tapes
and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law
is available. The center supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Telecommunications
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
ACADEMIC ADVISING CENTER
(AAC)
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials
for organizing and recording student academic progress. The center also coordinates
summer advising for the orientation program and provides in-service training and
development for faculty advisers.
AUCSBURG SEMINAR (AUG)
The Augsburg Seminar assists students
in their first Augsburg registration, provides orientation events before classes
begin, and includes a seminar series.
The Augsburg Seminar reflects the
College's commitment to a meaningful
introduction to college for our s t u d e n t s
an enriching beginning for a college career.
To provide focus for this introduction, the
Augsburg Seminar is centered on a series
of themes. These themes are reflected in
and expanded upon in readings, discussions, and other activities. Diversity, tradition, change, ways of knowing, and what it
means to be an educated person are all
themes associated with the program. (Also
see page 92.)
DIVISIONS AND DEPARTMENTS
The College cuniculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
Humanities-Catherine Nicholl
(Chair). Art, English, modem languages,
philosophy, religion, speech/communicationltheatre arts, College librarians.
Natural Science a n d
Mathematics--Larry Ragland (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Social and Behavioral S c i e n c e s
Garry Hesser (Chair). Business administration/accounting/MIS, economics, history,
political science, psychology, sociology.
Professional Studies-Anne Jensen
(Chair). Education, health and physical
education, music, nursing, social work.
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Academic Information 53
MAJORS A N D MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others test a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description section. Unless otherwise indicated, majors
are part of the bachelor of arts degree.
Students may contact the registrar
about creating a student-designed major.
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Administration/Finance
Business
Administration/International
Business
Business Administrationhlanagement
Business Administrationhlarketing
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
East Asian Studies 1
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering 2
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.-Weekend College only)
Philosophy
Physical Education
Physician Assistant
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies1
s4 Academic Information
Accounting
American Indian Studies
Art
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Health Education
History
International Business
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Sociology
Social Welfare
Russian, Central, and East European Area
Studies 1
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2 Dual-degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied
Science, and Michigan Technological University.
OTHER STUDY PROGRAMS
Teaching Licensure
Teaching licensure programs are offered
at Augsburg in kindergarten-elementary
education and the following fields in secondary education: English-language arts,
French, German, life science, mathematics,
physical science (chemistry or physics),
science (grades 5-9), social studies,
Spanish, speech, theatre arts, and in the
special areas of art (K-12), band (K-12)
and classroom music (grades 5-12),
orchestra (K-12) and classroom music
(grades 5-12), vocal and classroom music
(K-9), vocal and classroom music (grades
5-12), health (K-12), and physical education (K-12). (See Department of Education
on pages 127-137.)
Students planning to teach on the secondary level have advisers both in the
Department of Education and the area of
their academic major(s) .
Academic Information
The State of Minnesota intends to have
new teacher licensure rules in effect by
August 1, 2000. Students who enter the
programs in the fall of 1998 and beyond
will be under the new rules. It is expected
that license areas after that date will be
similar to the list printed above. It is the
student's responsibility to work closely
with an education department adviser and
to stay informed about changing requirements in their teaching field.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, denti~try,~ministry,
veterinary
science, pharmacy, or erigineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact the Academic Advising
Center early in their freshman year to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry--These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113, 114,215; PHY 121, 122; CHM
115, 116 (or 105,106), 351,352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering-See engineering
degree and major requirements on pages
138-139.
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145,146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476;
CHM 361. Students must consult with faculty in biology and chemistry as well as the
pre-medical adviser in the Academic
Advising Center early in their studies.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114, 215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY 121,
122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
2
56 Academic Information
requirements. Requirements at other
universities may vary.
Pre-Seminary-A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, these courses are recommended: ENG, two courses; MAT 145, 146; public speaking, one course; CHM 115, 116
(or 105, 106), 351, 352, 353; BIO 113,
114, 215; PHY 121, 122; economics, one
course; two courses in art, literature,
music, humanities, theatre, or upper division modem languages; and anthropology,
economics, geography, history, political science, psychology, or sociology courses to
fulfill the rest of the curriculum requirements. Requirements at other universities
may vary.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant in 1995 to establish an Honors
Computing and Communications Lab in
Foss 20, and to put the program on a computational footing. Students entering the
program as freshmen are required to take
an honors version of CSC 160 Introduction
to Computer Science and Communications,
which establishes crisp computing and
communications skills at the outset of
their collegiate careers. Other courses in
the program make use of these computing
skills in lab-oriented sequences exploring
literature, writing, history, religion, philosophy, and social and natural science.
During the junior and senior years, students take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar during
Interim, which satisfies a perspective
requirement, and are obliged to complete
an approved honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
that publishes outstanding student papers.
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Joan Griffin, associate director of the
Honors Program, 330-1045, or Dr. Lany
Crockett, director of the Honors Program,
330-1060.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media CenterThrough CLIC, the Twin Cities private
-
Academic Information 57
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time weekday students at Augsburg and the St. Paul colleges
and universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. The colleges have coordinated calendars. The Interim term may also
be taken on another campus. A regularly
scheduled bus shuttles students between
the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Higher Education Consortium for
Urban Affairs (HECUA)-Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study semesters in Scandinavia, South and Central
America, and the Twin Cities. (See HECUA
programs on page 59.)
Air Force ROTC-Augsburg students
may participate in the Air Force ROTC program at the University of St. Thomas under
the ACTC consortium agreement. Students
are eligible to compete for two- and threeyear AFROTC scholarships. For more information, contact the registrar's office.
Army ROTC-Augsburg students may
participate in the Army ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
OPPORTUNITIES FOR
STUDY ABROAD
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine
Scandinavian perspectives on world peace
in Norway or thrill to the sounds of The
Magic Flute at the Viennese state opera
house. Study abroad provides opportunities
to develop critical thinking skills, strengthen
language competencies, further career
paths, experience different cultures, and
gain knowledge about the increasingly
interdependent world.
Academic Requirements and Credit
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on campus. Courses abroad can
58 Academic Information
fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs
before departure.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Sept. 30
for off-campus study during spring term
and March 1 for off-campus study during
fall term.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
The Center for Global Education
The Center for Global Education facilitates cross-cultural learning experiences
that prepare people to think more critically
about global issues and to work toward a
more just and sustainable world. The tenter's programs explore a diversity of view-
points and are grounded in the perspectives of the poor and of others struggling
for justice and human dignity.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equivalent to full tuition, room, and board for
one semester on campus, plus airfare.
Women and Development: Latin
American Perspectives (Mexico)-Fall
This program explores the experiences
of women in Latin America, focusing on
their roles in economic development,
social change strategies, and the connections women are drawing among issues of
gender, race, class, and global economics.
The program offers credit in religion, interdisciplinary studies, political science, and
Spanish. Application deadline: April 1.
\\
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall and Spring
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, interdisciplinary studies, and eco-
Academic Information
nomics. Application deadline: April 1for
fall, October 15 for spring.
Higher Education Consortium for Urban
Affairs (HECUA)
Multicultural Societies in Transition:
Southern African Perspectives
(Namibia)-Fall
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador, or
Colombia. All programs emphasize the
impact of the social change and cross-cultural factors on the human community.
HECUA programs emphasize intense language experience, internships, and field
trips.
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently
gained independence and is making a transition from colonialism to independence.
Credit is available in history, political
science, and interdisciplinary studies.
Application deadline: April 1.
Gender and Environment: Latin
America Perspectives (Mexico)Spring
This program introduces students to
the socio-economic and political issues of
the region with a focus on the impact of
environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Credit is available in
Spanish, sociology, and religion.
Application deadline: October 15.
Women and Development: Southern
African Perspectives (Namibia)Spring
This intensive travel and study program
is designed to introduce students to the
central issues facing southern Africa, with
emphasis on the experiences of women.
The program introduces students to the
struggle of women in southern Africa, to
the history of their role in society, and to
the situation that exists for women in
Africa. Credit is available in sociology, religion, political science, and interdisciplinary
studies. Application deadline: Oct. 15.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway-Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: March 15.
South American Urban Semester:
Colombia-Fall
This semester-in-the-city program,
located in Bogota, Colombia, is an interdisciplinary program that focuses on the relationships between third world development and the consequences of urbanization
and social inequality. Analysis of competing theories of development are integrated
with field study in the host city and outlying regions.
9
60 Academic Information
Community Internships in Latin
America: Colombia-Spring
This interdisciplinary program enables
the student to combine intense involvement in a community-based organization
with study of the community development
process and increase language skills.
Students study philosophical and ideological perspectives of a variety of community
agencies or groups working with or for
low-income and other disenfranchised
populations in Latin America. Application
deadlines: Nov. 1.
Culture and Society in Latin America:
Colombia or Ecuador-Spring
This interdisciplinary program focuses
on development and social change in Latin
America through the study of ideology, as
reflected in literature, the arts, and the
ways in which ideologies shape perceptions of social realities. Application deadline: Nov. 1.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota-Morris.
Students have options for student teaching
in dozens of countries through the
International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg professors and through the Upper Midwest
Association for International Education
(UWIE). Course registration is held dur-
ing the spring and fall terms for the following January. Application deadline: Oct. 25.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive center incorporating an educational focus emphasizing
the importance and value for all students
to engage in service and work-based learning experiences and design of a four-year
career plan integrating their education
with a vocation and life plan.
The center helps students take advantage of Augsburg's metropolitan location
through the highly successful experiential
programs that link the College's academic
programs to Twin Cities employers and
organizations. Through internships, cooperative education, and community servicelearning, Augsburg students integrate and
expand their liberal arts education by
embracing the worlds of work and service
and integrating this learning with their
career and vocation plan.
The center helps link employers, community organizations, and the academic
program in ways that enrich and expand a
student's educational experience and personal development. Experiential education
opportunities are closely related to a student's major, coursework, or career interest. Placements may be in small and midsize companies, large corporations, nonprofit organizations, schools, government
agencies, and community-based organizations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
-
Academic Information 61
Academic Internships
An academic internship is a carefully
planned, work-based learning experience
where a student focuses on specific academic and individual learning objectives. A
learning agreement plan that is negotiated
with a faculty supervisor and work supervisor, outlining the internship objectives,
strategies, and evaluation methods, is
required.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit.
Upper division internships are numbered
399 and lower division internships are
numbered 199 (see page 85).
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), Interim, or
summer session. Interdisciplinary internships are also available. For extension of an
internship beyond one term see Evaluation
and Grading on page 75.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative education is a college-supported, paid, work-learning experience that
is closely related to a student's major or
career objective. The goal is to combine
theory with practice in work or servicebased settings.
Students also earn money to help defray
educational costs while gaining important
on-the-job experience. Job placements typically are part-time during the academic
year andlor full-time in the summer. Co-op
jobs are flexible and can begin and end
anytime. Co-op ed is not accredited in and
of itself, but a non-credit cooperative education transcript notation is highly recommended during the academic terms the
student is employed. Co-op ed students are
encouraged to register for at least one
internship for credit in conjunction with
their cooperative education participation.
Co-op ed is available to Augsburg students
who have completed their freshman year
and are in good academic standing.
Community Service-Learning
Augsburg's Community ServiceLearning Program provides students with
opportunities to respond to human needs
in the city through service experiences,
which include reflection on and analysis of
community issues in order to promote personal and educational growth. Augsburg
students learn from the community in
which they live by participating in service
activities combined with learning components such as orientation sessions, seminars, and class discussions. This dynamic
and interactive educational approach
employs reciprocal learning between the
students and the community. Community
service examples include tutoring at
schools and community centers close to
campus, volunteering at homeless shelters,
building housing for low-income people,
or working with environmental groups.
Service-learning experiences include
course-embedded community service,
internships, cooperative education, and a
wide range of extracurricular volunteer
options.
The service-learning program works
closely with the student-directed Augsburg
LINK, residence hall directors, and campus
ministry.
62 Academic Information
CAREER SERVICES
Career Services is committed to assisting all students with their career planning.
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services offers students the opportunity to
actively participate in career seminars,
career assessments, one-on-one counseling,
self-paced computer career planning modules, and use of the Alumni Resource
Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially
for seniors. Seniors are encouraged to
attend one of three annual job fairs with
recruiters representing business, education,
or nonprofit and government sectors.
There is also an annual graduate and professional school fair for seniors to explore
educational options after graduation.
WEEKEND COLLEGE
Augsburg Weekend College provides an
educational alternative for adult students
who work or have other commitments
during the week. It is a means to earn a
college degree, complete a second major,
or pursue a personal interest or skill.
Weekend College classes meet on alternate weekends. There are three trimester
terms during the academic year, from early
September through June. Students may
take from one to four classes each term.
Although Augsburg Weekend College
involves the same courses as the day pro:
gram, the cumculum is limited to selected
liberal arts courses and the following
majors: accounting, business administra-
tion (specializations in finance, international business, management, and marketing), communication (concentrations in
general communication, organizational
communication and mass communication), computer science, economics, elementary and secondary education, English,
history, management information systems,
nursing, psychology, religion, social work,
and studio art. A separate Weekend
College catalog is available from the Office
of Weekend College, (612) 330-1782.
GRADUATE PROGRAMS
Augsburg College offers two graduate
degree programs: the Master of Arts in
Leadership (MAL) and the Master of
Social Work (MSW). Catalogs for each
degree program should be consulted for
complete information.
The Master of Arts in Leadership is
based on the subject matter and approaches
of the traditional liberal arts. This crossdisciplinary program directs its academic
content and pedagogical approaches at situations, issues, and problems relevant to
organizational leaders. Augsburg's program
recognizes that today's leaders need a broad
spectrum of abilities to provide them with
a more comprehensive understanding of
their world. Designed for working adults,
the program operates on alternate
Saturdays and alternate Thursday evenings.
The Master of Social Work (MSW) prepares students for entering advanced social
work practice. The program builds on the
liberal arts base of the College and supports the College's mission to nurture
future leaders in service to the world.
Academic lnformatsn
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The program development, policy, and
administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
OTHER PROGRAMS
Continuing Education Program
The mission of the Augsburg College
continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the
College. Adult students who wish to earn
traditional course credit should contact the
Office of Weekend College.
The Office of Continuing Education is
currently developing a series of non-credit
programs to offer through the Center for
Professional Development. These seminars
will focus primarily on leadership, management, communications, and information
technology for businesses and nonprofit
organizations. Call the office for information on current course offerings.
Canadian Program
The Canadian program was inaugurated
in 1985 with endowment from the Mildred
Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and
faculty activity in Canadian studies. The
goals of the program include community
involvement, increased awareness of the
importance of Canadian/U.S. relations, and
provision of opportunities to learn directly
from Canadians through visits and
exchanges. For more information contact
Milda K. Hedblom, Canadian program
coordinator.
Elderhostel and College of the
Third Age
Augsburg College has a commitment to
lifelong learning and is host to both
Elderhostel and College of the Third Age.
For more information, contact the Office of
Continuing Education.
2
b4 Academic Information
-
1
--=
1
REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time students normally register for
four course credits per semester and one
course during Interim. Students registered
for three or more course credits in a semester are classified as full-time students. To
register for more than 4.5 course credits,
students must contact the registrar's office
to petition the Committee on Student
Standing for permission.
Although a student may register up to
five days after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late
registration. Special fees are also charged
for cancelling or adding courses or changing the grading option after the first five
days of a semester.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Interim, summer school, Weekend
College, and graduate program courses are
published in separate catalogs.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Office of the RegistrarScience Hall 114
Interim OfficeMemorial Hall 226
Office of Summer SchoolMemorial Hall 226A
Office of Weekend College-Sverdrup Hall
MAL Graduate Program OfficeMemorial Hall 226A
MSW Graduate Program OfficeMemorial Hall 12
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. All currently enrolled students
may pre-register during the fall for the
spring term and during the spring for the
fall term.
Class Confirmation (payment of fees)
All students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their registration before the first day of classes
(unless special arrangements have been
made) will lose all classes. They may register and confirm during the first five days,
but special late fees are assessed and added
to their account.
-
Academic Information 65
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the registrar's office. A Leave of
AbsencdWithdrawal from the College form
may be obtained in the Academic Advising
Center or in the registrar's office.
Withdrawal from College cannot occur
during final examination week unless a
petition is approved by the Committee on
Student Standing. Withdrawal from
College and any consequential adjustments
in accounts are effective as of the date the
Withdrawal from College form is returned
to the registrar's office.
Leave of Absence
Students may request a leave of absence
for academic or personal reasons. A Leave
of AbsencdWithdrawal from the College
form must be picked up in the Academic
Advising Center or the registrar's office.
It must be signed by advising center staff
or an authorized representative. The completed form must be submitted to the
registrar's office.
A leave of absence may be granted for
one term or one academic year. If an extension is needed, an updated leave of absence
form must be submitted to the registrar's
office prior to the expiration of the previous leave of absence period, or an application for re-admission will be required.
Students are responsible for keeping the
registrar's office informed of their mailing
addresses. All deadlines for financial aid
and housing must be observed by the
returning student. A leave of absence does
not defer payment of loans or extend
incomplete course deadlines.
Former Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Students must meet all of the
requirements in effect under the catalog
they choose. Choosing to complete under
the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements.
66 Academic Information
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
This quick-reference checklist is an
abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 68. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
Li Complete the AUG fall orientation and
seminar (see page 92). (Sophomore
transfer students are exempt.)
D Satisfy entry level skill requirements in:
Mathematics
Writing
Critical Thinking
D Demonstrate proficiency in two different lifetime sports.
Li Achieve a Math Placement Group score
of three.
D Complete 33 course credits. Of these:
11 must be upper division
(numbered 300 or above)
Other maximums are described on
page 68.
Li Complete a major.
D Maintain minimum grade point average.
Li Complete courses that fulfill the
following perspective requirements.
No students will be permitted to count
more than three courses from the same
department in meeting perspective
requirements.
One City Perspective
Two Western Heritage Perspectives
from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social Work Perspectives, from
different departments
One Intercultural Awareness
Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken
Q Complete courses designated to fulfill
the following Graduation Skills with a
minimum grade of 2.0 or I? (These
requirements may be met with courses
in the major or perspectives.)
Two courses with Writing
components (one within the major)
Two must be Interim courses
No more than 13 courses may be in
any one department, with the
following exceptions:
One course with a Critical
Thinking component
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
Music Performance (B.M.) . . .
Social Work (B.S.) . . . . . . . . . . . . . .15
.20
One course with a Speaking
component
One course with a Quantitative
Reasoning component
Academic Information 67
All transfer students (entering with
14 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
tl Satisfy entry level skill requirements in
writing
CS Demonslrate proficiency in two different lifetime sports
CS Achieve a Math Placement Group score
of three.
U Complete 33 course credits. Of these:
Cl Complete a major.
CI Maintain minimum grade point average
CI Complete courses that fulfill the
following perspective requirements:
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
One City Perspective
One Western Heritage Perspective
One Human Identity Perspective
11 must be upper division (numbered
300 or above)
One Aesthetic Perspective
No students will be permitted to
count more than three courses from
the same department in meeting perspective requirements.
One Intercultural Awareness
Perspective
No more than 13 courses may be in
any one department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.)
....
.
.
. . .17
Music Performance (B.M.) . . . . . . . .20
Music Therapy (B.S.) .
......
.
...
.17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
Other maximums are described on
page 68.
One Social World Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
One Natural World Perspective
Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P (These
requirements may be met with
courses in the major or perspectives.)
One course with a Writing
component within the major
One course with a Critical Thinking
component
One course in Speaking
One course in Quantitative Reasoning
68 Academic Information
Requirements For Undergraduate
Graduation:
W GRADUATION REQUIREMENTS
The responsibility for seeing that all
degree requirements are satisfied rests with
the student.
Academic advisers, the Academic
Advising Center staff, department chairs,
and the registrar are available for counsel
and assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 21 in Undergraduate
Admissions-Special Students (Second
Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available in the registrar's office.
All degree and course requirements
must be completed and verified in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG), a minimum
GPA, residence, and general education
courses, including lifetime sports.
1. Completion of 33 course
credits-At least 11 course credits must
be upper division, numbered in the 300s
and 400s. Not more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; physician assistant (B.A.) 19.5; and social work (B.S.) - 15.
This course total must include two
Interims for students who enter with fewer
than 14 courses. Students transferring with
14 or more courses are not required to take
the Interim courses. Freshmen are required
to take an Interim course their first year.
A maximum of four Interim course credits
may be counted toward the 33 course
credits required for graduation.
No more than these maximums may be
applied toward the 33 total course credits
required: four Interim courses; two courses
by independentldirected study; four courses
of internship; and eight course credits with
a grade of Pass (P). Nontraditional grading
(P) also has these limits: two in the major
except elementary education (two in the
major plus student teaching), social work
(two in the major plus field work
practicums).
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
3. Augsburg Seminar (AUC)-A11
students who enter the College as freshmen in the weekday schedule program
must satisfactorily complete fall orientation
and the Augsburg Seminar. See the program section on the Augsburg Seminar for
a full description.
4. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, and certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
5. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of
9 credits are to be taken at Augsburg
College. Contact the registrar if an official
interpretation is needed. Some departments
have a minimum number of courses that
are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the
department
Academic Information 69
SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses, and critical thinking courses is
determined by the assessments.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 14
courses:
Take entry-level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
math placement assessment. Students are
required to take the assessments before registering for the second term and to have
demonstrated removal of deficiencies by
the end of their first year at Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
70 Academic Information
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except only one of
the writing courses (the one within the
major) is required.
Math Requirement
In order to graduate, students must
take the Math Placement Exam and
achieve a score placing them in Group 3
(college algebra skills).
Students with an acceptable transfer
mathematics course will have their placement level determined by the registrar's
office. Students who have passed the
College Board Advanced Placement Exam
should consult the mathematics department. Math placement is indicated on the
Evaluation of Transfer Credit form for students who have transfer courses in collegelevel math. All students are required to
have their Math Placement Group (MPG)
determined. The exam is given during college registration sessions and at other
announced times during the year. Students
in MPG 2 needing to advance to MPG 3
may take MAT 105. Students in MPG 3
needing to advance to MPG 4 may take
MAT 114. No other MAT courses change a
student's Math Placement Group. Students
in MPG 1needing to advance to MPG 2
should consult the registrar's office or
Academic Advising Center for advice on
transferable equivalent courses available off
campus. Students are also permitted to
retake the Math Placement Exam until
September of the following academic year.
Review help is available from the Academic
Enrichment Center.
Please note that all students must attain
at least Math Placement Group 3 . In addition, many courses have Math Placement
Group requirements. In particular, MIS
379,479; CSC 170,210; SOC 362; PHY
103; all MAT courses; and all courses with
a Graduation Skill component in
Quantitative Reasoning have at least Math
Placement Group 3 as a prerequisite. In
addition, MIS 175 and introductory
physics courses have at least Math
Placement Group 2 as a prerequisite.
Students should refer to the course
descriptions to check the Math Placement
Group prerequisites for courses that they
are interested in taking.
Graduation Level Skills
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite
courses with a minimum grade of 2.0 or P
is required for graduation. Students are
required to have two courses with Writing
Skill components (at least one within the
major) and one course each with Critical
Thinking, Speaking, and Quantitative
Reasoning Skill components. These courses
can simultaneously satisfy skill requirements and graduation requirements for the
major or general education perspectives.
Academic Information 71
All Writing Skill courses have the prerequisite of ENG 111,all Quantitative
Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment.
Lifetime Sports
Two different lifetime sports are
required. Students in the day program who
are not health and physical education
majors or in intercollegiate athletics may
test out of one lifetime sport. Weekend
College students may test out of two lifetime sports. Lifetime sports are non-credit
courses, are not counted as meeting
Interim course requirements, and are not
included in the 33-course requirement.
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
Up to two courses of the same mode m language may be used to meet part of
the perspective, Intercultural Awareness.
LIBERAL ARTS PERSPECTIVES
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available from the registrar's
office. These choices are controlled by the
following policies:
1. A student will choose a minimum of
one course from each required perspective
category.
2. No single course can fulfill the
requirements in two or more categories.
RATIONALE FOR PERSPECTIVES
Augsburg, in its mission statement,
declares the College exists "to nurture
future leaders in service to the world by
providing high quality educational opportunities, which are based in the liberal arts
and shaped by the faith and values of the
Christian Church, by the context of a vital
metropolitan setting, and by an intentionally diverse campus community." One way
that the College seeks consciously to realize this mission is through its general education curriculum.
The Augsburg faculty has designed a
cohesive academic program incorporating
general education, major courses, supporting courses, and elective courses leading to
the bachelor's degree. The core of the
Augsburg curriculum is found in the liberal
arts as expressed in the general education
component of the College cuniculum that
is divided under two headings: Liberal Arts
Perspectives and Skills.
72 Academic Information
The term "perspective" assumes that
not only are we engaged in the search for
truth, but that this requires the searcher to
consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with
traditional disciplines, but are understood
in ways that encourage multi-disciplinary
reflections on the questions at issue. They
combine concerns about content with
those of process and approach, directed
ultimately to making the student a more
effective learner and participant in society.
The following requirements reflect the
way in which Augsburg has chosen to view
the liberal arts. Two of the four features of
the mission statement are embodied in the
general education perspectives: The
Character and Mission of Augsburg
College: The Christian Faith and The City.
These perspectives emphasize that the
College's affiliation with the Lutheran
Church, its insistence on the value of
knowing the approach that derives from
the Christian roots of the College, and its
location in the city deserve special consideration in Augsburg's educational program.
The third feature-that Augsburg is a
liberal arts institution-is also emphasized
in the other general education perspective
requirements. Certain dimensions of
human life-of what it is to be humanform the core of the required liberal arts
experience. These overall perspectives on
what it is to be human can themselves be
studied from the vantage points of the various academic disciplines.
Students need to learn about themselves, about what it is to be a person.
Hence, the perspective on Human Identity
But the person exists in both a social community and a natural world. Hence, the
importance of the perspectives on the
Social World and the Natural World.
Because the way in which we understand
ourselves derives largely from our Western
heritage, students need to learn about and
reflect on significant aspects of this heritage. Thus, the perspective on the Western
Heritage. At the same time, to focus on the
West alone would be ethnocentric. We live
in a global society. Hence the perspective
on Intercultural Awareness. Attention to
moral values is found not only in the perspective on the character and mission of
the College, the Christian Faith, but
throughout the other perspectives as well.
The perspective on Aesthetics enables students to focus on aesthetic works created
by themselves or others, which convey
fundamental insights, express beauty, and
enhance life.
Finally, the mission statement emphasizes that we are concerned with academic
excellence. This has a number of features,
including the way we teach all the courses
in general education. Beyond this, academic
excellence presupposes that students have
the requisite skills to do college-level
work. The general education requirements
are couched in a context that pays attention to the skills of both incoming and
graduating students. Entry level skill
requirements in a number of critical areas,
including writing, mathematics, and critical thinking, will be assessed and help will
be given to students who need it.
Graduation level skills are also emphasized
so that students not only maintain but
develop their skills during their Augsburg
experience.
Academic Information
The general education requirements
provide a coherent way to address the mission of Augsburg College. They are not the
only way, and do not they guarantee that
students who graduate from Augsburg possess the desired knowledge and character
traits. What they do is provide a coherent
description of the context in which we liberally educate students, a clear statement of
expected outcomes, and an opportunity for
students to see and understand the complexity of what it is to be human and
Christian in an urban setting.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Christian Faith (CF 1, 2, and 3)
Area 1 is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith
Perspective while registered at Augsburg.
Perspective: The Character and Mission
of Augsburg College: The City
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, governmental
and economic institutions, and opportunities and challenges. In addition, students
should experience the community and
should explore opportunities for service in
the community.
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the perspective.
The City (C)
One course credit or experience is
required to meet this perspective.
Perspective: Western Heritage
This perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
3
74 Academic Information
Western Heritage (WH 1 and 2)
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 14 or more course credits.
Perspective: Human Identity
This perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences, and behaviors.
Human ldentity (HI)
One course credit is required to meet
this perspective.
Perspective: Aesthetics
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this perspective.
Perspective: The Social World
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society.
Social World (SW 1 and 2)
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 14 or
more course credits.
Perspective: Intercultural Awareness
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should
become better able to communicate with
persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream
North American cultures.
In addition, students are to gain entry
into another culture by learning to speak
and read a language other than their
native language. For this part of the
perspective, students are required to have
demonstrated proficiency in a modem
language, or American Sign Language
for hearing students.
The modem language requirement will
be determined by assessing previous experience and subsequent placement.
Intercultural Awareness (IA 1)
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural
Awareness Perspective.
Academic Information
Intercultural Awareness (IA 2 and 3)
Perspective: The Natural World
Study of a modem language other than
the native tongue. For a language previously studied, consult the table below for the
requirement. For a language not previously
studied, successful completion of 111, 112
is required. Students with previous language study should contact the modem
languages department if there are questions. There is a seven-year time limit on
courses presented for transfer and automatic
waiver. Students whose native language is
not English should contact the Academic
Advising Center.
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training
in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
H.S.
Semesters
Augsburg
Required
Placement
Courses
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 14 or more
course credits.
EXPLANATION OF GRADES
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
8
311
exempt
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing students who have demonstrated competence
in American Sign Language by passing an
approved course sequence will have fulfilled IA 2 and IA 3 Perspectives.
Most courses are offered with grading
options-traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the PIN option
are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
5
76 Academic Information
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer
students should be especially aware of
this requirement.
See P/N limitations under Graduation
Requirements, page 68.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only PIN).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term. A fee is charged for
any changes after the first five days of
classes. All changes in grading option that
are made after initial registration require the
signature of an adviser or the instructor.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.5
3.0
Achieves above basic course
standards
2.5
2.0
Meets basic standards for the
course
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
A course in which a grade of 0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
0.5
0.0
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission from the course
instructor, stating the reasons for the
request, the work required to complete the
course, the plan and date for completing
the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the
necessary work must be completed in
enough time to allow evaluation of the
work by the instructor and filing of a grade
before the final day of the following semester. If the work is not completed by that
date, the grade for the course becomes a 0.0.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
1.5
1.0
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
Academic Information 77
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Classification
Auditing Courses
Courses earned from the International
Baccalaureate program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines
are available at the registrar's office.
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time students
may audit a course without charge. The
charge for part-time students is listed
under College Costs in the Financing Your
Education section on page 24. The signature of the instructor is required to register
an audit. Students who audit a course
should confer with the instructor within
two weeks of the beginning of the term to
determine expectations, attendance, and
any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of courses taken.*
"Courses with 0 to 4 grade assigned
Students are classified in August and at
the end of the fall and Interim terms.
Sophomores-7
courses completed.
Juniors-16 courses completed.
Seniors-24 courses completed.
International Baccalaureate Program (IB)
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The APL
program (Assessment of Previous
Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented for
examination for possible credit toward the
completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1)it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
78 Academic Information
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Advanced Placement Program Test
(AP)-The Advanced Placement program
may allow students who have scores of 3,
4, or 5 on the CEEB Advanced Placement
Test to receive college credit for selected
courses. A score of 4 or 5 is required on
the AP Language and Composition examination for credit for ENG 111 Effective
Writing. Additional credit or placement is
at the discretion of the department.
Inquiries should be addressed to the registrar's office.
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing center for
this area is the University of Minnesota.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and the Academic
Advising Center.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the registrar's office. In completing the
evaluation of a student's previous learning,
the faculty team applies the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to. both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
-
Academic Information 79
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a PIN credit
basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the depaments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of leaming
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
English as a Second Language (ESL)
Students who declare a language other
than English to be their primary language
or who are citizens of another country
must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental
Writing, or ENG 111 Effective Writing will
be determined by their scores on the
Michigan test (80-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 80 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 80 percent or higher.
The ESL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation.
- Academic Information
ACADEMIC PROGRESS,
PROBATION, A N D DISMISSAL
The College requires that students
maintain the following cumulative grade
point averages (GPA):
Freshman-A student who has taken
fewer than 7 courses with a cumulative
GPA of 1.6 or higher
Sophomore--A student who has
taken fewer than 16 courses with a cumulative GPA o m r higher
junior-A?t'u%nt
who has taken fewer
than 24 courses with a cumulative GPA of
$or
higher 2
0
Senior-A student who has taken 24
or more courses with a cumulative GPA of
2.0 or higher.
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
Students whose academic achievement
falls below these guidelines will either be
placed on scholastic probation at the end of
the term or will be continued on probation
or will be dismissed from the College. In
addition, a freshman who receives two zero
grades or a sophomore, junior, or senior
who receives three zero grades will be considered for probation or dismissal. However,
dismissal from the College is not automatic.
Each case is reviewed by the Committee on
Student Standing. Evidence of the student's
commitment to academic progress is the
major consideration in deciding whether or
not to dismiss a student. Students who have
a poor academic record may be smongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA reaches the
minimum levels stated above. Students
placed on probation as freshmen for having
earned two zero grades may be removed
from probation if their classification
changes to sophomore, if they have not
earned additional zero grades, and if their
cumulative GPA reaches 1.7. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative
GPA reaches 1.9.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Dean's List
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incomplete~in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
-
Academic Information 81
Graduation with Distinction
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation will begin with the
year 2000 commencement and will apply
to all students who complete degree
requirements after Jan. 1, 2000. Students
achieving Graduation with Distinction will
have an overall GPA of 3.5 and will have
completed an outstanding project as determined by the student's major department.
Students wishing to be considered for
Graduation with Distinction should consult with their major department no later
than the fall semester of their junior year.
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement i t (1) no
more than three course creditslrequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program.
FOUR-YEAR ASSURANCE
PROGRAM
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years-if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow advising guidelines-or they will
receive the remaining required courses free
of additional tuition. A few professional
majors are excluded from this program.
Students must complete a formal advising
agreement with the College by the end of
their sophomore year (16 course credits
are completed) in order to qualify. Contact
the Academic Advising Center for details.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Veterans of Military Service
Right to inspect and review education records-You have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College.
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the registrar's
office about completion of the enrollment
certificate and the forwarding of other
information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
Right to request amendment of
education records-You have the right to
seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation
of your right to privacy. This includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
a2 Academic lnformation
7
Right t o give permission for disclosure of personally identifiable information -You have the right to be asked
and to give Augsburg your permission to
disclose personally identifiable information contained in your education records,
except to the extent that FERPA and the
regulations regarding FERPA authorize
disclosure without your permission.
Right t o withhold disclosure of
"directory information"-FERPA uses
the term "Directory Information" to refer
to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider
very carefully the consequences of any
decision by you to withhold directory
information. Should you decide to inform
Augsburg College not to release Directory
Information, any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
"Directory information" includes
t h e following:
The student's name;
The student's address;
The student's telephone number;
The student's date and place of birth;
The student's major field of study;
The student's participation in
officially recognized activities and
sports;
The student's degrees and awards
received;
The weight and height of members of
athletic teams;
The student's dates of attendance;
The most recent previous educational
agency or institution attended by the
student; and
The student's photograph.
Augsburg College will honor your
request to withhold all Directory
Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no
liability for honoring your instructions that
such information be withheld. Forms for
withholding disclosure of Directory
Information are available from the registrar's office. If the completed form is not
received by the registrar prior to Sept. 15,
it will be assumed that all Directory
Information may be disclosed for the
remainder of the current academic year. A
new form for withholding disclosure must
be completed each academic year.
Right to complain t o FERPA
Office-You have the right to file a complaint with the Family Educational Rights
and Privacy Act Office, Department of
Education, 600 Independence Ave. S.W.,
Washington, D.C., 20202, concerning
Augsburg's failure to comply with FERPA.
Right to obtain policy-You have the
right to obtain a copy of the written
Augsburg policy regarding FERPA. A copy
may be obtained in person from the registrar's office.
Reporting Educational lnformation
No additional educational information
will be reported, except to Augsburg faculty
and administration for their official use,
without the explicit written consent of
the student.
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
I
C
r
I
Course Descriptions with Major
and Minor Requirements 84
Department majors and
programs are Qsted
-
1
alphabetically.
Also see index.
134 DEPARTMENTS
AND PROGRAMS
A.
a liberal arts institution, Augsburg
College believes that knowledge andtruthare interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall and/or
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Interim ,
Summer Session, Weekend College, the
Master of Arts in Leadership, and the
Master of Social Work courses are published in separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods
per week with additional time required for
laboratory work.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there is
prior approval by the professor teaching
the course.
-
Departments and Programs 85
director of internships and cooperative
education.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
W INTERNSHIPS
Registration for internships consists of
the following steps:
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure the
signatures of the faculty supervisor and
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center
for Service, Work, and Learning, with
copies made for the faculty, supervisor,
and student.
199
lnternship
A work or service-based learning experience at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the
ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning
of the termlregistration, interested students must consult with the departmental
internship coordinator and the Center for Service, Work, and Learning regarding
requirements and permission to register.
399
lnternship
A work or service-based learning experience at the juniodsenior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning
of the term/registration, interested students must consult with the departmental
internship coordinator and the internship office regarding requirements and permission to register.
86 Departments and Programs
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
ACCOUNTING
See listing under Business Administration,
Accounting, and Management Information Systems.
AMERICAN
INDIAN
STUDIES
See listing under Interdisciplinary Studies.
A.
t is important as a field of study
for our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central to
the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, and art historian is to
celebrate visual experience through a variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such
as language, history, drama, music, literature, philosophy, theology, business, physical education, and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Tara
Christopherson, Norman Holen, Philip
Thompson
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Communication Design
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify
current Minnesota teacher licensure
requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design
or ART 107 Drawing
ART 118 Painting I
or ART 221 Sculpture
88 Art
Honors Major
Art History Minor
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. up to four courses may be
taken in one studio area or in art history.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
ART 102
Design
A study of design as the unifylng foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 107
Drawing
Drawing in graphite pencils, pen, and pastel pencils. Subjects include still-life,
figures, building interiors and exteriors, and experimental work.
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, or Plexiglas. Learn to model, carve, cast, weld, or
assemble the respective media.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored.
ART 224
Publication Design
An introduction to design concepts and procedures for publication design.
Theory and practice of coordinating visual images and typography with content in publications using traditional and electronic tools.
ART 225
ART 250
Communication Design I
An introduction to the principles and techniques of graphic design. Students
will use the computer to develop their visual communication skills as they
create designs using typography, symbols, logos, and illustrations.
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Other content includes poetry, dance,
mythology, ritual, religion, and drama of many American Indian tribes.
Students will produce various art projects in weaving, basket-making, pottery,
jewelry, sculpture, or prints.
ART 306
ART 330
Calligraphy II
Advanced work in calligraphic media and design.
Communication Design II
An advanced study of graphic design using traditional and electronic tools.
(Prereq.: ART 225)
ART 351
Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and a continuation of glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in transparent
watercolor.
ART 368
Print Making II
Advanced work with color and composition in various media, e.g., silk-screen,
etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223)
90 Art
ART 478
Sculpture II
Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American women. (Prereq.: ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
ART 388
19th- and 20th-Century Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Art
Internships and Independent Shdy Courses:
ART 199
lnternship
See description on page 85.
ART 299
Directed Study
See description on page 86.
ART 399
lnternship
See description on page 85.
ART 499
Independent StudyIResearch
See description on page 86.
ASIANSTUDIES
See listing under East Asian Studies.
2
T
he Augsburg Experience: Arriving
at Augsburg ...
The initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community. Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
Augsburg Seminar
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'paired'
courses integrate disciplinary content with
AUC 101
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for
12 weeks for .25 course credit. The
Augsburg Seminar offers the opportunity
for further discussion of topics from the
paired content course, along with presentations on campus life, academic resources
and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood.
While the content course is graded on a
traditional point basis, the Augsburg
Seminar is graded Pass/No credit (P/N).
However, performance in the course is
linked to performance in the seminar.
Students must successfully complete
the entire 12-week Augsburg Seminar in
order to fulfill the requirement, even if
they drop the paired content course.
Permission to complete the seminar after
withdrawal from the content course is at
the discretion of the instructor.
Augsburg Seminar (.25 course)
A series of fall-term meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
B
iology is the study of life, and it's
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
Biology Faculty
Dale Pederson (Chair), William
Capman, Mary K. Chelberg, Robert
Herforth, Esther McLaughlin
Major
Nine courses includii:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics, Evolution,
and Ecology
B10 215 Introductory Cellular Biology
In recent decades great strides have
been made in understanding important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in memcine, agriculture, and food science.
and at least one from each of the five
following groups:
Because a complete understanding of
biological systems depends on applications
of the principles of physics and chemistry,
a firm background in the physical sciences
is also important to support the student's
broad-based understanding of biology.
2.
For many, an undergraduate major in
biology serves primarily as a basis for further study. Augsburg graduates have gone
on to further studies in the life sciences,
leading to careers in college or university
teaching, basic and applied research, and
public health. Many have entered professional programs in medicine, veterinary
medicine, and dentistry. Other graduates
have gone directly into secondary education, biomedical industries, laboratory
research, natural resources, and environmental education.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
BIO 361 Plant Biology
BIO 440 Plant Physiology
3.
B10 355 Genetics
BIO 481 Ecology
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
5.
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
94 Biology
Required Supporting Courses
Biology for Pre-Medical Students
CHM 105/106 Principles of Chemistry
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
or CHM 115/116 General Chemistry
One semester in organic chemistry
or CHM 3511352 Organic Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the Social
and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory Statistics
Honors Major
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved independent study with an
oral defense of the research report.
Application should be made no later than
the start of the first term of the senior year.
Minor
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. Normally BIO 113 and 114
and Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology and
Organic Chemistry in the second year.
Students normally complete their math
requirements early in their college careers.
Students should consult members of
the biology faculty and the pre-medical
adviser in the Academic Advising Center
for information specific to medical
school application.
Graduate and Professional Training
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department and the
pre-medical adviser in the Academic
Advising Center.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
consult with the Augsburg Department of
Education to identlfy current Minnesota
teacher licensure requirements.
Cooperative Education
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Tivin Cities.
-
Biology 95
A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using
the first term of a sequenced course in registering for the second term.
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the
major or minor. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Threehour lectures, three hours laboratory. Does not apply to the major or minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body (Three-hour lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Fall)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three-hour
lectures. Does not apply to the major or minor. Spring)
BIO 113
lntroductory Organismal Biology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Threehour lectures, four hours laboratory. Fall)
BIO 114
lntroductory Genetics, Evolution and Ecology
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three-hour lectures, four hours laboratory. Spring)
lntroductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three-hour lectures, four hours
laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 351. Fall)
96 Biology
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three-hour lectures, four hours laboratory.
Prereq.: BIO 113, 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Morphology
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three-hour lectures, three hours laboratory, one hour tutorial. Prereq.: B10 113, 114. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three-hour
lectures, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny (Three-hour lectures,
four hours laboratory. Prereq.: BIO 113, 114. Spring)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Threehour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three-hour lectures, four hours laboratory. Prereq.:
BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three-hour lectures, four hours laboratory. Prereq.: BIO
215; PHY 116 or 122, or consent of the instructor. Fall)
Biology
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues a?e discussed, with particular attention paid to human
pathogens. (Three-hour lectures, three hours laboratory, one hour tutorial.
Prereq.: BIO 215. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environ-
ment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Threehour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO
215, MPG 4. Fall)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Internships and lndependent Study Courses:
BIO 199
Internship
See description on page 85. (Prereq.: BIO 113, 114)
610 299
Directed Study
See description on page 86.
BIO 399
Internship
See description on page 85. (Prereq.: BIO 215)
BIO 499
lndependent StudyIResearch
See description on page 86. (Prereq.: BIO 215)
2
0
ur mission is to prepare
- students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
Milo Schield (Chair), Nora Braun, John
C. Cerrito (Management Coordinator),
Amin Kader (Finance Coordinator and
International Business Coordinator), Fekri
Meziou, Steven J. LaFave, Lori L. Lohrnan
(Marketing Coordinator), Thomas Morgan,
Magdalena M. Paleczny-Zapp, Kathy
Schwalbe (MIS Coordinator), and Stuart
M. Stoller (Accounting Coordinator).
Specializations
Within the business administration
major there are four specializations: marketing, management, finance, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Graduation Requirements
To graduate without intentionally
taking courses in excess of the minimal
number required (see page 68), students
must avoid taking too many electives or
exceeding the 13-course limit per academic
department. Courses designated as ACC,
BUS, and MIS are considered as being in
the same academic department. Taking
extra electives, or choosing a
particular combination of major and
minor may require students to complete
more than the minimum number of
credits required for graduation.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Majors
Advising
The Department of Business
Administration, Accounting, and MIS
offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS).
Students who plan to major in business
administration, accounting, or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sopho-
-
Business Administration 99
Internships
dents may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
Students are strongly encouraged to
work with the Office of Cooperative
Education and department faculty to
obtain an internship (BUS/ACC/MIS 399)
during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, stu-
The international business department
actively supports international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business.
more year at the latest. In addition to
advising, departmental faculty can counsel
majors on their careers, assist majors in
obtaining internships or jobs, and provide
letters of recommendation for prospective
employers or graduate programs.
7r
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The four specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 370 Advanced Computing
for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting 11
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
100 Business Administration
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
or BUS 357 Advertising
BUS 450 Marketing Management
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Operations Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318
Management Science
Combined Major in Business
Administration and Economics
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of
EC0 311
ECO 312
ECO 313
ECO 3 15
MIS 479
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
and one additional upper division course in
either international business (BUS 368 or
468) or international economics.
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
or BUS 331 Financial Management
and one other upper division business
administration, accounting, or MIS course
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the department chair.
-
Business Administration lo1
Minor in Business Administration
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 and 252, BUS 331 or MIS 379.
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
252, and three courses in international
business (one may be in international economics).
This minor is automatically completed
while completing a major in accounting
or MIS.
BUS 242
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product,
promotion, marketing channel, and pricing decisions.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully. Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
BUS 302
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Ethics
Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and
speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing)
BUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy. (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3)
102 Business Administration
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of
instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 357
Advertising
An introduction to print and broadcast advertising and promotion as important elements in modem marketing and communications. Note: Either BUS
355 or 357 can be taken for graduation credit, but not both.
BUS 362
International Business
Introduction to problems/possibilities and appreciation of perspective required
for successfully doing business in an international context. (Prereq.: ECO 112
or 113, and BUS 242 or 252, or consent of instructor. Spring)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242,252,
331; MIS 175,379)
BUS 433
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material.
(Prereq.: BUS 331, ACC 322)
BUS 438
Investment Theory
Appraisal of the riskheturn relationships of various types of securities and
extensive coverage of capital markets and portfolio management. (Prereq.: all
core courses or consent of instructor)
-
Business Administration 1 0 3
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Operations Management
Concepts and principles related to the management of operating functions.
Taught from a managerial viewpoint with examples from various industries
and sectors. (Prereq.: BUS 242)
BUS 450
Marketing Management
Application of marketing concepts to day-to-day, strategic, and long-term planning issues; development and implementation of market plans. (Prereq.: BUS
352 and either BUS 355 or 357)
BUS 465
lnternational Management
Private sector manager's perspective of nationaL'internationa1 institutions and
strategies, structure, practices, and effects of a national corporation in the
world today. (Prereq.: BUS 242. BUS 362 is recommended)
BUS 466
lnternational Marketing
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: BUS 252,
362)
BUS 468
Contemporary Issues in lnternational Business and Trade
Conditions and motivations for world trade, business, and industrial cooperation. Practical applications of the commercial policies of the major trading
nations. Examine the impact of contemporary issues on the volume and structure of world trade. (Prereq.: BUS 465, BUS 466)
BUS 495
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 199
lnternship
See description on page 85.
BUS 299
Directed Study
See description on page 86.
BUS 399
lnternship
See description on page 85.
BUS 499
Independent StudyIResearch
See description on page 86.
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has three tracks: general
accounting, professional accounting, and
managerial accounting. The general
accounting specialization is adequate for a
wide variety of positions. The professional
accounting track includes two specializations: public accounting and managerial
accounting. The public accounting specialization is recommended for positions with
CPA firms. The managerial accounting specialization is recommended for positions
with large or rapidly-growing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
during their last semester.
Accounting Core
14 courses are required for this major (an
exception to the 13-course limitation)
including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
BUS 242
BUS 252
ACC 221
ACC 222
MIS 379
BUS 301
BUS 331
ACC 322
ACC 323
ACC 324
ACC 425
Principles of Management
Principles of Marketing
Principles of Accounting I
Principles of Accounting 11
Quantitative Methods for
Business and Economics
Business Law
Financial Management
Accounting Theory and
Practice I
Accounting Theory and
Practice I1
Managerial Cost Accounting
Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core (14 courses) plus: ACC
326 Tax Accounting; ACC 423 Auditing.
Specialization in Managerial
Accounting
Accounting core (14 courses) plus ACC
424 Internal Audit and Management
Consulting and MIS 375 Management
Information Systems in the Organization.
Honors Major
GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should eontact the department chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, 379,
ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
--
-
Accounting 105
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities and accounting
for corporations. Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221)
< -Topics
62
Lectures, discussions, meetings with members of the staff or visiting faculty
6%regarding research methodology and readings in the areas of business adminir
ACC 295
0 , /,.
ACC 322
tration. (Prereq.: consent of instructor)
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision-making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the C P k role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252,
331, MIS 175 or 320,379)
'06 Accounting
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
Internship
See description on page 85.
ACC 299
Directed Study
See description on page 86.
ACC 399
Internship
See description on page 85.
ACC 499
Independent Study/Research
See description on page 86.
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, and accounting as well
as from MIS.
C. Seven courses in MIS:
MIS 175 Principles of Computing for
Business
or CSC 160 Introduction to Computer
Science and Communications
MIS 370 Advanced Computing for
Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
Minor in MIS
Seven courses including:
Management Information Systems
Major
16 courses including:
A. Six courses in economics, business, and
accounting:
ECO 113 Principles of Microeconomics
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
B. Two courses in computer science and
one in mathematics
CSC 170 Structured Programming
(requires MPG 4)
CSC 340 Introduction to Networking
and Communications
MAT 114 Precalculus, if students are not
at MPG 4. For students at
MPG 4, MAT 121, or any higher level numbered math course
is required.
Note: Additional programming courses are
strongly recommended.
MIS 175 or CSC 160, ACC 221, BUS 242
or BUS 252, MIS 370, MIS 375, ECO 113,
and one of the following: MIS 376,475, or
ECO 318
Honors Major
GPA of 3.5 in the major and 3.1 overall, a senior thesis, and a comprehensive
oral exam in the major field of concentration. Interested juniors or seniors should
contact the department chair.
108 MIS
-
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with a
strong computer background are encouraged to take MIS 370 instead of MIS
175. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175
or CSC 160, or strong computer background. Completion of MIS 370 satisfies
any requirement for MIS 175)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic uses of information systems, business
process re-engineering, understanding the technology architecture, and information systems resources. (Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and
complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175 or 370)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 370 and either
MPG 3 or a grade of at least 2.0 in MAT 104)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375 and either MIS 370 or CSC 352)
-
MIS 109
MIS 476
Information Systems Projects
Skills developed in previous courses are used to generate a complete and
extensive project of systems analysis and design. (Prereq.: MIS 370,375, 376,
and 475)
MIS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
lnternship
See description on page 85.
MIS 299
Directed Study
See description on page 86.
MIS 399
lnternship
See description on page 85.
MIS 499
Independent StudyIResearch
See description on page 86.
c
hemistry is the science of the
changes in matter, examining those
changes, and working toward an understanding of them. Correlating the results of
physics and opening the vistas of molecular biology, chemistry has been described
as the central science because matter
includes the entire physical world such as
the things we use, the food we eat, and
even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students
develop into mature scientists:
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
*To provide programs of study for professional goals in addition to the traditional
positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain life-
long learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to seriously
study areas outside of the sciences.
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Ron L. Fedie,
Arlin E. Gyberg, Sandra L. Olmsted
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 115,116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361, 364
Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 49 1 Chemistry Seminar
and two additional courses from:
CHM 367 Properties of Polymers
CHM 464 Advanced Organic Chemistry
CHM 48 1 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 495 Topics
BIO 367 Biochemistry
Chemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, I1
Calculus I, 11
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145,146 in
the freshman year and PHY 121, 122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Medical Students
Pre-medical students should plan to
take at least two courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 483 Quantum Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I & I1
MAT 245 Calculus 111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore
year)
Recommended: Modem Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Honors Major
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses that must include:
CHM 105,106 or CHM 115, 116, CHM
351,352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
111
112 Chemistry
-
A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the
first term of a two-term course in registering for the second term.
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not
count toward a chemistry major or minor nor apply as prerequisite for other
chemistry courses. (Prereq.: MPG 2. Fall)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100, MPG 3. Spring)
CHM 105
Principles of Chemistry
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in
chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2.
Fall)
CHM 106
Principles of Chemistry
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
CHM 116
General Chemistry
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
Chemistry
CHM 223
Elementary Organic Chemistry
This one-semester course is designed for students whose professional goals
require a survey of organic chemistry. Topics covered include synthesis, properties and reactions of selected aliphatic, and aromatic compounds. This
course will not count toward a chemistry major or minor, nor will credit be
given for this course if CHM 351, 352 is taken, nor does it fulfill the prerequisite requirement for CHM 352, nor does it meet requirements for other programs (such as pre-medicine, pre-dentistry, and pre-pharmacy). (Prereq.: CHM
106 or 116. Three one-hour lectures, one three-hour laboratory. On demand)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relations, and reaction mechanism.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116.
Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
CHM 364
Physical Chemistry Laboratory
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Physical Chemistry
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
-
114 Chemistry
CHM 365
Physical Chemistry Laboratory
(.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half
hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.:
CHM 352,361 or consent of instructor. Fall)
CHM 483
Quantum Chemistry
Presents quantum theory in terms of Schrodinger's wave equation and uses the
equation to solve molecular model problems. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. (Three
one-hour lectures. Prereq.: CHM 364 or consent of instructor. Spring)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
Chemistry
CHM 495
Topics in Chemistry
Study of a specific area, such as medicinal chemistry, building upon analytical,
physical, and organic chemistry. (Prereq.: CHM 352, BIO 367, or equiv. Spring)
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
Internship
See description on page 85.
CHM 299
Directed Study
See description on page 86.
CHM 399
lnternship
See description on page 85.
CHM 499
Independent StudyIResearch
See description on page 86. (Prereq.: junior or senior standing)
COMMUNICATION
See listing under SpeechlCommunication and Theatre Arts.
CSC 345
T
he Augsburg Department of
Computer Science strives to give students
a sound theoretical and practical foundation in computer science. We offer both a
B.A. and a B.S. major. The computer science curriculum places eniphasis on networks, communications, and the use of
computers as an information access tool.
The coursework provides students a strong
base in computer science, with emphasis
on concepts rather than on applications.
We encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities makes us an
excellent resource of such experiences for
students, and allows them to add practical
applications to their education.
Computer Science Faculty
Charles Sheaffer (Chair), Larry
Crockett, Noel Petit, Lany Ragland.
BACHELOR OF ARTS
Computer Science Major
11 courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 340 Introduction to Networking
and Communications
Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
MAT 145 Calculus I
Calculus for the Social
or MAT 122
and Behavioral Sciences
and two electives from CSC courses above
200, at least one of which is above 300.
BACHELOR OF SCIENCE
Computer Science Major
15 courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
or MAT 247
Modeling and
Differential Equations
or MAT 271
Discrete Mathematical
Structures
and three electives from CSC courses above
200, at least two of which are above 300.
-
Computer Science 11;
Computational Economics
The computational economics major
has been designed to serve students who
have a need for some basic understanding
of computer science and economics. The
major requires six courses from computer
science and six from economics with a
required capstone independent study
Students interested in this major should
consult with the faculty in computer science, in economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science.
CSC 345
Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
Managerial Economics
or ECO 415
CSC 499 Independent Study
or ECO 499 Independent Study
Computer Science Honors Major
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Computer Science Minor
Major in Computational Economics
13 courses including:
MAT 145 Calculus I
Calculus for the Social
or MAT 122
and Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 340 Introduction to Networking
and Communications
Six courses including CSC 160, 170,
210, 345; MAT 145; and one upper division computer science course.
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer
science course.
CSC 160
Introduction to Computer Science and Communications
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, finite automata,
context-free languages, Turing machines, network concepts, and the Internet.
(Prereq.: MPG 3 )
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, oneand-one-half hours of lab. Prereq.: CSC 160 or MIS 370 and one of MAT 114
or 122 or MIS 379 or MPG 4)
118 Computer Science
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Prereq.:
CSC 170)
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
CSC 272
UNlX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 273
Computer Science: An Alternative Scheme I
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373.
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and MAT 122 or 124 or 145)
CSC 340
Introduction to Networking and Communications
Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network
management, and general computer interfacing. (Prereq.: CSC 170; MAT 122
or 124 or 145)
csc 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
csc 373
Computer Science: An Alternative Scheme II
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
P
-
Computer Science 115
CSC 440
Advanced Networking and Operating Systems
Network management; clientlserver databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems,
and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 320)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345 and 450)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
lnternship
See description on page 85.
CSC 299
Directed Study
See description on page 86.
CSC 399
lnternship
See description on page 85.
CSC 499
Independent Study/Research
See description on page 86.
A
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
Major in East Asian Studies
Nine courses are required for the
major. Courses in the major must be
approved by the campus adviser and are
distributed as follows: four courses in an
East Asian language; four additional courses,
two of which must be upper division
(strongly recommended that one of these
be a history course on China or Japan);
and an East Asian studies seminar. A term
of study abroad and the completion of a
minor in another discipline are strongly
recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the
country of specialization.
Language Courses
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
-
East Asian Studies
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia that would complement
other discivlines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson, 330-1715;
Hamline-Richard Kagan, 641-2433;
Macalester-Yue-him Tam, 696-6262;
St. Catherine-Martha Hardesty, 690-6189;
St. Thomas-Robert Foy, 962-5603.
Approved Augsburg College courses for
the East Asian studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368
Responding to the Challenge
of lapan
HIS 104 The Modem Non-Western
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
2
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue
their education in a variety of fields or to
work successfully in business and government because of the strong liberal arts
emphasis within the major.
Currently four majors are offered. The
economics major is designed primarily for
students who are planning graduate or
advanced professional studies. The applied
economics major generally leads to careers
in the business world or government.
Computational economics meets the challenge of the changing career opportunities
in the fields of economics and computer
science. Finally, the combined
economics/business administration major
is designed for those who want more flexibility in planning their program of study.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze
and to make choices. Some reasons for
studying economics are: economics deals
with current problems, economics is a successful and prestigious social science, economics employs theoretical models and
the scientific method, an economics major
prepares students for community leadership, and an economics major leads to a
great diversity of career opportunities.
These include careers in business, law,
teaching, journalism, politics, banking and
Einance, service in government, educational administration, private and public international senrice, and industrial relations. A
degree in economics may prove to be a
valuable credential.
Students are also able to combine an
economics major with other disciplines
such as business administration, international relations, mathematics, computer
science, management information systems
(MIS), political science, history, and
Nordic area studies.
Transfer students majoring in the economics department must take at least four
upper division economics courses at
Augsburg, one of which must be ECO 312
or 313.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Economics Faculty
Jeanne Boeh, Satya F! Gupta, Edward Sabella
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other upper division courses:
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121
Finite Mathematics
Calculus for the Social
or MAT 122
and Behavioral Sciences
Students planning to attend graduate
school in quantitative areas are strongly recommended to at least minor in math and
take some computer science courses. Consult
an adviser for specific course suggestions.
Economics
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
Money and Banking
or ECO 315
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC03 18 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
EC0 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120
Ethics
or PHI 125 Ethics and Human Identity
Teaching Licensure Major
Major in Computational Economics
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
See Computer Science, page 117
Combined Major in Economics and
Business Administration
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course, and six accountinghusiness administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
Quantitative Methods for
or MIS 379
Business and Economics
and one other upper division business course
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current
Minnesota teacher licensure requirements.
Honors Major
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Minor in Economics
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
2
124 Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory
to market policy May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
ECO 31 1
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
ECO 312
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
-
Economics 12'
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO
112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare
students to make better business and economic
.
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall)
-
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
ECO 41 3
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
126 Economics
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
lnternship
See description on page 85.
ECO 299
Directed Study
See description on page 86.
ECO 399
lnternship
See description on page 85. (Prereq.: Completion of 50 percent of major or
consent of instructor)
ECO 499
Independent Study/Research
See description on page 86.
T
he Department of Education maintains liberal-arts based teacher education
programs that are accredited by the
Minnesota Board of Teaching and the
National Council for Accreditation of
Teacher Education (NCATE). These programs lead to recommendations for
endorsements or licensure by the State of
Minnesota for kindergarten, elementary, a
wide variety of secondary subject areas,
and K-12 licenses in art, health, music, or
physical education.
Students must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
Exam prior to beginning 300-400 level
courses. Students complete a semester of
full-time student teaching within the
department's 45-mile service area.
The education department offers nonlicensure majors in elementary education
and education studies.
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of student programs and hand books, and follow through
with department policies.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching abroad program. Students have
options for student teaching in dozens of
countries through the international and
American School network. Those interested
in further information should contact
the education department. Students who
student teach abroad will do part of their
student teaching in the Twin Cities area
under direct Augsburg faculty supenision.
Education Faculty
Rich Germundsen (Chair), Mary Ann
Bayless, Linda Dyer, Joseph Erickson,
Jeanine Gregoire, Gretchen Irvine, Anne
Jensen, Susan O'Connor, Vicki Olson, Jean
Strait, Barbara West
Note: Major changes in Minnesota teacher
licensure will be implemented in the fall of
1998 and beyond. At the date of this catalog printing those changes have yet to be
announced. All candidates for teacher
licensure will have to meet the standards
set by the state and meet the state's timeline requirements. Teacher candidates are
expected to maintain frequent contact with
an education department faculty adviser
and to stay informed about their license
program requirements.
Elementary Major and Licensure
Requirements:
EDU 210 Learning and Dwelopmmr
in an Educational Setting
0
Urban Setting and Fi
Experience
EDU 341 Media Technology
Reading
Beginning August 1, 2000, the State of
Minnesota will begin requiring specific
supporting concentrations of study as a
part of all elementary teacher licenses.
Students must select and complete a
coursework program in one of the following concentration areas: English, mathematics, science, social studies, or world
language. Please consult with an education
department adviser to determine how
many courses your concentration area will
require.
Students wl
EDE 383
34
.
EDE 386
Curriculum: Physical
Education
Kindergarten-Elementary@
Curriculum: Social Studi
Thematic Studies
Curriculum:
EDU 388 Human
Student Teaching K
(optional)
HPE 115 Health and Chemical
EDE 484
Students who entered the College
under a previous catalog and who will
complete their licensure program after
August 1, 2000, must complete the new
concentration requirement and meet any
other new state policies for licensure.
Kindergm-Elmm
Kindqpten-a-ta
Curriculum: Children's
Literature
---
If students also desire kindergarten
endorsement, EDE 375 Discovery Learning
in the World of Kindergarten is required.
,-
-
A GPA of 2.5 overall, 2.5 in the major,
,--,=.RZEff8-a)grades
.
of P in stu/dent
teaching courser are required for
licensure, as well as minimum grades of
2.0 in all education courses. The equivalent of two full courses graded PM, plus
student teaching is the maximum allowed
for the elementary education major. P/N
es for EDU 388 Human Relations and
teaching are counted in the eight
course maximum allowed for
graduation for all elementary and secondary teacher education degree students.
The criteria for acceptance into the department licensure program are available in the
Department of Education,
'G
PHY 103 Conceptual Physics
or MAT 131
Mathematics for
Liberal Arts
and EDE 377 K-E1Science Methods
(WEC only)
-
Elementary Education 129
PHY 103
Conceptual Physics
(See Department of Physics for course description.)
EDU 265
Orientation to Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opportunity for
in-school work. Open to all students. (Prereq.: sophomore standing and
ENG 111)
EDU 282
Introduction to Special Education
(See Special Education for course description.)
EDE 295
Topics in Education
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingearning situations.
Computer training will be included in this course. (Prereq.: PPST and admission to department)
EDE 351
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources in
reading, including the diagnosis and correction of reading difficulties. (Prereq.:
PPST and admission to department)
EDE 352
Creating Learning Environments: Kindergarten-Elementaryand
Field Experience
The study of strategies and methods of teaching and learning in the contexts
of educational, psychological, and sociological theories.
(Prereq.: PPST and admission to department)
EDE 375
Discovery Learning in the World of Kindergarten (.5 course)
Study and utilization of a variety of techniques and resources for teaching
kindergarten. (Prereq.: PPST, junior/senior standing, enrollment as close to
student teaching as possible, and admission to department)
EDE 381
Kindergarten-ElementaryCurriculum: Art, Music (.5 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to department)
EDE 382
Kindergarten-ElementaryCurriculum: Mathematics (.5 course)
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST
and admission to department)
130 Elementary Education
EDE 383
Kindergarten-Elementary Curriculum: Physical Education, Health
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to department)
EDE 384
Kindergarten-Elementary Curriculum: Social Studies, Thematic
Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department)
EDE 386
Kindergarten-Elementary Curriculum: Children's Literature
(.5 course)
Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to department)
EDE 387
Kindergarten-Elementary Curriculum: Language Arts
(.5 course)
Examination and preparation of materials and resources for language arts at
the kindergarten and elementary levels. Laboratory experiences. (Prereq.:
PPST, EDU 265, and admission to department)
EDU 388
Human Relations (.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to
all. (P/N grading only)
EDS 478
School and Society
(See Secondary Education for course description.)
EDE 481, 482, 483, 484 Student Teaching K-6 and Seminar
Observing and teaching at the kindergarten and elementary levels under the
supervision of College and elementary school personnel. (Prereq.: All KElementary coursework satisfactorily completed, admission into the education
department licensure program, PPST. P/N grading only)
EDU 491
Practicum and Seminar in Special Education
(See Special Education for course description.)
EDE 495
Topics in Education
(.5 course)
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDE 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission).
-
Elementary Education 131
Internships and Independent Study Courses:
EDE 199
lnternship
See description on page 85.
EDE 299
Directed Study
See description on page 86.
EDE 399
lnternship
See description on page 85.
EDE 499
Independent StudyIResearch
See description on page 86. A projected program must be outlined and
approved by the Kindergarten-Elementary education faculty.
I
t is the responsibility of each student to
meet all speclfic requirements of the education department. Secondary education students are expected to consult with education faculty regarding state requirements
for teacher licensure: in addition to conferring with the student's major field adviser.
Licensure requirements in the state
of Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program: baccalaureate degree, academic
major in an approved teaching area, and
the following courses:
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDU 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354
Creating Learning
Environments: Secondary Field
Experience
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483 Student Teaching/
Seminar
EDS 484 Student Teachingseminar (for
art, health, music, and physical
education teaching majors)
HPE 114 Health and ~afet~kducation
(or equivalent) (for art, health,
music, and physical education
teaching majors)
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
Methods course in major/minor areas
GPA of 2.5 overall, 2.5 in education,
2.5 in teaching major/minor and P in student teaching required. All required
EDUEDS courses must have a grade of 2.0
or higher. PPST and acceptance into the
Augsburg licensure program required.
Criteria for admission to the program are
available in the education department.
'32 Secondary Education
Art, Health, Music, and Physical
Education Licensure
Students preparing for licensure in one
of these areas follow the secondary education program even though they plan to
teach at the elementary school level. A person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
In addition to EDS 354, the art major will
register for EDS 361, 362; the music major
for EDS 355-359. Note: Recommendation
for teacher licensure in music is granted
only to students who successfully complete
the requirements for the bachelor of music
education major.
Art, health, and physical education
teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band (K-12) and classroom music (5-12); (2) Orchestra (K-12)
and classroom music (5-12); (3) Vocal and
classroom music (K-9); or (4) Vocal and
classroom music (5-12).
Modern Language Licensure
Modem Languages for information on the
required competency exams.
Licensing in a Minor Field
At the time of printing this catalog, the
State of Minnesota has not announced a
plan by which students will be able to
license in minor areas beyond August 1,
2000. Students should consult with an
education department adviser to determine
if this option continues.
Teacher licensure is available (prior to
August 1, 2000) in several minor fields
providing the student has a 2.5 GPA in that
field, has completed the methods course
for that field, and has student taught in the
field. Students may not student teach in a
minor only.
Students who entered the College
under a previous catalog and who will
complete their licensure after August 1,
2000, must complete the new state policies
for licensure.
(Also see natural science licensure
on page 206 and social studies licensure
on page 245.) Completion of some license
programs may require use of ACTC courses.
For modem language teachers (French,
German, and Spanish), see Department of
EDU 210
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. PSY 105 Principles of
Psychology is strongly recommended.
EDU 265
Orientation to Education in an Urban Setting and Field
Experience
Investigates various aspects of the teaching profession, with opportunity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
-
Secondary Education 133
EDU 282
Introduction to Special Education
(See Special Education for course description.)
EDS 295
Topics in Education
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
(See Elementary Education for course description. Prereq.: PPST and admission to department)
EDS 350
Reading in the Content Areas
(.5 course)
The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: required for secondary education. Upper division. (Prereq.: PPST and admission to department)
EDS 354
Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their applications for teaching in learning settings.
Laboratory experiences. (Prereq.: PPST and admission to department)
EDS 355
Music Methods (K-12)
%ends and issues in music education. The development of music skills and
teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354, PPST, and admission to department. Spring)
EDS 356, 357, 358, 359 Music Methods: Brass and Percussion, Woodwinds,
Strings, Vocal
(.5 course each)
Study and application of instructional methods, materials, and techniques.
Courses offered on two-year cycle. Even year: woodwinds, vocals. Odd year:
brass and percussion, strings. (Prereq.: PPST and admission to department)
EDS 361
Art Methods (Elementary and JuniorHigh School)
Procedures, materials, and issues relating to the teaching of art in the elementary, middle, and junior high schools. For art teaching majors only. (Prereq.:
EDS 354, PPST and admission to department. Fall)
EDS 362
Art Methods (Senior High School)
(.5 course)
Procedures, materials, and issues relating to the teaching of art in the senior
high school. (To be taken concurrently with EDS 361. Prereq.: EDS 354, PPST,
and admission to department. Fall)
EDS 364
English Methods
Materials and methods suitable for students in secondary schools. Emphasis
on the preparation of lesson and unit plans. Some teaching experience in a
local high school. The study of adolescent literature is included. (Prereq.: EDS
354, PPST, and admission to department. Joint day school and WEC. Fall)
34 Secondary Education
HPE 365
Physical Education Methods (K-6)
(See Department of Health and Physical Education for course description.
Prereq.: PPST and admission to department)
EDS 366
Modern Language Methods
(.5 course)
World language learning theory. The theory and practice of world language
teaching. (Prereq.: EDS 354, PPST, and admission to department. Consult with
the modem languages department. Joint day school and WEC. Fall)
HPE 368
EDS 374
(.5 course)
(See Department of Health and Physical Education for course description.
Prereq.: PPST and admission to department)
Physical Education Methods (7-1 2)
Natural Science Methods
(.5 course)
Course structures, goals, and procedures in science education. Consideration
of ability levels of students. Survey and assessment of classroom textbooks and
materials. Development of a file of teaching materials and references. Consult
with the education department. (Prereq.: EDS 354, PPST, and admission
department. Joint day school and WEC. Fall)
EDS 375
Social Studies Methods
(.5 course)
Introduction to the teaching of social sciences and history in secondary school
classrooms. Emphasis on instructional strategies and curriculum development.
Consult with the education department. (Prereq.: EDS 354, PPST, and admission to department. Joint day school and WEC. Fall: WEC)
EDS 376
Speech and Theatre Arts Methods
(.5 course)
The teaching of basic speech, interpretative reading, discussion and theatre,
and directing of co-curricular speech and theatre activities. (Prereq.: EDS 354,
PPST, and admission to department. Spring)
EDS 377
Mathematics Methods
(.5 course)
Study of the basic techniques and materials for teaching secondary school
mathematics and the consideration of trends and issues in mathematics education. Consult with the education department. (Prereq.: EDS 354, PPST, and
admission to department. Spring)
EDU 388
Human Relations
(.5 course)
(See Elementary Education for course description. Open to all.)
EDS 478
School and Society
Emphasis on points of view about the role of school in modem society and
final theoretical preparation to approach student teaching. (Prereq.: senior
standing, EDU 265, PPST, and admission to department)
-
Secondary Education 135
EDS 481,482,483,484 Student Teaching and Seminar
Observing and directing learning at the secondary level under supervision of
college and secondary school personnel. Three courses required of all 7-12
licensure majors and four courses required of K-12 art, music, and physical
education licensure majors. Four or more courses required of double majors.
(Prereq.: completion of all education coursework and admission to the department, PPST. P/N grading only)
EDS 495
Topics in Education
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDS 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking licensure
in a teaching area. May be taken more than once for credit (by permission).
See department listing for a description of the following approved elective:
HPE 410
Administration and Supervision of the School Health Program
(See Department of Health and Physical Education for course description.
Prereq.: PPST and admission to department)
Internships and Independent Study Courses:
EDS 199
lnternship
See description on page 85. Student must consult with the departmental
internship coordinator before registering for academic credit.
EDS 299
Directed Study
See description on page 86.
EDS 399
lnternship
See description on page 85. Prior to the beginning of the term, interested students should consult with the departmental internship coordinator regarding
requirements and permission to register.
EDS 499
lndependent Study/Research
See description on page 86. A projected program must be outlined that meets
the approval of education faculty.
136 Secondary Education
-
Non-Licensure Education Studies Major
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
or EDU 264
Orientation to
Education (.5 credit)
with EDS 25UEDE 263 Clinical
Experience
EDU 210 Learning and Development in
an Educational Setting
EDU 353 International Education
EDE 352 or EDS 354 Creative Learning
Environments
EDE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
EDU 388 Human Relations
EDE or EDS 399 Internship
EDS 478 School and Society
A. Select one from the following:
ENG 223 Writing for Business and the
Professions
POL 325 Public Administration
PSY 357 Behavior Analysis
PSY 230 and 330 Research Methods 1 65 I1
SOC 349 Complex Organizations
SOC 362 and 363 Statistical Analysis
and Research Methods
B. Select one from the following:
PSY 357 Behavior Analysis
PSY 359 Psychological Assessment
PSY 361 Personality
PSY 371 Psychology of Gender
SPC 345 Organizational Communication
SWK 30 1 History and Analysis of
Social Policy
Other A, B course options may be possible. Students must achieve a minimum
grade of 2.0 in each education course. A
minimum GPA of 2.0 in the major is
required for graduation.
Non-Licensure Elementary Education
Major
Complete the same coursework as listed in the elementary major but delete the
student teaching courses (EDE 481-484).
Complete two additional courses from the
following:
EDU 353 International Education
EDE 399 Internship
ENG 223 Writing for Business and the
Professions
POL 325 Public Administration
PSY 355 Biopsychology
PSY 356 Environmental Psychology
PSY 359 Psychological Assessment
SOC 349 Complex Organizations
SPC 345 Organizational Communication
SWK 301 History and Analysis of
Social Policv
Other course options may be possible.
Complete a n academic minor or second
major. Minimum grade of 2.0 B required in all
education courses. A cumulative major and
minor GPA of 2.0 is required for graduation.
Minor
The special education minor offers six
courses (five plus one prereq. for PSY
course) that encompass an interdisciplinary perspective related to the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor
consists of a minimum of six courses:
EDU 282 Introduction to Special
Education
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 The Individual in a Social
World
or PSY 105 Principles of Psychology
(either course is a required prerequisite
for PSY 351,352,353, or 357)
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
One course from the following:
SOC 265 Culture, Ethnicity, Gender,
and Race
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
EDU 495 Topics in Education: (Topics in
Special Education Only)
PSY 357 Behavior Analysis
PSY 359 Psychological Assessment
Students should contact the director
of special education at the outset of
coursework.
EDU 282
Introduction to Special Education
An introduction to issues facing people with disabilities. Critical issues related
to schools, family, and society are examined, as well as existing attitudinal barriers and current methods of support. (Open to all. Fall)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. (Students planning to take this course should consult
with the special education coordinator about a placement prior to registering
for the course. Prereq.: completion of special courses for special education
minor or consent of instructor. Open to all. Spring)
A
ugsburg College has cooperative
arrangements
with three universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; Washington University
School of Engineering and Applied
Science, St. Louis, Missouri; or Michigan
Technological University, Houghton,
Michigan. Because of the special requirements and opportunities of these programs, early consultation with the
Augsburg engineering adviser is necessary.
Applications for these programs require the
recommendation of the Augsburg engineering adviser.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Art~IBachelorof
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The cumculum is the same as the
B.A.B.E. cumculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate cumculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A.M.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A.M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University
(Three-Year Plan)
Michigan Technological University
(Dual-Degree Plan)
These two programs enable students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they com-
-
Engineering 1 3
plete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg engineering
adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Minimum course requirements for
admission to the dual-degree or three-two
programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics 11
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations
Additional courses to meet general education requirements and a total of 27 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121,122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
7r
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the writing lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin, David Hudson, Marilyn Kramer,
Roseann Lloyd, Carter Meland, John
Mitchell, Catherine Nicholl, Ronald
Palosaari,John Schmit
Major
Nine courses above ENG 111,including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
-
English 14.
Majors are encouraged to consult their
departmental adviser regularly A student
with a double major or special program
that involves considerable work in the
English department should also work
closely with an adviser in the department.
English-Language Arts Teaching Major
10 courses, including those listed under
the major, and:
ENG 345 Introduction to the
English Language
ENG 399 Internship in Teaching Writing
EDS 364 English Methods
and one course with a component in
non-Western literature (for example,
ENG 361).
In addition, the ACTC courses,
Communication Skills in the English
Classroom and Teaching Mass Media,
are required. Courses in early American
literature, Shakespeare, and film are
recommended.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
Oct. 15 in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG 111).
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at,least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students who do not
show competence in composition skillssuch as stating and supporting a thesis,
organizing clearly, and constructing paragraphs and sentences--are required to
enroll in ENG 101 Developmental Writing
where they receive more individual instruction than is possible in ENG 111 Effective
Writing. These students must pass ENG
101 Developmental Writing before
enrolling in ENG 111 Effective Writing.
Students in Effective Writing (ENG
111)and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
142 English
of class (without special permission.
petition). Students who choose to receive
a traditional grade in either course will
receive a grade of N if their work is
below a 2.0.
ENC 101
Prerequisites
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature and/or consent of the instructor.
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
,$his course k 2.0
ENG lJ
a-
kv,
Effective Writing
*
s C e b @I? in wyMuOt
d&-
.
Ernphsis is on r spusi~ion, including learning research techniques and writing
cnrical reriews. . h e n t i o n i s given to increasing students' effectiveness in
chuosing, u~ganizing, nd developing topics; thinking critically; and revising
)lor clariry and sylc. A rcriring lab is provided for those needing additional
., ,
h ~ 1 pThe m i n ~ m u mp a w I I graded-&Q!
~
Fxpc-
ENG 218
);;'i..~.-
*
Li;p.,-,
American Indian literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions. (Spring)
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses, and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format-stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
-
English 141
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111. Fall)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
ENC 236
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
ENC 241
lntroduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
ENC 251
Readings in American Literature
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity, the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modem period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Spring)
'44 English
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
ENC 327
Advanced journalism: Interviewing and Editing
Emphasis is on interviewing, organizing, and writing the story, and editing the
work of others. Students conduct interviews and critique the interview skills
of others. They edit their own work and that of other writers. A brief introduction to layout and design is included. (Prereq.: ENG 227. Alternate years)
ENC 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENC 341
Advanted Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 347
Quantitative Journalism:Computer-Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
-
English 14:
ENC 350
American Literature Before 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
ENC 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
All 400-level courses will involve some reading and study of literary criticism 01; in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENC 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th-century
beginnings to the 20th century. Novels studied are selected from the works of
such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte,
Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate
years)
ENC 436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: consent of instructor)
ENC 438
Shakespeare
Study of major plays-comedies, histories, and tragedies. Additional plays are
assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivatedwriter, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques for
gathering information. (Prereq.: ENG 225 and consent of insmctor. Alternate years)
'4English
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: consent of instructor)
See department listingfor a description of thefollowing approved elective:
THR 325
Playwriting
Internships and Independent Study Courses:
ENC 199
lnternship
See description on page 85.
ENC 299
Directed Study
See description on page 86.
ENC 399
lnternship
See description on page 85.
ENC 499
Independent StudyIResearch
See description on page 86. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
See listing under Modem Languages.
G ENERAL STUDIES-GST
S
ome courses help to integrate learning around topics in ways that are different
from the more traditional disciplines.
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty.
CST 009
Cooperative Education
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies.
CST 200
Quantitative Reasoning
Critical thinking about statistics as evidenced in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 )
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/se~ce/cooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
See listing under Modem Languages.
v
irmally all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the occasional participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Interim: odd years)
HPE 390 Insmctional Methods and
Materials (Interim: even years)
HPE 410 Administration and Supervision
of the School Health Program
(Interim: odd years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
\
BIO 220 Microbiology- w 1 L h =
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
Health and Physical Education Faculty
Carol Enke (Chair), Brian Ammann,
Marilyn Florian, Paul Grauer, Alvin
Kloppen, Lauri Ludeman, Patricia Murphy,
Jack Osberg, Joyce Pfaff, Paul Kriegler
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
...... .....
-
Health and Physical Education 1 4
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
HPE 101, 110,114, 115,316,320,390,
450, BIO 103. Students interested in the
teaching minor should consult with the
health education department adviser.
PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 223 Team Sports
HPE 23 1 Individual and Dual Sports
HPE 232 Dance (Interim)
HPE 254 Introduction to Development1
Adapted Physical Education
HPE 275 prevention and Care of Athletic
Injuries (Interim)
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Cuniculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
HPE 101,115,210,223,231,232,351.
There is no PE teaching minor in
Minnesota public schools.
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Interim, odd years)
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
And advanced athletic training (ACTC
schools)
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
'So Health and Physical Education
HEALTH EDUCATION
HPE 101
Fitness For Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modem concepts and practices of health and healthfur living applied to the
individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and s e ~ c e s(Fall,
.
Spring)
HPE 116
Health Concepts for Educators
(.5 course)
A course to prepare future teachers for their role in the school health program.
Includes common childhood health problems with an emphasis on prevention. (Fall, Spring)
HPE 299
Directed Study
Independent study for lower division credit.
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring)
HPE 355
Tests and Measurement (.5 course)
Sunrey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 450
Current Health Issues (.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
Health and Phvsical Education 15'
PHYSICAL EDUCATION
HPE 002, 003 Lifetime Sports (.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
Introduction to Physical Education
(.5 course)
History, principles, and philosophy of physical education and sport. (Spring)
HPE 220
Motor Learning (.5 course)
The study of the processes associated with developing motor skills relative to
physical activity. (Spring)
HPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmentaVadapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 323
Team Sports
Theory and practice in team sports including history, rules, and skill development. (Spring)
HPE 331
Individual and Dual Sports (a
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Spring)
51
'52 Health and Physical Education
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
HPE 368
Physical Education Methods (7-12)
(-5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
lnternship
See description on page 85.
HPE 299
Directed Study
See description on page 86.
HPE 399
lnternship
See description on page 85.
HPE 499
Independent StudyIResearch
See description on page 86. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Christopher Kimball (Chair), Jacqueline
deVries, William Green, Donald Gustafson,
Richard Nelson
(either survey or upper level) from each of
the four areas: ancient and medieval, modem Europe, U.S., and non-Western.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
idennfy current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Honors Major
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Prerequisites
Major
Eight courses plus the seminar. At least
four of these courses must be upper division. A major must have at least one course
Satisfactory completion of a lower division course is normally required before
enrolling in an upper division course. See
instructor for permission.
- History
154
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 220
America to 1815
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
HIS 221
19th-Century U.S.
A survey emphasging cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 222
20th-Century U.S.
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
-
History 1%
HIS 228
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early modem period to the present with an emphasis on the place of Scandinavian society in European and world history.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 311
Topics in Women's History
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 326
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
' 5 6 History
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
@A5
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 170 in
International Studies.)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's fleatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
-
History 15;
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 495
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
Internships and Independent Study Courses:
HIS 199
Internship
See description on page 85.
HIS 299
Directed Study
See description on page 86. A maximum of one course in directed study may
be applied to the major.
HIS 399
lnternship
See description on page 85.
HIS 499
Independent StudyIResearch
See description on page 86. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
I
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
Through interdisciplinary courses, students
gain greater insight and understanding of
cultures and perspectives different from
their own. Through these experiences students are better prepared to become contributing members of the global community
Augsburg also offers students the
opportunity to major and minor in
Women's Studies, and to minor in metrourban studies and American Indian studies.
For other interdisciplinary course
listings, see International Studies.
American Indian studies is a minor that
gives students the opportunity to learn
about the original, indigenous cultures of
INS 105
North America. Courses are cross-disciplinary, representing the religion, modem
language, art, history, English, and
women's studies departments. Interdisciplinary courses are offered as well in
cinema and contemporary issues. This
integrated course of study exposes students
to the beauty and richness of the diverse
tribal cultures still existing in our
country today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian studies to get a minor.
The only
are INS 105 and at
. requirements
least one upper division course. These
courses may also be taken as part of majors
or minorsin other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an o v e ~ e w
of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language. (Required for
American Indian studies minor.)
OJB 111, 112 Beginning Ojibwe
(See Department of Modem Languages for course description.)
ENC 216
American Indian Literature
(See Department of English for course description.)
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China. (Cross-listedwith the Women's Studies Program.)
-
Interdisciplinary Studies 155
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural
change and religious, traditional persistence among selected American Indian
tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies.
ART 290
Tribal Arts and Culture
(See Department of Art for course description.)
INS 320
American Indian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today (Prereq.: one course in women's studies or
American Indian studies or consent of instructor. This course also applies to
women's studies.)
HIS 326
American Indian History
(See Department of History for course description.)
REL 370
American lndian Spirituality and Philosophical Thought
(See Department of Religion for course description.)
REL 231
Religion in African American History
(See Department of Religion for course description.)
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
HIS 241
Topics in African American History
(See Department of History for course description.)
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Interdisciplinary Studies 161
Internships and Independent Study Courses:
INS 199
Internship
See description on page 85.
INS 299
Directed Study
See description on page 86. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See description on page 85. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study-Metropolitan
Resources
An independently-designedcourse developed by a student (or group of students),
utilizing the memopolitan resources available, e.g., lectures, symposia, performances,
hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of insmctor)
INS 499
Independent StudyIResearch
See description on page 86. (Prereq.: POL 484 or SOC 363)
URBAN STUDIES OPTIONS
THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinary field learning programs of exceptional quality, located in
Scandinavia, South America, Central
America, and the Twin Cities.
Also see International Studies listings.
I. Metro-Urban Studies Term (MUST)
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 85.
162 Interdisciplinary Studies
II. City Arts
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 85.
Ill. See HECUA under International Studies (SUST, SAUS, CILA, and CUSLA)
Nordic area studies is an interdisciplinary program drawing on the combined
resources of the ACTC schools and the
Nordic Center at Augsburg College. The
curriculum treats Norden (Denmark,
Finland, Iceland, Norway, and Sweden) not
only as a geographical area, but as an integrated cultural region with a shared history,
common values, and a high degree of political, social, and economic interdependency.
Courses in Nordic area studies postulate a
Nordic regional identity as a context in
which to appreciate the differences
between the five individual countries and
to understand the complexity of their
interactions among themselves and the
global community.
Coordinator
Frankie Shackelford
Major
Eight upper division courses.
Minor
Four upper division courses.
Other Requirements
At least four of the upper division
courses required for the major must be
Augsburg courses. The remainder may be
transfer credits included in the major on
approval of the program coordinator.
Students graduating with a major or minor
must also present the equivalent of intermediate level competence in a
Scandinavian language. See Norwegian Ianguage course listings under the
Department of Modem Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
-
Interdisciplinary Studies 163
HIS 231
Scandinavian History: Prehistoric to 1750
An inmoduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early
modem period to the present with an emphasis on the place of Scandinavian
society in European and world history.
NAS 330
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
'64 Interdisciplinary Studies
Internships and Independent Study Courses:
NAS 199
Internship
See description on page 85.
NAS 299
Directed Study
See description on page 86.
NAS 399
lnternship
See description on page 85.
NAS 499
Independent StudyIResearch
See description on page 86.
For degree and major requirements see page 263.
I
ntemational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modem language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 346,352,354,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332. GER 332. NOR 331. SPA 331.
SPA 332, NAS 330 (See Modem Languages.)
Director
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universitiescan be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Norma Noonan
Honors Major
Required courses:
ECO 112 Principles of Macroeconomics
or ECO 113
Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
GPA of 3.6 in the major; 3.0 overall. In
addition to fulfilling the requirements for
the major, the student mus; complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
166 International Studies
Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenshiv.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
I
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus.
Courses abroad can fulfill major, distributiodgeneral education, and graduation
requirements when approved by the
appropriate program directors and
faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the Center for Global Education
or through International Partners.
Applications are due December 15 for
study off campus for the next year. The
cost for many programs is equivalent to
full room, board, and tuition for on-campus study, plus airfare. Financial aid
is granted on the same basis as oncampus study.
THE CENTER FOR GLOBAL
EDUCATION
The Center for Global Education facilitates sound academic experiences that prepare people to think more critically about
global issues and to work toward a more
just and sus,tainable world. The center's
cross-cultural programs explore a diversity
of viewpoints and are grounded in the perspective of the poor and of others struggling for justice and human dignity.
International Studies 167
The center's study programs are conducted in Mexico, Central America, and
Namibia. Students experience three distinct types of living situations, which
include living with other participants in a
community house, spending several days
in a rural setting and several weeks living
with host families. They also travel together
on two-week seminars: from Mexico to
Central America, and Namibia to
South Africa.
International study programs administered by the Center for Global Education
and approved through Augsburg are
listed below. For information on these
programs, contact the academic programs
abroad office.
INTERNATIONAL PARTNERS
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe and Japan.
Under these agreements International
Partner students from abroad receive part
of their academic training at Augsburg, and
qualified Augsburg students are guaranteed
admission to partner institutions, where
courses are pre-approved for credit toward
graduation requirements at Augsburg.
Study abroad through International
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, a one-month Interim,
or a summer session. Participation may be
on an individual basis or as part of a student group accompanied by Augsburg faculty. For further information, contact the
International Partners office.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Colombia,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, room, and board for one
semester on campus, plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
International study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the academic
programs abroad office at the Center for
Global Education.
168 International Studies
-
WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES (MEXICO)FALL
This program explores the experience of women in Latin America, focusing on their
roles in economic development, social change strategies, and the connections women are
drawing among issues of gender, race, class, and global economics.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
approved for credit in women's studies. Application deadline is April 1.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
POL 359
Women in Comparative Politics-Women
in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociaVpolitical transformation.
-
International Studies 169
GENDER AND THE ENVIRONMENT LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
SPA 356
SOC 286
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
Social Stratification
A study of social stratification theory, focusing on its application in the Latin
American context. Special attention will be given to the forms, causes, and
consequences of gender, class, and raciallethnic stratification in Mexico.
REL 31 1
Theology, Ethics, and the Environmerrt
An o v e ~ e w
of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America.
MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
170 International Studies
HIS 346
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
INS 499
Internships
W SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA-FALL
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua. Application deadline is April 1.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
INS 267
Contemporary Social Movement in Central America
This course focuses on social movements in the region and their relationship
to the environment. Students explore impact of ongoing colonization and
modernization on indigenous cultures.
ECO 325
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
-
lnternatiozl Studies 171
WOMEN AND DEVELOPMENT SOUTHERN AFRICAN PERSPECTIVES
(NAMIBIA)-SPRING
This intensive navel and study program is desigmd to introduce parddpants to the
central issues facing %them Africa, with emphasis on the experience of women. The program introduces studenrs re the struggle of women in Buthem Ahim, to the history of
&& role in society, and to the situation that exists for women in Afnca. Application deadline is Q c t 15.
SOC 236
Family Systems and Social Policy in Southern Africa
Using a cross-cultural approach, this course examines the family as a social
institution in Namibia and South Africa. A family stay will serve as a
laboratory for students to observe various aspects of family life in Namibia.
INS 312
The Development Process-Southern Africa
Thii course provides the opportunity tr, reflect critically on issues of development, hunger. injustice, and h m n rights. with special emphasis given to the
experience of women. The cobrse examines beic hearies of development.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
POL 359
Topics: Women in Comparative Politics-Southern Africa
This course is an integrative seminar focusing on the participation of women
in struggles for liberation in Southern Africa and on their emerging role in
newly-independent Namibia.
INS 499
Internships
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
This interdisciplinary program focuses on the contemporary Scandinavian societies and
issues of the development of cities, urban problem solving, and urban life. Local, regional,
and international field study and site visits in Scandinavia and the former Soviet Union.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the chair of the modem
languages department for language credit.
l7* International Studies
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world of
superpowers and their role in issues of peace, conflict resolution and arms
control, East-West relations, European security, trade, and the Third World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as reflected in
its art and literature. Selected works for survey of Norwegian history with
emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social, and cultural policies and practices as
a reflection of issues of the modem welfare state and social democracies.
Includes historical survey of transformations from rural and regional cultures
to urbanized and advanced industrialized nations. Emphasis on Norway, with
field travel to other capitals for a comparative view.
INS 499
Internships (Students may choose either INS 373 or 499)
SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAM)-FALL
This semester-in-the-city program is located in either Bogota, Colombia, or Quito,
Ecuador. This interdisciplinary program focuses on the relationships between Third World
development and the consequences of urbanization, especially inequality in Latin America.
Analyses of competing theories of development are integrated with field study in the host
city and outlying regions.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an independent
study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics, culture, and
arts with emphasis on program sites as case studies. Focus is on economic
development issues, theories, and models applicable to Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin America.
Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories
of urbanization and development are compared.
INS 363
Wealth, Poverty, and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis on
field study in banio communities and site visits to public and private agencies
dealing with urban problems.
INS 499
Internships
International Studies 173
COMMUNITY INTERNSHIPS IN LATIN AMERICA (CILA)
CILA combines a n internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Bogota, Colombia,
students live with local families, work in an agency three days a week, and meet as a group
twice a week.
INS 366
COMMUNITY PARTICIPATION FOR SOCIAL CHANCE
Examines pressing social realities and policy initiatives in Colombia in recent
decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools
to evaluate strategies for social, political, and economic development.
Integrates readings, guest lectures, faculty and student presentations, discussions, and field work.
INS 499
INDEPENDENT STUDY
Students define topic of interest related to program themes and use analytical
tools gained in CILA to study a particular issue or case. A faculty member
advises the student throughout to assure adequate focus and incorporation of
primary field research in the project design.
INS 399
INTERNSHIP PLACEMENT AND SEMINAR (2 course credits)
Placement matches student-defined goals and interests with one of a wide
range of agencies working toward community development and social change.
Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student, agency,
and program for the term. The internship seminar provides for structured
reflection, analysis, and integration of the experience.
CULTURE AND SOCIETY I N LATIN AMERICA: COLOMBIA OR ECUADOR
(CUSLA)-SPRING
This interdisciplinary program focuses on developments and social change in Latin
America through the study of ideology, as reflected in literature, the arts, and the ways in
which ideologies shape social realities.
INS 360
Latin American Literature: Perspectives on Social Change
Study of selected literary works that illustrate social realities and express a
variety of perspectives on Latin American societies and social change.
Historical survey of the dominant trends in Latin American thought as manifested in major artistic periods.
INS 364
Latin American Arts and Society
Introduction to theoretical frameworks for examining the relationships among
art, ideology, and society Intensive readings include works by theorists from
Europe, the U.S., and Latin America.
74 International Studies
INS 367
Ideologies of Social Change in Latin America
Theories of ideology and overview of Latin American ideologies related to
development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependence, and
Manrism.
INS 499
Internships
Internships and Independent Study Courses:
INS 199
Internship
See description on page 85.
INS 299
Directed Study
See description on page 86.
INS 399
Internship
See description on page 85.
INS 499
Independent StudyIResearch
See description on page 86.
Check with the specific international studies program directorfor requirements in the program.
See listing under Business Administration, Accounting, and Management
Information Systems.
M
Mathematics Faculty
Ken Kaminsky (Chair), Larry Copes,
Suzanne Doree, Rebekah Valdivia
athematics is the study of structure and relationships, providing tools for
solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thought processes helps strengthen
the problem solving and quantitative reasoning skills that are increasingly expected
of every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education. Students majoring in many disciplines that involve structure or relationships find it helpful to acquire a minor or a
second major in mathematics.
MAT 145
MAT 146
MAT 245
MAT 246
MAT 314
MAT 324
CSC 160
Mathematics is also a discipline in its
own right. Students majoring in mathematics acquire the skills necessary to serve
society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at
Augsburg develop their abilities to reason
abstractly, to conjecture critique and justify
their assertions, to formulate questions, to
investigate open-ended problems, to read
and comprehend precise mathematical writings, to speak and write about mathematical ideas, and to experience working in
teams on mathematical projects. These students can prepare for graduate school, for
work in industry or service professions, or
for teaching mathematics in grades 7-12.
Teaching Licensure Major
The department's programs support work
toward those goals. Students may choose
either a standard mathematics major, a
mathematics major with concenaation in
applied mathematics, or a mathematics
major toward secondary education licensure.
Augsburg's urban location allows students to
gain experience working with mathematics
through internships, cooperative education,
and the practicum and colloquium courses.
Major
Calculus I
Calculus I1
Calculus 111
Linear Algebra
Abstract Algebra
Analysis
Introduction to Computer
Science and Communications
or CSC 170 Structured Programming
or one other computing course with
departmental approval
Three electives from MAT courses above
200, at least one of which is above 300
Also required: MAT 491 Mathematics
Colloquium, junior and senior years (noncredit)
Note: At least two MAT courses above 300
must be taken at Augsburg.
The State of Minnesota has specific
licensing requirements for teachers. The
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for licensure
are the same as the major, with the electives specified as MAT 271 Discrete
Mathematical Structures, MAT 351 Modem
Geometry, and MAT 373 Probability and
Statistics I.
76 Mathematics
Mathematics Major with concentration in Applied Mathematics
Twelve courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 324 Analysis
CSC 160 Introduction to Computer
Science and Communications
or CSC 170 Structured Programming
or one other computing course with
departmental approval
PHY 121 General Physics I
PHY 122 General Physics I1
or one course in a mathematics-related
area with departmental approval
Three electives from:
MAT 271 Discrete Mathematical
Structures
MAT 327 Special Functions of
Mathematical Physics
MAT 373 Probability and Statistics I
MAT 374 Probability and Statistics I1
MAT 385 Mathematics Practicum
or other MAT courses with
departmental approval
Also required: MAT 491 Mathematics
Colloquium, junior and senior years (noncredit)
Note: At least two MAT courses above 300
must be taken at Augsburg.
Honors Major
GPA of 3.5 in major, 3.1 overall, and independent study at an advanced level.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
Three electives from MAT courses above
200, at least one of which is above 300.
Note: At least one MAT course above 200
must be taken at Augsburg.
Math Placement Group (MPG)
Before enrolling in any mathematics
course, students must have the required
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have mansferred in a mathematics course taken at another college may
have their Math Placement Group determined by the registrar's office. Students
who have passed the College Board
Advanced Placement Exam in calculus
should consult with the mathematics
department. All other students must take
the Augsburg Math Placement Exam,
which is administered by the Academic
Advising Center. The exam is given during
college registration sessions and at other
announced times during the year. Practice
questions and other information are available from the Academic Advising Center.
Students needing to advance their Math
Placement Group may work with the
Academic Enrichment Center to take the
appropriate MAT course or study on their
own and retest. Additional information
about the Math Placement Exam is available from the Academic Advising Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
-
Mathematics 17;
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models. Emphasis on
applications to the social and natural sciences, business, and everyday life.
Successful completion advances students to MPG 3. Students in MPG 3 or 4
should consult the department, as should students preparing for MAT 114
(Prereq.: MPG 2 and either a year of high school algebra or consent of instructor. Fall, spring)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions.
For students planning to take MAT 145. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
instructor. Successful completion advances student to MPG 4. (Prereq.: MPG
3. Spring)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear programming, and graph theory. Emphasis on quantitative reasoning. Students
who have completed MAT 271 may not register for credit. (Prereq.: MPG 3.
Varies)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the social
and behavioral sciences. Emphasis on quantitative reasoning. Students who
have completed MAT 145 may not register for credit. (Prereq.: MPG 3. Varies)
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization. Primarily for students not intending further
study in mathematics. (Prereq.: MPG 3. Varies)
MAT 132
Numeracy for Contemporary Society
An examination of mathematics in an interdisciplinary and applied setting
with an emphasis on quantitative reasoning and connections to students' life,
work, and interests. Primarily for students not intending further study in
mathematics. Students who have completed another Quantitative Reasoning
Graduation Skill course may not register for credit. (Prereq.: MPG 3. Varies)
MAT 145,146 Calculus I, II
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series. Emphasis on skills of mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 or
consent of instructor for MAT 146. Fall: 145. Spring: 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. Emphasis on quantitative reasoning. (Prereq.: MPG 3. Varies)
78 Mathematics
MAT 173
Math of Interest
Concepts from elementary financial mathematics such as annuities, loan payments and mortgages, and life insurance. Emphasis on quantitative reasoning.
(Prereq.: MPG 3. Varies)
MAT 245
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146. Fall)
MAT 246
Linear Algebra
Concepts from linear algebra such as systems of linear equations, linear programming, matrices, linear transformations, abstract vector spaces, determinants, eigenvalues, orthogonality, and linear regression. Emphasis on oral presentations of mathematical ideas and applications. (Prereq.: MAT 245 or MAT
271. Spring)
MAT 247
Modeling and Differential Equations
Concepts from differential equations such as methods of solving first and second order equations, modeling using difference equations and differential
equations, and applications to the sciences. (Prereq.: MAT 146. Spring)
MAT 271
Discrete Mathematical Structures
Concepts from areas such as combinatorics, number theory, graph theory,
recursions, set theory, countability, and formal logic. Emphasis on algorithmic
thinking, mathematical reasoning, conjecturing, and reading and writing
proofs. (Prereq.: MAT 146. Fall)
MAT 314
Abstract Algebra
Concepts of algebra within abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246. Also recommended: MAT 271. Fall)
MAT 324
Analysis
Concepts of calculus such as functions, derivatives, integrals, and series in a
theoretical setting. Emphasis on written communication of mathematical
ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271. Spring)
MAT 327
Special Functions of Mathematical Physics
(See PHI 327.)
MAT 351
Modern Geometry
Concepts of geometry such as projective geometry, non-Euclidean geometries,
transformations, and fractals. (Prereq.: MAT 245 and 246. Spring)
MAT 373
Probability and Statistics I
Concepts of probability such as methods of enumeration, random variables
and probability distributions, expectation, the central limit theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245. Fall)
Mathematics 17!
MAT 374
Probability and Statistics II
Concepts of statistics such as sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373.
Spring)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains service-learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of
instructor. Fall)
MAT 481
Topics in Mathematics
Study of an advanced topic such as complex analysis, numerical analysis,
mathematical biology, operations research, chaotic dynamical systems, fractal
mathematics, knot theory, topology, or foundations of mathematics. (Prereq.:
at least two of h4AT 245, 246, 247, or 271 and consent of instructor. Interim)
MAT 491
MAT 199
Mathematics Colloquium (.O course)
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. (Fall, spring)
lnternship
See description on page 85.
MAT 299
Directed Study
See description on page 86.
MAT 399
lnternship
See description on page 85. (Prereq.: At least one upper division MAT course
and consent of instructor)
MAT 499
Independent StudyIResearch
See description on page 86.
METRO-URBAN
STUDIES
See listing under Interdisciplinary Studies.
18* Modern Languages
FRE 21 1, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 21 1; spring: 212)
FRE 243
French Literature in Translation
Major representative works of French literature are read in English translation.
Through assigned readings, class discussion, and written reaction, students
become acquainted with artistic qualities and cultural-historical significance of
these works. (On demand)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 312
French Expression
A two-pronged approach to coherent and correct expression in speaking and
writing. Attention to grammatical structures, French turns of phrase, and elementary stylistics for business and personal use. French phonology and speech
group practice, study of spoken models from the media. (Prereq.: FRE 311 or
consent of instructor. On demand)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
-
Modern Languages 18:
FRE 351, 353 Survey of French Literature I, I1
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 355
20th-Century Literature
A survey of the major French literary movements since World War I, including the novel, the theatre, poetry, the essay, and criticism. Classes, oral and
written reports, and laboratory texts in French. (Prereq.: FRE 311 or consent
of instructor. Spring: on rotational basis)
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 450
French Seminar: Novel, Drama, Poetry, Short Story
In-depth study of a topic or genre in French literature. Student presentations
in French. For advanced students. (See also Interim catalog. Prereq.: FRE 311
or consent of instructor. On demand)
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 85.
FRE 299
Directed Study
See description on page 86.
FRE 399
Internship
See description on page 85.
FRE 499
Independent Study/Research
See description on page 86.
GERMAN (CER)
CER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. Laboratory materials available. (Fall: 111;spring: 112 )
'84 Modern Languages
CER 21 1, 212 Intermediate Cerman I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212)
CER 244
Cerman Literature in Translation
Principal works of German literature representing Medieval to modem periods
are read and discussed in English. Readings are considered in the context of
Gennan cultural history as well as in context of the universal human condition. (On demand)
CER 295
Topics in Literature, Culture, or Linguistics
CER 311
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
CER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
CER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
CER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 311 or consent of
instructor. On demand)
CER 351
Cerman Literature Through the 18th Century
Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm and
Stress, Classic, and Romantic literature. Readings and discussion in Gennan
supplemented by lectures on the history of German literature in its cultural
and geopolitical context. (Prereq.: GER 311 or consent of instructor. Spring:
on rotational basis)
-
Modern Languages 185
CER 352
German Literature: The 19th Century
Study of later Romanticism, Young-Germany, Poetic Realism, Naturalism, and
Impressionism. Lectures include the literary reaction to the decline of idealistic philosophy and the rise of technology and science. Readings and discussion
in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational
basis)
GER 353
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German
with class discussions designed to aid students' self-expression in German.
(Prereq.: GER 311 or consent of instructor. Spring: on rotational basis)
GER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor. Fall)
CER 451
German Prose
Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural
and geopolitical history. (Prereq.: GER 311 or consent of instructor. On
demand)
CER 452
German Drama
Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat
the historical development of the drama. (Prereq.: GER 311 or consent of
instructor. On demand)
CER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
CER 199
lnternship
See description on page 85.
GER 299
Directed Study
See description on page 86.
CER 399
lnternship
See description on page 85.
GER 499
Independent StudyIResearch
See description on page 86.
-Modern Languages
JAPANESE(JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
LINGUISTICS (LIN)
LIN 289
Introduction to Linguistics
An introduction to linguistic analysis and general linguistic principles, with
focus on linguistic universals and psycholinguistics. Theoretical questions will
be approached by studying samples of various languages. No prerequisite.
Recommended for all language majors and minors. (On demand)
LIN 311
Theories of Grammar
Comparative analysis of various views of language represented in current linguistic research with the aim of distinguishing underlying philosophical
assumptions, investigational criteria, and explanatory goals. The theories will
be contrasted with those of adjacent disciplines. (On demand)
Internships and Independent Study Courses:
LIN 299
Directed Study
See description on page 86.
LIN 499
Independent StudyIResearch
See description on page 86.
NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NOR 21 1
Intermediate Norwegian I, II
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. Laboratory
work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
-
Modern Languages 187
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural devel-
opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 85.
NOR 299
Directed Study
See description on page 86.
NOR 399
lnternship
See description on page 85.
NOR 499
Independent StudyIResearch
See description on page 86.
' 8 8 Modern Languages
OJIBWE(OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
OJB111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
RUSSIAN (RUS)
One year of Russian is offered at Augsburg. Russian language studies may be continued
in the ACTC Russian, Cenmal, and East European Studies Program, which requires two
years of language for the major (see page 243). See the Russian, Central, and East
European Studies Program campus adviser for more information.
RUS 111, 112 Elementary Russian I, II
Aims to develop reading, writing, understanding, and conversational skills
through oral classroom practice, elementary readings, short compositions, and
a growing acquaintance with Russian culture. Extensive use of the language
lab. (Fall: 111; spring: 112)
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 105,106 Living Spanish I, II
Modified introductory level Spanish courses designed to accommodate students with recognized learning disabilities in the area of language learning.
Emphasis is placed on listening comprehension and vocabulary building
toward conversational goals. (Prereq.: Permission of the CLASS director)
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Laboratory work is an integral part of the course. (Fall: 111; spring:
112)
SPA 21 1, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212)
SPA 248
Spanish and Latin American Culture Through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
-
Modern Languages 189
SPA 249
Selected Works of Spanish and Latin American Literature in
Translation
Major works of Spanish and Latin American literature. Through background
reading and class discussion in English the student is acquainted with the
salient artistic qualities and cultural-historical significance of the readings. (On
demand)
SPA 295
SPA 31 1
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice to improve oral
and written expression with emphasis on conversational facility stressing
idiomatic usage and the finer points of grammar. (Spring: on rotational basis)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In
Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational
basis)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311or
consent of instructor. Spring: on rotational basis)
SPA 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
SPA 352, 353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: on rotational basis)
SPA 354
Representative Hispanic American Authors
An introduction to Spanish American literature. Lectures, discussions, and
written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor.
Note: Students who have taken SPA 356 taught in Mexico may not take 354.
Spring: on rotational basis)
190 Modern Languages
SPA 41 1
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
SPA 456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reports in Spanish. Emphasis on the Golden Age and the Modem Period.
(Prereq.: one survey course. Spring: on rotational basis)
SPA 457
Spanish Novel
Study of the outstanding novelists of the 19th and 20th centuries in Spain.
Oral and written reports in Spanish. (Prereq.: one survey course. Spring: on
rotational basis)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
Internship
See description on page 85.
SPA 299
Directed Study
See description on page 86.
SPA 399
lnternship
See description on page 85.
SPA 499
Independent StudyIResearch
See description on page 86.
M
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA). Music majors may
choose from four majors in three degree
programs: bachelor of arts (music major);
bachelor of music (music education
major); bachelor of music (performance
major); and bachelor of science (music
therapy major). Music minors and nonmusic majors may also participate in a
variety of music experiences including
music ensembles, private lessons, some
music courses, and additional Interim
courses or special performances.
Full-time Faculty
Merilee Klemp (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Robert Karlkn, Robert Stacke
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
All students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Bachelor of Arts-Music Major
For acceptance to the bachelor of arts-music
major degree program, students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor
recommendation form for the major
instrument or voice with the application
(found in Music Student Handbook)
complete the piano proficiency
requirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury.
Bachelor of Music-Education Major
Part-time Teaching Faculty
Bridget Doak, Nancy Grundahl, Lila
Olson, Paul Ousley, Nicholas Raths,
Sonja Thompson
Music Performance Coordinator
Carley Miller
--
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
For acceptance to the bachelor of
music-education major degree program,
students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
lg2 Music
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore
jury. In addition to applying to the music
department, bachelor of music-education
major candidates must also apply to the
Department of Education for acceptance
into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the
bachelor of music-education major. A
cumulative GPA of 2.5 in all music courses
is necessary for the music education licensure program.
Bachelor of Music-Performance Major
For acceptance to the bachelor of
music-performance major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Acceptance to the degree program will
be based on the successful completion of
the above as well as on the successful outcome of the audition and interview (see
Music Student Handbook).
Bachelor of Science-Music Therapy
Major
For acceptance to the bachelor of
science-music therapy major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument
or voice with the application (found in
Music Student Handbook)
complete the piano and guitar proficiency
requirements
Acceptance to the degree program will
based on the successful completion of the
above, as well as on the student's performance at his or her spring sophomore jury.
A cumulative GPA of 2.5 in all music
courses and a 2.5 in all music therapy
courses is necessary for the music therapy
degree. Bachelor of science-music therapy
candidates should consult with the director
of music therapy before applying for acceptance into the program.
Transfer Students
For acceptance to a music degree
program, transfer students must:
submit an application for admission
prior to the end of the sophomore year,
or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Music 193
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury if enrolled
as a junior or senior, or spring semester
sophomore jury if enrolled as a freshman
or sophomore. For bachelor of musicperformance major candidates, acceptance
will be based on the completion of the
above as well as on the successful outcome
of the audition and interview (see Music
Student Handbook).
Equivalency/Certification Students
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recornrnendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency and
guitar proficiency requirements during
the first semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Candidates must submit an application
for admission prior to spring juries of the
sophomore year.
Students may qualify for participation
in the music honors program if they:
have earned a GPA of at least 3.0 in
music courses
apply by petition for the honors program
before the senior year
provide leadership in one or more of the
following areas:
- promotion of high music
performance standards within
the music department
- breadth of music interests by
attendance at concerts on and
off campus
- major ensembles
Honors may be achieved in one of the
following ways:
writing a senior thesis and defending it
before a faculty committee
presenting an additional senior recital of
graduate quality
composing a work for vocal andlor
instrumental ensemble of not less than
15 minutes duration
conducting an ensemble concert
a combination of the above
lg4 Music
-
Core cumculum (required of all music
majors):
MUS 101 Materials of Music I
MUS 102 Materials of Music I1
MUS 111 Aural Skills I
MUS 112 Aural Skills 11
MUS 201 Materials of Music I11
MUS 202 Form and Analysis
MUS 211 Aural Skills 111
MUS 212 Aural Skills IV
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
Plus fulfillment of recital requirements
as given under each specific degree and
major, and French or German study as
stated in the general education requirements or in specific degree requirements.
Checklists for specific degree programs are
available in the music department.
Requirements: 12 course credits
Core cumculum plus one music credit
elective plus MUS 458 (Senior Recital)
plus two semesters chosen from:
MUS 311,312 Composition
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
MUS 331 Music of the Baroque Era
MUS 332 Music of the Classical Era
MUS 333 Music of the Romantic Period
MUS 334 Music of the 20th Century
Eight quarter course credits of
performance studies in the major
instrumentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble
Pass piano proficiency test
Pass three music repertoire tests
BACHELOR OF MUSIC
Music Education Major
BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Recommendation for
teacher licensure is granted only to students who successfully complete the
requirements for the bachelor of music
education major.
-
Music 195
Requirements: 16.5 course credits
Core cuniculum plus:
MUS 311,312 Composition I, I1
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Healthy Concepts for Educators
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDS 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354 Creative Learning
Environments: Secondary and
Field Experience
EDS 355 Music Methods (K-12)
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483,484 Student Teaching
and Seminar
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
Three of the following four:
EDS 356 Music Methods: Brass and
Percussion
EDS 357 Music Methods: Woodwinds
EDS 358 Music Methods: Strings
EDS 359 Music Methods: Vocal
One of the following two areas of emphasis:
Vocal emphasis--MUS 251,252,253,
254,435
Instrumental emphasis-MUS 152,155,
one course credit of music elective
Two quarter course credits of performance
studies in the major instrumenVvoice
Four half course credits of performance
studies in the major instrument/voice
Two full course credits of performance
studies in the major instrumenthoice
Two quarter course credits of performance
studies in the minor instrument/voice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble
Improvisation competency on major
instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrument/voice
BACHELOR OF MUSIC
Music Performance Major
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional performing ability who are selected on
the basis of an auditiodinterview application
process. The bachelor of music performance
program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions.
Requirements: 19.5 course credits
Core cuniculum plus:
MUS 311,312
Composition I, I1
MUS 358
Full junior recital
MUS 459
Full senior recital
lg6 Music
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
One of the following three areas of emphasis:
Vocal emphasis-MUS 251, 252, 253, 254,
435, one course credit of music elective,
French or German to fulfill
language requirement
Piano or organ emphasisMUS 301,302,
436, 456, one half course credit of music
elective
lnsmmental emphasisMUS 301,302, one
and one half course credits of music electives
Two quarter course credits and six full
course credits of performance studies in
the major instrumentlvoice
Two quarter course credits of performance
studies in the minor instrumentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrumentlvoice
Four semesters in a non-credit small
Augsburg ensemble
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
instrurnentlvoice
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 112 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Association for
Music Therapy (AAMT). This course of
study is chosen by students who wish to
become professional music therapists.
Requirements: 23 course credits
Core curriculum plus:
MUS 271 Music Therapy Techniques and
MateriaLs
MUS 274,275
Music Therapy
Practicums
MUS 3 11 or 3 12 Composition I or I1
MUS 372,373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDS 282 Introduction to Special
Education
PSY 105 Principles of Psychology
PSY 362 Behavior Disorders
BIO 103 Human Anatomy and
Physiology
One of the following three:
MUS 152 Class Voice
MUS 155 Class Piano
MUS 158 Class Guitar
Two of the following three:
EDS 356 Music Methods: Brass and
Percussion
EDS 357 Music Methods: Woodwinds
EDS 358 Music Methods: Strings
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Eight quarter course credits of
performance studies in the major
instrumentlvoice
-
Music 197
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumendvoice
Two semesters in an Augsburg small
ensemble (no credit)
Pass piano proficiency and guitar
proficiency tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Requirements: 6 course credits
MUS 101,102 Materials of Music I, 11
MUS 111, 112 Aural Skills I, I1
MUS 341
Basic Conducting
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Orchestra, the Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111,112,121,141);other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Performance Studies (Private Lessons)
One additional course in music history or
conducting
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrumendvoice
Pass one music repertoire test
Ensembles (MUE)
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit l/2hour lesson, 3 hours of
practice per week
1/4course credit, 1/2hour lesson,
4 hours of practice per week
lL2 course credit, 1 hour lesson,
8 hours of practice per week
One course credit, 1 hour lesson,
12 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
lg8 Music
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
instruction for credit is graded traditionally.
Music majors and minors must declare an
area of concentration. Students seeking a
bachelor of music-performance major
degree are also required to have a minor
instrument that necessitates additional
lessons, jury examinations, and performances. Freshmen may be awarded free
lessons, if taken for credit, in their major
instrument/voice and with the recommendation of their private lesson instructor.
Any lessons during Interim or summer are
arranged privately with the instructor. A
student who cannot attend a scheduled lesson is required to notify the instructor at
least 24 hours in advance. Otherwise,
except for illness immediately prior to a
lesson, the student will forfeit the right to
a make-up lesson. Limited school instruments are available for student use.
Music majors are required to attend
departmental student recitals and will perform if requested by their instructor. All
students registered in performance studies
for credit are required to attend eight designated music events during each semester.
Four of these events will be made up of
major ensemble concerts, senior student
recitals, faculty recitals, or designated campus music events. Four events should be
professional, off-campus concerts that have
the prior approval of the student's major
instrument/voice instructor. Off-campus
concerts will require that a program and a
one-sheet review be submitted to the
instructor. Music minors are required to
attend four events (on or off campus) that
meet the approval of their private instructor.
Note: Final grades for private lessons are
affected by attendance requirements.
Student Recitals
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrumenthoice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a padfail grade.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
-
Music 199
EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
THEORY
MUS 101
(.5 course)
Materials of Music I
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
MUS 112
Aural Skills 11
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 201
Materials of Music 111
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211with a minimal grade of 2.0)
MUS 211
Aural Skills 111
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
200 Music
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
MUS 301
Counterpoint 1
(.5 course)
16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 302
Counterpoint 11 (.5 course)
Study of contemporary counterpoint including works of Schoenberg, Barber,
Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 311
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporary techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111,231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102,201)
Music 20"
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 320
Worlds of Music
A survey of non-Western musical cultures.
Thefollowingfour half courses are extensive studies of special eras in the histoly of music:
MUS 331
Music of the Baroque Era
(Prereq.: MUS 231, 232)
(.5 course)
MUS 332
Music of the Classical Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 333
Music of the Romantic Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 334
Music of the 20th Century
(Prereq.: MUS 231, 232)
(.5 course)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire
A survey of standard art song repertoire from Eastern and Western
Europe, Russia, Scandinavia, and the Americas. Includes listening, writing,
and performance. Required for vocal performance majors. (Prereq.: MUS
251-254 or permission from instructor)
MUS 436
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
Internship
See description on page 85.
MUS 299
Directed Study
See description on page 86.
202 Music
MUS 399
Internship
See description on page 85.
MUS 499
Independent StudyIResearch
See description on page 86. Open only to advanced students upon approval of
the faculty.
TECHNIQUE
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessary to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music
education majors.
MUS 358
Junior Recital
(-0 course)
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 456
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 458
Senior Recital
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
-
Music 20
W THERAPY
MUS 271
MUS 272
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
Human ldentity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
MUS 274, 275 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 372
MUS 373
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 472
Human ldentity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
Music
(.25 course each)
MUS 474,475 Music Therapy Practicums
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375,and pass piano and
guitar proficiency test)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
ENSEMBLES (MUE)
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the
appropriate faculty. For Jazz Ensemble
membership, preference is given to concert
band members.
While the department strongly encourages both formal and informal ensemble
experience, only membership in band,
orchestra, choir or Riverside Singers will
satisfy the major, minor, or general education requirements. Some instruments are
available for use by students.
MUE 111
Augsburg Choir (-25 course)
MUE 112
Riverside Singers of Augsburg (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (.25 course)
MUE 122
String Ensemble (.O course)
MUE 131
Woodwind Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
-
Music 20!
PERFORMANCE STUDIES (MUP)
Private instruction for credit is graded
traditionally All areas of study are available
to the non-music major or minor. All
lessons are adapted to the individual needs
of the student and those bearing credit are
supplemented by accompanying, ensemble
participation, and other performances.
Repertoire lists are graded I-V to indicate
levels of achievement and the following
expectations: No-credit study has no repertoire requirements; music minor-Level I;
B.A. and B.S. majors-Enter I and attain
111; B.M. -Education major-Enter I1
attain IV; B.M.-Performance majorEnter I1 and attain V
LESSONS
MUP 111-411 Voice
MUP137-437
Horn
MUP 121-421 Violin
MUP 141-441
Trumpet
MUP 122-422 Viola
MUP 142-442
Trombone
MUP 123-423 Cello
MUP 143-443
Baritone
M UP 124-424 Bass
MUP144-444
Tuba
MUP 131-431 Oboe
MUP 152-452
Piano
MUP 132-432 Bassoon
MUP 159a
Piano accompanying
MUP 133-433 Clarinet
MUP 161-461
Guitar
MUP 1 3 4 4 3 4 Saxophone
MUP 171-471
Percussion
MUP 135-435 Flute
MUP 181-481
Organ
MUP 191-491
Harp
Note carefully the following provisions:
A semester of study is 14 weeks of
lessons and coaching. Any lesson during
the Interim or summer are arranged
privately with the teacher.
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hoursin advance; otherwise
except for illness immediately prior to
the lesson, the student will forfeit the
right to a make-up lesson.
Credit is granted only for study with
faculty members of the Augsburg
Department of Music.
T
he natural science licensure program
- for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with adviser is essential.
Coordinator
Arlin Gyberg
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements.
Broad Base Requirements
Two earth science (PHY 101 Astronomy,
PHY 106 Meteorology, or geology)
BIO 113 Introductory Organism1 Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, I1
CHM 105, 106 Principles of Chemistry
or CHM 115,116 General Chemistry
~
-
Biology Major
(for licensure in life science)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 471 Advanced Cellular and
Molecular Biology
BIO 476 Microbiology
or BI0 481 Ecology
And one course in Organic Chemistry
Physical Science Broad Base
Requirement
Two courses: one in earth science (astronomy, meteorology, or geology), and one in
general biology.
Natural Science 20;
Chemistry Major
(for licensure in physical science)
Physical Science Broad Base Requirement
Graduation major in chemistry:
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I, 11
or MAT 124,125 Calculus I, 11 (WEC only)
One advanced chemistry course
One year of General Physics
Two physics courses above General Physics
(Recommended: PHY 245 Modem
Physics and PHY 261 Electronics)
Physics Major (for licensure in physical science)
Physical Science Broad Base Requirement
Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
MAT 145, 146 Calculus I, I1
or MAT 124,125 Calculus I, I1 (WEC only)
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations*
Two additional physics courses above 122
One year of General Chemistry
One course of Organic Chemistry and
One course of Analytical Chemistry
*Note: PHY 327 Special Functions of
Mathematical Physics may substitute for
MAT 247
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
I I he Augsburg Department of Nursing
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of all cultures and socioeconomic levels.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
Nursing Faculty
Beverly Nilsson (Chair), Lucie Ferrell,
Pamela Weiss
Major
Ten courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 3 11 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 423 Practicum in Nursing: Nursing
of the Family
NUR 431 Leadership and Management:
Theory and Practice
PHI 380 Ethics of Medicine and Health
Care
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
Courses in the nursing major are
offered on weekends with practicum courses
requiring additional weekday time. More
time may be required to complete the total
course of study depending on the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with an adviser from the Department
of Nursing for program planning.
-
Nursing 205
Honors Major
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1.Admission to Augsburg College:
Before you can apply for the nursing program, you must first be admitted to
Augsburg College. All applicants must present a high school diploma or equivalent
and a 2.2 GPA.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, introductory sociology, and introductory psychology. These
courses may be taken at Augsburg or at
another accredited college or university.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, or completion
of a nursing refresher course or an acceptable equivalent.
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 1/2 hour time block. Clinical
practice usually occurs on weekdays.
However, students also can complete
their liberal arts general education requirements by taking courses in day school and
Weekend College. It is recommended that
most liberal arts courses be taken before
starting the nursing major.
210 Nursing
-
NUR 305
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
NUR 306
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
NUR 31 1
Community Health Nursing II: Practicum**
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3 )
.
.. .. ...-. .........-
-
Nursing 211
NUR 403
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 311)
NUR 423
Practicum in Nursing: Nursing of the Family**
Clinical practice offering the student an opportunity to provide complex nursing care to culturally diverse families in selected practice settings. (Prereq.:
NUR 403)
NUR 431
LeadershipIManagement:Theory and Practice**
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
NUR 432
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 86.
Note: I f NUR 31 1 and NUR 423 are not taken immediately following their respective theoly
courses, students are required to consult with faculty prior to registration regarding review of
the theoretical content. Students who decelerate for more thanfive years may be asked to audit
courses already taken. There is a fee to audit courses.
** This course involves an additional clinicalfee.
T
he Department of Philosophy assists
students to understand issues raised in the
traditional areas of philosophy. We consider questions about what knowledge is and
how we know about the nature of reality,
about the basis for making moral judgments, and about the rules for correct reasoning. Our goals are to instill in students
a love of truth, to inspire a curiosity about
the significance and meaning of the world
they experience, and to develop the skills
of critical analysis and creative synthesis.
The department places a special emphasis on the history of philosophy, offering
four courses covering the period from the
ancient Greeks to the end of the 20th century. In these courses students are taught
how to read, understand, and criticize
great texts of Western civilization and to
see how ideas have developed and matured
through the centuries. The department also
offers courses where philosophy and its
methods and ideas are applied to other disciplines such as religion, science, and the
arts.
The major has been carefully planned
so that students can easily graduate with a
major in philosophy and one in another
discipline. Though some students continue
on to graduate school in philosophy, most
use the major to prepare for other professional studies such as law, medicine, or the
Christian ministry. Philosophy majors generally perform better than others on graduate entrance examinations in medicine and
law. Others enter the work place confident
that the study of philosophy has given
them the ability to think critically.
Philosophy Faculty
David Apolloni (Chair), Mark Fuehrer,
Bruce Reichenbach
Major
Nine courses including:
PHI 230 Logic
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Enlightenment and 19thCentury Philosophy
PHI 344 History of Philosophy IV 20thCentury Philosophy
A 400-level course (other than PHI 499)
Three elective courses in philosophy
Five courses must be upper division.
Honors Major
Admission to the philosophy honors
program is by recommendation of the philosophy faculty Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Minor
Five courses, including two from PHI
241,242,343, and 344.
-
Philosophy 213
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like how
we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
PHI 215
Philosophy of the Emotions and Passions
An examination of several classical and contemporary philosophical essays on
the nature of human emotion and passion with the intention of discovering
the nature and role on this aspect of human nature. The impact of emotions
upon language, music, art, interpersonal relations, and even religion are
explored.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the
rules that govern valid arguments and develop their ability to recognize and
construct sound arguments. The last part of the course focuses on inductive
reasoning.
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical
thought in Western civilization. In this course students read and analyze some
of the key works by Plato and Aristotle, as well as Stoic, Epicurean, and
Neoplatonic writings.
2'4 Philosophy
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy. (Suggested prior course: PHI 241. Spring)
PHI 260
Philosophy and the Arts
Attempt is made to ask and answer some of the following questions: What is
a work of art? Is there such a thing as good and bad taste? What is aesthetic
experience?
PHI 343
History of Philosophy Ill: Enlightenment and l%h-Century
Philosophy
This course studies the major rationalists of the 17th century (Descartes,
Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley,
Hume), Kant's synthesis of philosophy, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested prior course: PHI
241 or 242. Fall)
PHI 344
History of Philosophy IV: 20th-Century Philosophy
An overview of the major schools of philosophical thought in the 20th century:
analysis, phenomenology, existentialism, pragmatism, structuralism, and
deconstructionism. (Suggested prior courses: PHI 241, 242, and 343)
PHI 350
Philosophy of Religion
We systematically investigate a series of questions about religion. What is the
relation between faith and reason? Does God exist, and if so, what can be said
about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? (Suggested: one prior course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years)
PHI 360
Political Philosophy
The question, What is just society? is considered with the answers given in the
20th century by utilitarianism, liberalism, Marxism, communitarianism, libertarianism, and feminism.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 230 or one course in natural science)
-
Philosophy 215
PHI 370
Existentialism
Studies in the writings-both philosophical and literary-f
prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems that arise in the areas of health
care and delivery, allocation of scarce resources, human experimentation,
genetic engineering, abortion, care for the dying, and euthanasia.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific area
of philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343,344, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 85.
PHI 299
Directed Study
See description on page 86.
PHI 399
Internship
See description on page 85.
PHI 499
Independent StudyIResearch
See description on page 86.
PHYSICAL
EDUCATION
See listing under Health and Physical Education.
T
he Augsburg Physician Assistant
Program is designed for students interested
in careers as health care providers.
The physician assistant concept originated during the mid-1960s. Physicians
and educators recognized that there was a
shortage and uneven distribution of primary
care physicians. To combat these problems,
the Physician Assistant Program was developed. All PAs must, by law or regulation,
have a supervising physician. An important
element of the physician assistant education is the emphasis on patient education.
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester
hours of college credit. A new class of 28
students begins each May. Students who
intend to enter the Physician Assistant
Program must apply by December of the
previous year. The program is very competitive and not all students who apply are
accepted. Physician assistant students who
have not previously obtained a baccalaureate degree will earn a bachelor of arts in
physician assistant studies upon successful
completion of the program.
The Augsburg Physician Assistant
Program is currently accreditated from
CAAHEP (Commission on Accreditation of
Allied Health Education Programs).
In order for someone to practice as a
physician assistant, one must graduate from
an accredited PA program and pass the PA
National Certification Examination. Practice
regulations differ from state to state.
The mission of the Augsburg College
Physician Assistant Program is to educate
students in a manner consistent with the
College's mission. It is based on a foundation of respect and sensitivity to persons of
all cultures and backgrounds and oriented
toward providing care to undersewed
populations. Students are well educated in
current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes
dedication to excellence in performance,
with the highest standards of ethics and
integrity, and commitment to lifelong personal and professional development.
Physician Assistant Faculty
Dawn B. Ludwig (Chair), David Johnson,
Manuel Kaplan, Martha Kelly, Teny Lewis,
LuAnn Shay
Major
First Year (Twelve Months)
Twelve courses including:
Human Anatomy and
PA 3 11
Neuroanatomy
PA 321
Human Physiology
PA 331
PA Seminar
Phannacology I
PA 35 1
PA 361
Clinical Medicine I
History & Physical Exam
PA 371
Skills I
PA 341
Current Trends
PA 362
Clinical Medicine I1
PA 352
Pharmacology I1
PA 363
Clinical Medicine 111
History & Physical Exam
PA 372
Skills I1
PA 380
Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care I1
PHI 380 Ethics of Medicine and Health
Care
-
Physician Assistant 21;
Second Year (Fifteen Months)
Prerequisite: successful completion of the
first year of the PA Program and all courses
must be taken as traditional grading.
Clinical rotations in prearranged health
care facilities including:
PA 400 Family Medicine .............6 weeks
PA 410 Internal Medicine............6 weeks
PA 420 General Surgery ..............6 weeks
PA 430 Pediatrics.........................6 weeks
PA 440 OBlGynecology ...............6 weeks
PA 450 Emergency Medicine ...... 6 weeks
PA 460 Psychiatry........................6 weeks
PA 470 Electives ..........................6 weeks
PA 480 Family Medicine
Preceptorship ..................Final 11
weeks of
program
A minimum grade of 2.0 in each physician assistant and supporting course of
study is required. Students in the degree
program also must complete Augsburg's residence and general education requirements.
The program is planned so that the
major will be completed in 27 months.
The courses are offered consecutively, with
subsequent courses based on material
taught in previous courses; therefore, students are accepted for full-time study only.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
1. Prerequisite course content: The following courses must have been completed
at Augsburg (or an approved equivalent
course at another accredited institution)
with a GPA of 2.0 or better:
One year biological sciences for majors
Recommended courses include:
BIO 113 Introductory Organismal Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
BIO 355 Genetics
BIO 473 Animal Behavior
BIO 367 Biochemistry
BIO 476 Microbiology
CHM 223 Organic Chemistry
or CHM 3511352
PSY 105 Principles of Psychology
2. It is recommended students maintain
a cumulative and science GPA of 3.0 or
better to remain competitive with all
potential applicants.
3. All general education
perspectiveslskills (except The City, one
Writing Skill, Speaking Skill, and Critical
Thinking) must have been completed. The
above perspectives and skills are included
in the physician assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A comp!ete
application packet includes: the application, three or four letters of reference, an,
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
Physician Assistant
PA 31 1
PA 321
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy. The
course will involve dissection of human cadavers. This course is offered only
to students accepted into the PA Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and
the special senses. (Prereq.: Admission to the PA Program)
PA 331
PA Seminar
A seminar exploring the history and role of physician assistants, including the
laws and regulations governing their practice and education. (Prereq.:
Admission to the PA Program or consent of instructor)
PA 341
Current Trends
This course educates the student in understanding medical literature, research
of literature, and analysis of medical articles. (Prereq.: Admission to the PA
Program)
PA 351
Pharmacology l
This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular,
respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA
Program and successful completion of summer semester)
PA 352
Pharmacology II
This course covers drug metabolism, chemotherapy, and prescriptive practices
as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
PA 361
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and
successful completion of summer semester)
PA 362
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the otolaryngologic, ophthalmalogic, and
neurologic systems. (Prereq.: PA 361)
Phvsician Assistant 21!
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the rheumatologic, orthopedic, gynecologic,
obstetric, pediatric, geriatric, dermatologic, and immunologic systems.
(Prereq.: PA 363)
History and Physical Exam Skills I
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: Admission to the
PA Program)
History and Physical Exam Skills II
A lecture/discussion/laboratorycourse with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecture/laboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical
procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362)
Family Medicine
A six-week required rotation that emphasizes the pathophysiology, evaluation,
diagnosis, and management of systemic diseases, and conditions unique to the
clinical practice of family medicine.
Internal Medicine
A six-week required rotation during which the indication, limitation, and
methods of performing the necessary diagnostic procedure and therapeutic
measures used in the treatment of general medicine disorders are reviewed.
General Surgery
A six-week required rotation providing an orientation to patients of various
ages with surgically manageable diseases, emphasizing preoperative, intraoperative, and postoperative periods.
Pediatrics
A six-week required rotation designed to emphasize care of the child from
birth through adolescence, emphasizing common childhood illnesses, normal
growth and development, and abnormal variations.
-
220 Physician Assistant
PA 440
OB/CYN
A six-week required rotation that provides an exposure to the spectrum of
problems and issues associated with women's health care, including pregnancy,
common gynecological diseases, and preventive care.
PA 450
Emergency Medicine
A six-week required rotation designed to provide an in-depth exposure to the
illnesses and injuries sustained by all ages that necessitate emergency care.
PA 460
Psychiatry
. A six-week required rotation designed to provide an understanding of the
behavioral components of health, disease, and disability with exposure to
patients with a variety of psychiatric diagnoses.
PA 470
Electives
A total of six weeks spent by the student in a department-approved rotation of
the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology.
PA 480
Family Medicine Preceptorship
An 11-week required rotation providing the student an opportunity to utilize
all skills and knowledge gained in the program, emphasizing complete patient
care in a family medicine setting. (Prereq: completion of the clinical year of
PA studies)
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weatker, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs (supported by NASA, the National Science
Foundation, and other federal agencies)
through its Center for Atmospheric and
Space Sciences. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solgng skills in
practical situations in industrial, governmental, and academic settings.
Physics Faculty
Jeffrey Johnson, Mark Engebretson,
Kenneth Erickson, William Monsma
Physics Research Staff
Anthony Hansen, William Jasperson, David
Venne. Atmospheric Sciences Research
Group, Augsburg College Center for
Atmospheric and Space Sciences
222 Physics
BACHELOR OF SCIENCE
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395,396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, I1
MAT 245,247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
H BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory I1
PHY 486 Quantum Physics I
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
Honors Major
A GPA of 3.5 in physics and 3.0 overall.
An independent investigation of a physics
topic with an oral defense of the written
research report. Application for the honors
major should be made no later than the
first term of the senior year.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Physics 22:
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, I1
Sigma Pi Sigma
Society of Physics Students
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics,
have a
,
GPA of 3.0 in physics and overall, and
rank i n the upper third of their class.
PHY 101
Astronomy
A descriptive course covering our solar system. stars. and galaxies and tracing
development scimtific thoughr from earlv civilization to the present. Night
viewing and laboratory sessions are required, (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
Applications, problems, and experiments are selected to illustrate fundamental
principles of physics and explore hands-on intuitive approach. (Two threehour lectures/laboratories. Prereq.: MPG 3. Fall, spring)
PHY 106
Introductory Meteorology
A survey of the basic principles of the Earth's weather and climate. Topics
include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2.
Fall)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one two-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
2"
Physics
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modem physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory.
Prereq.: PHY 122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lecl
tures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
PHY 320
Introduction to Space Science
A survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHYIMAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, noninertial reference frames, thermodynamics, and statistical mechanics. (Three
one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace's and Poisson's equations, and
electric properties of materials. (Three one- hour lectures. Prereq.: MAT 247 or
PHY 327. Fall)
-
Physics 225
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 396
Comprehensive Laboratory 11 (-5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 420
Plasma Physics
Y u n d a m e n t a l s of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
PHY 486
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedinger
equation,
operators, wave functions, expectation values, and
.
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245,351. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the areas
of solid state physics, atomic and molecular physics, nuclear physics, and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
lnternship
See description on page 85.
PHY 299
Directed Study
See description on page 86.
PHY 399
lnternship
See description on page 85.
PHY 499
Independent StudyIResearch
See description on page 86. Open to juniors and seniors with departmental
approval.
F
irmly grounded in the liberal arts tradition, political science has roots in the
humanities, including philosophy and history. Through its use of statistical analysis,
it relates not only to other behavioral sciences, but also to mathematics and the sciences generally The role and significance
of authority in human affairs establish the
focus of political science; because politics
is a central and enduring reality in the
world, it affects and is affected by many
other human concerns.
As an academic discipline, political science uses systematic inquiry and analysis
to examine political reality and to suggest
and test alternatives. The student who
majors in political science will explore
political ideas and values, investigate political cooperation and conflict, analyze and
compare political systems, and develop
perspectives on international relations. In
the process, the student will be encouraged
to relate insights from other liberal arts
disciplines such as philosophy, psychology,
economics, history, and sociology to the
study of politics.
Providing work in several sub-fields of
political science, the major supplies the
breadth appropriate for graduate work in
the discipline, as well as in public administration, public policy analysis, law, and
other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and
other fields. Legislative and other intemships, as well as significant independent
research projects, are within easy reach of
Augsburg political science students in the
Twin Cities area. Combined with broad,
balanced, and flexible course offerings,
these special opportunities enhance the
student's potential for graduate study and a
successful career.
Augsburg political science students
have the benefit of an experienced faculty
that offers courses in all major areas of
political science, and also possesses special
expertise in the areas of campaigns and
elections, comparative and international
politics, mass communication and other
information technology, racial and ethnic
politics, and American public law.
Political Science Faculty
Andrew Aoki (Chair), Milda Hedblom,
Philipp Fishman, Mary Ellen Lundsten,
William Moms, Norma Noonan
Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 Political/Statistics/Methodology
POL 484 Political Analysis Seminar
Required elective-ne
of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Honors Major
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
-
Political Science 227
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Political Science Areas
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major in combination with specified social
science courses, in compliance with state
requirements. For more information, see
the department chair.
See the class schedule for precise listing
of terms in which courses are offered.
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
The politics of American government including the forms of political ideas;
the pattern of participation; the dynamics of congressional, presidential, and
bureaucratic policy-making; and current issues in American society
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on actors, structures, and other influences on urban public policy
Discussiodecture, case studies of the Tivin Cities metro area, and meetings
with public officials and activists.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 325
Public Administration
The politics of public administration and bureaucratic policy-making in the
United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor)
POL 326
Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in non-presidential
election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years)
228 Political Science
POL 342
Mass Communication in Society
A study of the effects of new information technology, of new communications
networks such as the Internet, and of the traditional electronic media. Covers
uses of technology and media for newsmaking, selling, entertainment, and
public affairs. Includes issues such as ethics, censorship, and internationalism~.(Prereq.: Sophomore standing.)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Selected themes, including legislative, executive, or judicial process, and policy
process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor)
II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist~post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
-
Political Science 229
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. (Prereq.: four
courses in the international relations sequence)
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or consent of insuuctor)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law, especially civil rights. Content will vary,
defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
230 Political Science
V. POLITICAL THEORY AND ANALYSIS
POL 158
Political Patterns and Processes
(See Section I1 for description.)
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 382
Marxist Theory
Origins and evolution of Marxist theory and movements emphasizing Marxism
as developed in Russia and China. Consideration of the political, social, and
economic dimensions of the theories, with some focus on the changing role of
Marxist doctrines in society (Prereq.: POL 158 or consent of instructor)
POL 383
Political and Social Change
Examines cultural, social, and political change, focusing largely but not exclusively on the United States. Also emphasizes understanding the process of
political change, and how individuals can participate effectively in that political process. (Prereq.: junior or senior standing or consent of instructor.)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. (Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
An introductory survey of the methods of political science with an emphasis
on quantitative reasoning and research design including evaluation of existing
research in the field. Discussion of experimental designs, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political survey.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
-
Political Science 231
nternships and Independent Study Courses:
POL 199
POL 299
POL 399
POL 499
lnternship
See description on page 85. P/N grading unless internship supervisor grants
exception.
Directed Study
See description on page 86.
lnternship
See description on page 85.
Independent Study/Research
See description on page 86.
P
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior.
Psychology's scientific method also equips
students to understand and use scientific
research and to make more informed judgments about claims in the popular media.
To prepare students for graduate study
and work in psychology, the major emphasizes the complementary components of a
strong foundation in research and theoretical work with application of knowledge and
skills in coursework, research experience,
and internships within the community The
curriculum's emphasis on problem-solving
skills and current information about human
development and interaction is also relevant to careers in many related setting*
business, education, social services,
research, law, government, church,
and medicine.
Faculty members in the Department of
Psychology have varied professional spec i a l i z a t i o ~ l i n i c a lcounseling,
,
physiological, developmental, social, cognitive,
environmental, and industriallorganizational psychology-as well as expertise in
psychological applications to health, law,
and public policy. Students may tap this
expertise through a variety of learning
experiences-within and outside the classroom, with group and individual projects,
and through association with Augsburg's
active Psychology Club, Psi Chi Honor
Society, and faculty-student research teams.
Psychology Faculty
Nancy Steblay (Chair), Grace Dyrud,
Norman Ferguson, Emily Hause, Duane
Johnson, Victoria Littlefield, Bridget
Robinson-Riegler
Major
Ten courses including:
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 200 Psychological Science
Laboratory
PSY 230 Research Methods: Design,
Procedure, and Analysis I
PSY 330 Research Methods: Design,
Procedure, and Analysis 11
PSY 399 Internship
At least one course from the following:
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
PSY 359 Assessment
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
At least three additional psychology courses.
(Majors are strongly encouraged to take
more than 10 psychology courses; no more
than 13 count for graduation. )
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
-
Psychology 233
Teaching Licensure Major
Honors Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
GPA of 3.5 in the major and 3.0 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
PSY 101
Self-Identity and Values
A study of personal life and the role of the individual in the larger social context. Topics include development of identity and gender roles. (This course
does not substitute for PSY 105 as a prerequisite to upper division psychology
courses.)
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The
focus is application of psychological principles to real-world issues. Emphasis
on data collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. Scientific method as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis,
and APA-style presentation of research findings. PSY 230 must precede
PSY 330. (Prereq.: PSY 200)
234 Psychology
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 200 or consent of insmctor)
PSY 330
Research Methods: Design, Procedure, and Analysis II
Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
PSY 351
Child Development
Emphasis on normal development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or 105)
PSY 352
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly (Prereq.: PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 230)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psycholo& personality, normal and
altered states of consciousness. (Prereq.: PSY 230)
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 102 or PSY 105)
-
Psychology 23:
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
Theory, research, and assessment of behavior patterns of individuals. Historical
and current views of personality with attention to cultural factors. (Prereq.:
PSY 102 or 105)
PSY 362
Abnormal Psychology
An introduction to psychological disorders. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I
(Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.: Junior
standing in PA Program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II
(Physician Assistant Program requirement) Continuation of PSY 368. Specific
skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations: group processes and organizational change, member characteristics and appraisal. (Prereq.: PSY 102 or 105)
PSY 381
Historical Perspectives
Consideration of psychological questions and theoretical positions as they
developed historically Changes from philosophical roots to scientific method
and postmodernism. (Prereq.: Two psychology courses)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Three
PSY courses and junior class standing)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
-
236 Psychology
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate
school and those electing an honors major. (Prereq.: PSY 330 or comparable
course approved by instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230
and junior standing)
Internships and Independent Study Courses.
PSY 199
lnternship
See description on page 85. (Prereq.: PSY 102 or 105 and one other
psychology course).
PSY 299
Directed study
See description on page 86. (Prereq.: PSY 102 or 105)
PSY 399
Internship
See description on page 85. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
PSY 499
Independent StudyIResearch
See description on page 86. (Prereq.: PSY 330)
R
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from? What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
Through this study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
A religion major encourages students to
seek their future in the world andlor
church through a sense of vocation, serving as pastors, associates in minisq, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Religion Faculty
Lynne Lorenzen (Chair), John Benson,
Bradley Holt, Philip Quanbeck 11, Beverly
J. Stratton, Mark Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Stuclles
REL 356 History of Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional religion courses, of which
two must be upper division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior year.
Before taking the seminar, each major must
have written one formal research paper and
placed it on file with the department chair.
Only one Interim course may be applied to
the major. One New Testament Greek
course may be applied to the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Minor
Five religion courses. Not more than
one Interim course may be counted for the
minor.
Note: Not all courses that meet
Christian Faith Perspectives are REL courses and do not count toward the religion
major or minor.
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
238 Religion
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College. Students are
accepted into the program through a twostep candidacy process.
This major requires an approximately
100-hour internship administered by the
Youth and Family Institute in partnership
with a congregation. It may be possible for
the intern to receive a stipend for this
internship.
The candidacy process begins with
application, normally in the fall of the
student's sophomore or junior year. Two
of the theology core courses must be completed before making application to the
program. An essay, one letter of reference,
an assessment instrument called "Self
Portrait," and an interview are required for
candidacy review. The teaching staff will
conduct step one. The second step will be
conducted by the Youth and Family
Institute staff with help from experienced
pastors, a member of the religion faculty,
and youth and family ministers. This usually follows the internship in the fall of the
senior year. Retaking the "Self Portrait," an
essay, an assessment of the internship, and
an interview are required. This step is very
important for recommending the students
for employment.
Major
Ten courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Seminar
Youth and family ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership (Interim)
REL 358 Life and Work of the Church
REL 399 Internship
Theology elective: choose one of the
following:
REL 356 History of Religions
REL 353 DenoIltkmtions and Religious
Groups in America
REL 343 Theology of Marriage (Interim)
and six supporting courses:
EDU 210 Learning and Development in
an Educational Setting
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
EDU 265 Orientation to Education
(with field work)
or SWK 406 Social Work Practice 111:
With Communities and
Policies
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major may not also major or
minor in religion.
-
Religion 23s
"" "" Or 331 isprmequisite to all other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
Department approval is necessary
before courses taken in other colleges can
be accepted for aligion department credit.
All majors must have an adviser in the
department.
REL 111
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine.
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills. Open
only to advanced transfer students. Not accepted for credit for students who
have taken REL 111or REL 221.
REL 353
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
240 Religion
REL 357
Giants of Christian Faith
A survey of Christian history in the early, medieval, Reformation, and modem
periods. Some attention to primary sources, in addition to interpretations of
the periods in question.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements in American society
,REL 361
The Church in the Fi'rst Four Centuries
A study ofthe early Christian Church, including persecution and martyrdom,
councils and creeds, and conflict with Gnosticism and mystery religions.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
-
Religion 24'
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of those
Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
REL 471
Jews and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian Church.
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the
classics in the field by Freud, Jung, and William James, and to those Christian
theologians who have been influenced by them.
242 Religion
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular course
offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year; others
by permission of instructor. (Fall)
Internships and Independent Study Courses:
REL 199
Internship
See description on page 85. Limited to special cases.
REL 299
Directed Study
See description on page 86.
REL 399
Internship
See description on page 85.
REL 499
Independent StudyIResearch
See description on page 86.
See department listing for a description of the following approved elective:
RELIPHI 350 Philosophy of Religion
(See PHI 350)
T
his major, offered through the
Associated Colleges of the Twin Cities
(ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history language, and literature or political science.
Courses are offered at Augsburg
College, Hamline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda PalecznyZapp
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1, as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are smongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
-
244 Russian, Central, and East European Studies
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
E L 420 The Russian Orthodox
Church
TRACK 2
SOCIAL SCIENCES CONCENTRATION
E L 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in Communisflost
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The following courses are considered to be
equivalent to-one another:
(Location: A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.)
HIS 60 M = HIS 337 H
HIST 333 T = HIST 373 H =
HIST 348 A = HIST 351 C
*ECO25M=ECO317A=
ECO 349 T = ECO 349 C
Faculty Advising
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, 330-1761; Hamline,
Karen Vogel,
- 641-2973 and Nick Hayes,
641-2314; Macalester, Gary Krueger, 6966222; St. Catherine, Sr. Margery Smith,
690-6553; and St. Thomas, Sr. Mary
Shambour, 962-5164.
SCANDINAVIAN STUDIES
See Nordic Area Studies under Interdisciplinary
Studies.
s
tudents preparing to teach social
studies on the high school level must complete, in addition to the professional
requirements to be met within the
Department of Education, a competencybased program designed to provide a broad
foundation in the social sciences.
Coordinator
Christopher Kimball
Social Studies Teaching Licensure
Seven courses:
ECO 112 Principles of Macroeconomics
or ECO 113
Principles of
Microeconomics
HIS 222 20th-Century U.S.
POL 158 Political Patterns and Processes
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cbltural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of five fields-economics, history, political science, psychology or
sociology. Geography and anthropology are
also acceptable fields, although they are
not offered as majors on the Augsburg
campus.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
T
he social work major prepares graduates for entry-level generalist, professional
practice in the field of social work. The
program is accredited by the Council on
Social Work Education and leads to a
bachelor of science degree. The program is
based on a generalist model of practice,
enabling graduates to work with individuals,
families, groups, and communities and
to develop and analyze social policy.
Courses within the program utilize a
student empowerment model for teaching
and learning.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg has
offered a full-time master of social work
degree on a weekend schedule.
The College's commitment to the liberal
arts is highly compatible with education
for professional social work practice. The
liberal arts foundation, with its emphasis
on breadth of understanding, cultural and
ethnic diversity, openness to new ideas,
and analysis and synthesis, is ideal for
social work education.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. Unique
learning opportunities for field work placement and cultural enrichment are provided
by a metropolitan setting known for a
humane quality of life that is enhanced by
the arts, outstanding human services, and a
highly-educated populace. The Twin Cities,
as the hub for these services, provides both
a variety of field placements for social
work students and external experts for the
classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate,
respect, and work with people different
from themselves and to be enriched by this
opportunity to interact with diverse clients
and professionals.
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human s e ~ c e s ,
and the methods of effective citizenship.
Students taking these courses have the
opportunity to learn about public issues
and develop and nurture a perspective that
sees the central importance of diversity to
the social fabric of this country Using this
knowledge, students are encouraged to use
their talents and skills to address the needs
of society in the interest of the public
good, always emphasizing social justice.
Social Work Faculty
Glenda Dewberry Rooney (Chair),
Anthony Bibus (BSW Program director),
Vern Bloom, Laura Boisen (MSW field
coordinator), Lois Bosch, Maria Brown,
Francine Chakolis, Maria Dinis, Annette
Gerten, Rosemary Link, Sharon Patten,
Curt Paulsen, Michael Schock (BSW field
coordinator), Edward Skarnulis, Clarice
Staff, Mary Lou Williams
-
Social Work 24;
Concentration
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 3 17 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of Practice
and Programs
SWK 406 Social Work Practice 111:
Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 419 The Social Worker as
Professional
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Culture: Ethnicity, Gender,
and Race
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each course in the core program and a 2.0
GPA is required in the supporting program.
'
Concentrations in aging, chemical
dependency, crime and corrections, social
ministries, and youth are possible. A concentration consists of courses descriptive
of functional, dysfunctional, and programmatic aspects, plus field work placement in
the senior year in the special area. For
social ministries, a minor in religion
with specific coursework is required.
Completion of a concentration is noted
on the transcript.
Candidacy
Social work majors must be granted
candidacy status before the beginning of
the senior year. Certain 400-level courses
list candidacy as a prerequisite. A written
self-statement, reference letters, and the
completion of all core and supporting program courses below the 400 level are necessary for candidacy review.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
Communities and Polices
SOC 265 Culture: Ethnicity Gender,
and Race
and one course from:
SWK 465 Social Policy:
Analysis and Development
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
-Social Work
248
School Social Work Licensure
Requirements
State Department of Education required
coursework includes EDU 265, HPE 115,
and 400 hours in school social work settings. See adviser for additional specifics.
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the f0110~ingCourse of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups .
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of
Practice and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 419 The Social Worker as
Professional
Social Ministries Minor in Religion
Required course--choose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
Suggested course-hoose
four:
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
H ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation to
a possible major or future career in social work. Students must arrange to
perform 60 hours of work in a human service agency and must attend the
weekly seminar.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
Social Work *4!
SWK 301
History and the Analysis of Social Policy
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs will be explored. (Prereq.: junior standing or consent of instructor)
SWK 406
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization; community development and social action; with emphasis on history, theories, and
issues relevant to social change; the understanding of communities, human
service agencies, and practice in the local community. (Prereq.: senior standing
or consent of instructor)
SWK 465
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and
methods of analysis. Development and implementation will be viewed first
hand through work with a public policy agency or official. (Prereq.: SWK 301,
406, and senior standing or consent of instructor)
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals and small
groups, and development of relationship building skills. Includes video-taping
laboratory sessions. (Prereq.: Integrative Seminar with SWK 301, junior standing)
SWK 307
Field Work I: lntegrative Seminar*
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301,
junior standing, concurrent with SWK 306. P/N grading only)
SWK 316
Social Work Practice [I: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in social group and family work. (Prereq.: candidacy status)
SWK 317
Field Work II: lntegrative Seminar*
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only)
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
-
250 Social Work
SWK 401
Research: Evaluation of Practice and Programs
This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use
of data-processing equipment for statistical analysis. (Prereq.: MPG 3 )
SWK 407
Field Work Ill: lntegrative Seminar*
Field work practicum, a total of 60 or 120 hours plus integrative seminar.
(Prereq.: candidacy status. P/N grading only)
SWK 417
Field Work IV: lntegrative Seminar*
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: candidacy status. P/N grading only)
SWK 419
The Social Worker as Professional
This course reviews professional ethical practice, bureaucratic survival, job
attainment, and strategies for agency change and empowering clients. (Prereq.:
candidacy status.)
Internships and lndependent Study Courses:
SWK 199
lnternship
See description on page 85.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 86.
SWK 399
lnternship
See description on page 85.
SWK 499
lndependent StudyIResearch
See description on page 86.
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
s
ociology is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, Interim courses, and
field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning.
Internships and cooperative education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources
departments of both government and private corporations, in the criminal justice
field, and as professors of sociology. Others
have used their majors as preparation for
advanced study in areas such as l a y the
ministry, social work, urban planning, and
human services.
Sociology Faculty
Diane Pike (Chair), Gany Hesser, James
Vela-McConnell, Gordon Nelson, Michael
O'Neal, Rita Weisbrod
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modem Sociological Theory
and four additional sociology courses.
Note: SOC 399 is highly recommended.
Concentration in Crime and Community
Many of our students are interested in
the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on
understanding crime in the community
with respect to prevention, to solution of
problems that lead to crime. Students
interested in community crime prevention
as well as the traditional aspects of criminal justice+ourts, prisons, probation, and
law-will be served by this major. See
department chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
252 Sociology
Honors Maior
To complete the honors major in sociology, the student must have a minimum
GPA of 3.5 in the major and overall. In .
addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio of completed papers and
projects. See department chair for specific
requirements.
Lo
0 0
An application for the honors major
can be obtained from the department chair.
A letter of intent to apply for honors
should be received by the chair no later
than Nov. 1 of the senior year. The application and portfolio must be submitted for
department acceptance by March 1.
Minor
Five courses including SOC 121 and
two upper division courses, at least two of
which must be &ken at Augsburg College.
o w
SOC 121
Introduction to Human Society
What is society and how does i t make us who we are? socidlogy offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this possibility
(Fall, spring)
SOC 231
Family Systems: A Cross-Cultural Perspective
Diversity in family systems is explored among world cultures and within
mainstream and sub-cultures in the United States. Students prepare and
deliver oral reports on world and American family topics. (Fall, spring)
SOC 265
Culture: Ethnicity, Gender, and Race
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
-
Sociology 253
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police
courts, corrections, and criminal policy. (Fall)
SOC 300, 301, 302, 303, 304 Special Topics in Sociology .
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society (Prereq.: SOC 121
recommended. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative a n a l y s k b e it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
SOC 363
Research Methods
Good researchdo you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does soceity construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
254 Sociology
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
Internships and Independent Study Courses:
SOC 199
lnternship
See description on page 85.
SOC 299
Directed Study
See description on page 86.
SOC 399
lnternship
See description on page 85.
SOC 498
lndependent Study-Metropolitan
Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andlor consent of instructor. Fall, spring)
SOC 499
lndependent StudyIResearch
See description on page 86. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modem Languages.
O
ur quality
. of life, both personally
and professionally, depends in large part
upon the quality
. of our communication. A
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major Program, preferably by the end of the sophomore year.
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Deborah
Redmond, Julie Bolton, Michael Burden,
David Lapakko, George Gaetano
BACHELOR OF ARTS
Communication Major
12 courses overall-six required core
courses and six courses within one of three
emphases. For transfer students, at least
six of these 12 courses must be upper division courses offered at Augsburg.
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226. 227.
Rhetoric Emphasis
Six additional electives from the following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 230; PSY
325,371; SOC 362,375.
Organizational Communication
Emphasis
Six additional electives from the following: SPC 329,345,399,495,499; ART
132,225,330; SPC 345; BUS 340,355 or
450; CSC 160; PSY 325,371,373; SOC
265, 349, 375.
Mass Communication Emphasis
Six electives from the follo&ng: SPC
343,347,348,399,495,499; ART 132,
225,330; ENG 226,241,327,347; POL
342,375; THR 232,325,350,360.
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
For All Three Emphases
Communication Minor
Six courses including:
SPC 111, Public Speaking
or SPC 112 Contest Public Speakipg
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Majors must participate in Augsburg's
Interscholastic Forensics Program by
attending at least tw6 interscholastic
speech tournaments. Registering for and
completing SPC 188 (Forensics Practicum)
is required to document participation.
Students should be aware that the tournament season is essentially from October
through mid-March, and should plan
schedules accordingly
All majors should plan to include at
least one internship (SPC 399) as one of
their electives.
Students may petition the department
to include is part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Honors Major
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a c o ~ u n i c a t i o n
faculty
adviser.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111and 112 for credit, but not both. Fall, spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both. Fall)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
SPC 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall)
SPC 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall: alternate years)
SPC 347
Documentary Video
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
SPC 348
Broadcast Production I1
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
SPC 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives.
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Spring)
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Fall, spring)
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
SPC 199
lnternship
See description on page 85.
SPC 299
Directed Study
See description on page 86.
SPC 399
lnternship
See description on page 85.
SPC 499
Independent StudyIResearch
See description on page 86.
See department listings for the following approved electives:
ART 132
Photography
PHI 230
ART 225
Communication Design I
POL 342
Communication Design II
ART 330
POL 375
Human Resource
BUS 340
PSY 325
Management
PSY 371
Marketing
BUS 355
Communications
PSY 373
Marketing Management
BUS 450
SOC 265
lntroduction t o
CSC 160
Computer Science and
Communications
SOC 362
lntroduction t o Creative
ENC 226
SOC 375
Writing
THR 232
lntroduction t o Cinema Art
ENC 241
THR 325
Advanced Journalism
ENC 327
THR 350
Quantitative Journalism
ENC 347
THR 360
Theories o f Grammar
LIN 311
(see Modem Languages)
Logic
Mass Communication
in Society
Media Law
Social Behavior
Psychology of Cender
Industrial/Organizational
Psychology
Culture: Ethnicity,
Gender, and Race
Statistical Analysis
Social Psychology
Acting
Playwriting
Voice and Diction
Interpretative Reading
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speechkommunication, art, music, history English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modern, contemporary, and multicultural theatre.
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, edu-
cation, business, communication, and journalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speech/communication, art,
English, education, music, or religion.
BACHELOR OF ARTS
Theatre Arts Major
Ten courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 328 Theatrical Design
THR 361 Theatre History and Criticism 1
THR 362 Theatre History and Criticism I1
THR 366 Stage Direction I
Three of the following:
THR 116 Creative Drama
THR 245 Introduction to Asian and
Asian American Theatre
THR 325 Playwriting
THR 350 Voice and Diction
THR 360 Interpretive Reading
THR 365 Advanced Acting
THR 399 Internship
or THR 499 Independent Study in Theatre
Ten production units in three or more
of the following areas: performance (three
required), artistic (one required), and production (four required).
Unless you are a transfer student. all
six core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
260 Theatre Arts
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222,232; sophomores: THR 228,245,361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Note: Several courses are offered alternate years only Thirteen theatre courses
are allowed toward graduation. '
A capstone course, such as an internship, is encouraged, but not required. THR
002,003,004, or 005 is recommended to
fulfill lifetime sports requirements.'
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Honors Major
.
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain.
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent proj'ect of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
Transfers: Transfer students are
required to take three Augsburg upper
division theatre arts'courses.
'
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five production units in the following
areas: performance (two required), artistic
(one required), and production (two
.
required).
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
~eachingLicensure Major
Students interested in the theatre
teaching licensure major should consult
with the theatre arts faculty for course
requirements. Students should also consult
with the Augsburg Department of
Education to identify current Minnesota
teacher license requirements.
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Theatre Arts 261
THRIHPE 002, 003 Lifetime Sports-Introduction to Dance
(.O course)
This course offers an overview of various forms of dance from modem and
ballet to Asian and Latin forms. Each class will begin with a rigorous, physical
warm-up, mixing yoga, breathing exercises, and modem dance technique.
THRIHPE 004, 005 Lifetime Sports-Modern Dance and Improvisation
(.O course)
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THR/HPE 002, 00, or instructor's permission.
NOTE: Students are allowed to use only one of THR/HPE 002,003,004, or
005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama
A study of theatrical movement, mime, mask, actipg with an emphasis on
active participation and reflective writing. (Fall)
THR 222
Introduction to Theatre
An introduction to survey of dramatic art including major historical periods,
plays, artists; dramatic structure; basic concepts and techniques of the play
production process. Students attend and review stage productions. (Fall)
THR 228
lntroduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open40 all students. Lab required. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental and emotional
preparation, and exploration of the creative approach to,scene and character
study in American drama. Students attend and review live productions. (Spring)
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories,,and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
THR 325lENC 325 Playwriting
An introductory course in writing for the stage, television, and film. Students
will learn the basics of dramatic structure, methods of script analysis and techniques for the developmGt of playscripts from idea to finished product.
(Prereq.: ENG 111 and one literature course. ENG 226 also recommended.
Fall: alternate years)
262 Theatre Arts
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
THR 333
Acting for Camera
An exploration of acting principles and techniques as applied to video and
film. Since the art of acting enhances skills for on-camera effectiveness, actual
TV drama scripts, commercials, and others will be used for video performance.
THR 350
Voice and Diction
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Fall: alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small
and large groups. (Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111) Fall or Spring
THR 362
Theatre History and Criticism II
r
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Fall or Spring)
THR 365
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neoclassicism,Restorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or Spring)
-
Theatre Arts 263
THR 366
Stage Direction I
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, THR 362, THR 328. Spring)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
Internship
See description on page 85.
THR 299
Directed Study
See description on page 86.
THR 399
Internship
See description on page 85.
THR 499
Independent StudyIResearch
See description on page 86.
See Metro-Urban Studies listing under Interdisciplinary Studies.
T
he Women's Studies Program provides students with the opportunityto
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
Major
Ten courses that must include WST 201
Foundations in Women's Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
women's studies courses. At least three
courses must be upper division courses.
Students may take courses at any of the
colleges participating in the women's studies department. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Minor
Women's Studies Faculty
Jacqueline deVries (Coordinator), Kristin
M. Anderson, Maria Brown, Grace B.
Dyrud, Doug Green, Milda Hedblom,
Victoria Littlefield, Lynne Lorenzen,
Catherine Nicholl, Beverly J. Nilsson,
Norma Noonan, Nancy K. Steblay,
Beverly J. Stratton, James Vela-McConnell
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies programcoordinator.
-
Women's Studies 265
WST 201
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
INS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
WST 265
Women in American Culture
Through a discussion of works by women historians and selections from
women's journals, speeches, literature, and other aesthetic creations, the class
analyzes the position of women in American culture. Emphasis will be placed
on the perspectives of women of minority groups.
WST 281
Topics in Women's Studies
INS 311
The Development Process
(See International Studies, Women and Development.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 325
African American Women: Social, Historical, and Creative
Perspectives
This course examines the historical roots of African American women from
Africa to locations in the United States and other parts of the African
Diaspora. The effects of slavery and its resulting effect on African women are
examined, as well as past and current contributions by African American
women.
WST 481
Topics in Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
266 Women's Studies
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 85.
WST 299
Directed Study
See description on page 86.
WST 399
lnternship
See description on page 85.
WST 499
Independent Study/Research
See description on page 86.
Any must be approved in writing by the women's studies coordinator
See department listingsfor descriptions of thefollowing approved electives:
ART 352
Women and Art
ENG 236 or
436
Women and Fiction
ENG 480
Criticism
HIS 311
Topics in Women's History
HIS 380
History o f Women in the West t o 1870
HIS 381
History of Women in the West Since 1870
POL 124
American Women and Politics
POL 421
Topics in American Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology o f Gender
SOC 265
Gender, Race, and Ethnicity
REL 441
Feminism and Christianity
Chair
Barbara C. Gage
Secretary
Inez Schwarzkopf
Vice Chair
Norman Hagfors
Treasurer
Glen Person
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, Minn.
*Dr. Ruth E. Johnson, '74 (2000)
Director, Mayo Breast Clinic, Mayo Clinic,
Rochester, Minn.
Rev. Roger C. Eigenfeld (2000)
Senior Pastor, St. Andrew's Lutheran
Church, Mahtomedi, Minn.
*The Hon. LaJune Thomas Lange '68 (2001)
Judge, Hennepin County Government
Center, Minneapolis, Minn.
*Ms. Tracy Lynn Elftmann '81 (2002)
Attorney, Mackall Crounse & Moore,
Minneapolis, Minn.
Mr. David J. Larson (2002)
Sr. Vice President, Secretary and General
Counsel, Lutheran Brotherhood,
Minneapolis, Minn.
Ms. Barbara C. Gage (1998-11)
Vice President, Gage Marketing Group,
Plymouth, Minn.
*Mr. H. Theodore Grindal'76 (2002)
AttomeyRartner, Lockridge Grindal
Nouen, Minneapolis, Minn.
Mr. Thomas K. Guelzow (1998)
Guelzow & Senteney, Ltd., Eau Claire, Wis.
Mr. Norman R. Hagfors (2001)
President, Norsen, Inc., Minneapolis, Minn.
Mr. James E. Haglund (2000)
President/Owner, Central Container
Corporation, Minneapolis, Minn.
Ms. Beverly Thompson Hatlen (1999)
Board Chair, Minnesota Life College;
President, Hatlen Foundation, Apple
Valley, Minn.
Mr. Allen A. Housh (2001)
Business Consultant, A.A. Housh and
Associates, Edina, Minn.
*Ms. Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis, Minn.
*Mr. Ronald G. Nelson, '68 (2002)
Vice President and Controller, 3M Center,
St. Paul, Minn.
*Mr. Glen E. Person '47 (1999)
Retired Businessman, Eden Prairie, Minn.
Mr. Wayne G . Popham (2000)
Senior Attorney, Popham, Haik, Schnobrich
& Kaufman, Minneapolis, Minn.
Mr. Curtis A. Sampson (2001)
President and CEO, Communications
Systems, Hector, Minn.
*Ms. Inez M. Schwarzkopf '59 (1998)
Assistant Vice President of the Mission,
Investment Fund-ELCA, St. Paul, Minn.
-
Board of Regents 269
Mr. Glen J. Skovholt (2000)
Vice President, Government and
Community Affairs, Honeywell, Inc.,
Minneapolis, Minn.
Mr. Leland N. Sundet (1998)
Chairman and CEO, Sundet Companies,
Eden Prairie, Minn.
*Ms. E! Dawn Taylor, '78 (2002)
President, The Iowa Group,
Des Moines, Iowa
*Ms. Jean M. Taylor, '85 (2000)
Vice President of Development, Travel
Tags, Eagan, Minn.
Mr. Michael W. Thompson (2001)
Realtor, Edina Realty Inc., Edina, Minn.
Ms. Pamela L. Tibbetts (2000)
Chief Operating Officer, Fairview Health
System, Minneapolis, Minn.
Ms. Kathryn H. Tunheim (1998)
Principal and President, Tunheim Sanuizos
Company, Minneapolis, Minn.
*Mr. William A. Urseth, '71 (1998)
Chairman and CEO, Upland Global
Corporation, Minneapolis, Minn.
*Ms. Joan L. Volz, '68 (2000)
Afton, Minn.
Ms. May Ka-Yee Yue (2000)
President and CEO, Norris Education
Innovations, Inc., Edina, Minn.
DIVISION
FOR HIGHER
EDUCATIONAND SCHOOLS
THEEVANGELICALLUTHERANCHURCH
IN AMERICA
(ELCA)
Chair
The Rev. John G. Andreasen
Director for Administration and Finance
Sue Rothmeyer
Secretary
The Rev. S. Philip Froiland
Director for Colleges and Universities
(vacant)
Vice-Chair
Mary Hull Mohr
Asst. Dir. for Colleges and Universities
Cheryl Chatrnan
Executive Director
The Rev. W. Robert Sorensen
270
AUGSBURG
COLLEGE
FACULTYAND
Beginning year of service is indicated with parentheses.
Officers
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Marie 0. McNeff (1968). Vice President for Academic and Learning Services and Dean of
the College. Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska.
Paul R. Carlson (1998). Vice President for Finance and Administration. B.S., University of
Nebraska; M.B.A., University of Montana.
Ida B. Simon (1998). Vice President for Institutional Advancement and Community
Relations. B.A., Lincoln University; M.Ed., University of Illinois-Urbana; M.Div.,
Union Theological Seminary.
Richard J. Thoni (1972). Vice President for Institutional Research and Program
Development. B.A., St. Olaf College; Ph.D., University of Minnesota.
Administration
Richard Adamson (1989). Controller and Director, Business Office. B.A., University of St.
Thomas; Certified Public Accountant.
Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A.,
St. Olaf College; M.S., Ph.D., University of Michigan.
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Jose R. Bourget-Tactuk (1997). Director, Center for Global Education. Associate Professor.
B.A., Southern College; M.A., Ph.D., Andrews University.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; MS., St. Cloud State University.
Paul Grauer (1979). Men's Athletic Director. B.S.Ed., Concordia College-Nebraska, M.Ed.,
University of Nebraska; M.A., University of Minnesota; Ph.D., University of
Minnesota.
Herald Johnson (1968). Director, Student Services Center. B.A., Augsburg College.
Benjamin Kent (1996). Academic Advising Coordinator, Academic Advising Center. B.A.,
University of Wisconsin-Madison; M.S., University of Oregon.
William Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College.
Ann Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point;
M.S., Ohio University.
Gaye Lindfors (1993). Assistant to the President. Director, Human Resources. B.S.,
Mankato State University.
Donna McLean (1985). Director, Alumni and Parent Relations. B.A., University of
Minnesota.
Art Meadowcroft (1985). Director, Facilities Management Services. B.S., University of
Minnesota.
-
Augsburg College Faculty 271
Barbara R. Nagle (1998). Director, Public Relations and Communication. B.S., Ohio
University.
Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of
Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana
University.
Julie Olson (1991). Program Coordinator, Weekend College. B.A., Augsburg College.
Lois Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; MS., Mankato State University.
Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee.
Lora Steil (1994). Human Resources Manager. B.A., University of St. Thomas.
Kathryn A. Swanson (1985). Interim Associate Dean for Student Affairs. Professor of
English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota.
Don Warren (1978). Director, Academic Enrichment. B.A., M.A., University of Minnesota.
David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University
Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Virginia P. Allery (1993). Associate Professor of Education. Coordinator, American Indian
Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D.,
Unive~sityof Minnesota.
Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A., St.
Olaf College; M.S., Ph.D., University of Michigan.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestem Seminary.
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Trudi J. Anderson (1990). Studio ArtistElute, part-time, Music. B.M., Augsburg College;
M.M., Northwestem University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminary; Ph.D., University of Minnesota.
Salah Ayari (1995). Instructor, part-time, Modem Languages. Maitrise Combinee de
Langues, Institut Bourguiba des Langues Vivantes, Tunis; M.A., University of
Minnesota.
272 Augsburg College Faculty
-
B
Matthew C. Barber (1992). Studio ArtistE'ercussion, part-time, Music. B.M., University of
Michigan.
Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota;
M.A., San Diego State University; Ph.D., University of Mimiesota.
Aroti G. Bayrnan (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A.,
Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles
School of Physical Therapy; Ph.D., University of Minnesota.
John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Michael D. Berndt (1997). Instructor, part-time, English. B.A., University of MinnesotaMorris; M.A., Southern Illinois University-Carbondale.
Anthony A. Bibus, I11 (1992). Assistant Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado;-MIA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech/Communication and Theatre Arts. B.S., M.EA.,
University of Minnesota.
Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Jose R. Bourget-Tactuk (1997). Associate Professor. Co-Director of The Center for Global
Education. B.A., Southern College; M.A., Ph.D., Andrews University.
Nora M. Braun (1997). Assistant Professor of Business Administration/ Accounting1 MIS.
B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota.
Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American
University; M.S.W., University of Minnesota.
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eric L. Buffalohead (1997). Instructor, part-time, American Indian Studies. B.A., M.A.,
University of Minnesota.
-
Augsburg College Faculty 27!
Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S.,
University of Wisconsin-Madison.
W. Roger Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A.,
Oklahoma State University; M.A., University of Wisconsin-Madison.
Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business Administration/Accountingl
MIS. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., State University of
New York-Albany; M.S., University of Illinois at Urbana; Ph.D., University of
Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Susannah G. Chapman (1997). Studio Artist/Cello, part-time, Music. B.M., Mannes
College of Music; M.M., D.M.A., State University of New York-Stony Brook.
Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois at
Urbana-Champaign; Ph.D., University of Minnesota.
David T. Chollar (1997). Instructor, part-time, Social Work. B.S., University of Houston;
M.S.W., Fordham University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; MIA., Minneapolis College of Art and Design.
Kurt N. Claussen (1997). Studio ArtistISaxophone, part-time, Music. B.A., St. Olaf College;
M.M., University of Minnesota.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). lnsmctor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacfic Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
274 Augsburg College Faculty
-
D
Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St.
Catherine; M.EA., Vermont College; Ph.D., The Union Institute.
Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Jacqueline R. deVries (1994). Assistant Professor of History Coordinator; Women's
Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State
University; Ph.D., University of California-Berkeley.
Steven G . Dixon (1994). Assistant Professor, Librarian. B.S., Utah State University; M.L.S.,
University of Arizona.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College.
Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., Ph.D., University of Wisconsin-Madison.
Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Fran~oiseM. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite
de Bordeaux 111; M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke
University.
Linda D. Dyer (1995). Assistant Professor of Education. B.S., Bridgewater State College;
M.S., Mankato State University; Ph.D., University of Minnesota.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Nancy Edwards (1997). Instructor, part-time, Social Work. B.A., Indiana University; M.A.,
University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; MS., Ph.D., University of Minnesota.
Darcey Engen (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.A., Augsburg College; M.EA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist/Trumpet, part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Rene Escoto (1997). Academic Coordinator. Center for Global Education. M.A., The
Institute for Social Studies, The Hague, Holland.
Susan E. Everson (1997). Instructor, part-time, English. B.A., Carleton College; M.A.,
Ph.D., University of Chicago.
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Augsburg College Faculty 275
Heidi M. Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Lucie K. Ferrell (1992). Associate Professor of Nursing. B.S., College of St. Catherine;
M.N., University of California-Los Angeles; Ph.D., Adelphi University.
Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Phillip E Fishman (1988). Assistant Professor, part-time, Political Science. B.S., University
of Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Eloise I. Fredrickson (1997). Instructor, part-time, Education. B.A., Southwest State
University; M.Ed., University of Minnesota.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
C
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
George M. Gaetano (1993). Assistant Professor of Speech/Communication and Theatre
Arts. B.A., Hunter College; M.A., Ph.D., University of Minnesota.
Richard A. Germundsen (1987). Associate Professor of Education. B.S., Mankato State
University; M.A., American University; Cand. Mag., Universitet i Bergen, Norway;
Ph.D., University of Minnesota.
Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine;
M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., St. Olaf College; J.D., William Mitchell College of Law.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies.
B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate
School.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
276 Augsburg College Faculty
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Harvard University.
Robert C . Groven (1997). Instructor, part-time, Speech/Communicationand Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Satya P. Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
H
Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/
Accounting/MIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University,
Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas.
Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia,
Center for Global Education. B.S., Windhoek College of Nurses; M.S., Leeds
Metropolitan University, United Kingdom.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University.
Dolores V. Hanson (1993). Instructor, part-time, Education. B.S., University of Minnesota;
B.S., Moorhead State University.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
M. Anaam Hashmi (1990). Instructor, part-time, Business Administration/ Accounting/
MIS. B.E., N.E.D., University of Engineering and Technology, Karachi; M.B.A, Ball
State University; D.B.A., Kent State University.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Maurice Healy (1996). Academic Coordinator of Guatemala Programs, Center for
Global Education. B.A., Maryknoll College; M.Div., M.Rel.Ed., State University
of New York-Maryknoll.
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Augsburg College Faculty 27:
Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA.,
University of Iowa.
Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
James M. Honsvall (1997). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., Bemidji State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/
Accounting MIS. B.A., M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Kenneth B. Huber (1989). Studio ArtistRiano, part-time, Music. B.M., M.M., Indiana
University.
David Hudson (1990). Instructor, part-time, English. B.A., M.A., University of Minnesota.
I
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.W., University of
Michigan.
J
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Anne C . Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Ross A. Jilk (1997). Instructor of Biology. B.S., University of Minnesota; Ph.D., University
of Wisconsin-Madison.
Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
278 Augsburg College Faculty
Martha B. Johnson (1988). Associate Professor of Speech/Communication and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College.
K
Amin E. Kader (1974). Associate Professor of Business Administration/ Accounting/ MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of California;J.D., University of Minnesota.
Manuel E. Kaplan (1995). Consulting Medical Director, Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University
of Maryland; J.D., University of Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School
of Medicine.
John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University;
M.A., Ph.D., University of Illinois-Urbana.
Christopher W. Kimball (1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Elizabeth E! Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies.
B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International
Studies.
Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A.,
George Washington University; M.A., State University of New York-Albany.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
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Augsburg College Faculty 27!
Marilyn A. Kramer (1994). Instructor, part-time, English. B.A., University of WisconsinMadison; M.A., University of Wisconsin-Milwaukee.
Paul S. Kriegler (1993). Instructor, part-time, Health and Physical Education. B.S.,
Mankato State University; M.Ed., University of Wisconsin-Whitewater.
Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., M.B.T., M.B.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
Scott E. Kuster (1994). Academic Coordinator, Academic Programs in Namibia. Center for
Global Education. B.A., George Washington University; M.A., American
University.
L
Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS.
B.A. Michigan State University; M.A., University of Michigan; M.B.A., University
of Minnesota.
David V. Lapakko (1986). Assistalit Professor of Speech/Communication and Theatre Arts.
B.A., Macalester College; M.A., Ph.D., University of Minnesota.
William W. Latimer (1996). Instructor, part-time, Psychology. B.A., Hobart College; M.A.,
Columbia University; Ph.D., University of Rhode Island.
Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Lynn Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S., North Dakota State University.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
M.Sc., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of
Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lejeune Yolande Lockett (1997). Academic Coordinator, Mexico, Center for Global
Education. B.A., University of California-Davis; M.S., University of California.
Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS.
B.A., M.B.A., Ph.D., University of Minnesota.
Christoffel Lombard (1996). Academic Coordinator, Namibia, Center for Global
Education. B.A., B.Th., University of Stellenbosch; M.Th., D.Th., University of
Western Cape.
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado-Denver; M.S., PA. Certification, University of Colorado
Health Science Center.
280 Augsburg College Faculty
Steven P. Lund 1982). Studio Artist~Trombone,part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
Ann Lutterrnan (1993). Academic Coordinator, Mexico, Center for Global Education. B.A.,
Earlham College; M.Div., Yale Divinity School.
Beth M. Mackey (1996). Instructor, part-time, Education. B.S., M.S., Indiana University.
Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS.
B.A., University of Tunis; M.A., Ph.D., University of Minnesota.
Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Augsburg College; M.B.A., Northern Arizona University.
Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A.,
M.Ed., Macalester College.
Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration/Accounting/
MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas E Morgan (1983). Professor of Business Administration/ Accounting /MIS. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
Patricia A. (Patty) Murphy (1991). Assistant Professor of Health and Physical Education.
B.S., M.S., Mankato State University.
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Augsburg College Faculty 281
Patricia E (Trish) Murphy (1996). Instructor, part-time, Education. B.A., Mount Mary
College; M.Ed., University of Minnesota.
N
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Jack Nelson-Pallmeyer (1984). Instructor, part-time, Religion. B.A., St. Olaf College;
M.Div., Union Theological Seminary,
Catherine C. Nicholl(1973). Professor of English. B.A., Hope College; M.A., University of
Michigan; Ph.D., University of Minnesota.
Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High
School (music concentration); private study
Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota.
Norma C . Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
0
Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Hamline University.
Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.D., Syracuse University.
Wayne L. Olhoft (1993). Assistant Professor of Business Administration /Accounting /MIS.
B.A., Metropolitan State University; M.B.A., University of Minnesota.
Sandra L. Olmsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992). Instructor, part-time, Speech/Communication and Theatre Arts.
B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University.
Lila J. Olson (1990). Studio ArtistNoice, part-time, Music. B.M., University of Kansas;
M.M., University of Nebraska.
Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.,
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin-Eau Claire; M.M., Eastrnan School of Music.
282 Augsburg College Faculty
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P
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Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration/
AccountingfMIS. B.A., M.A., Central School for Planning and Statistics, Warsaw;
Ph.D., Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Paul E. Pender (1985). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., M.B.A., University of Wisconsin.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William A. Perkins (1995). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of Detroit.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
P a r - Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Michael D. Powers (1997). Instructor, part-time, Biology. B.A., University of MinnesotaMorris; M.S., University of Minnesota.
Q
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
R
Lany C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas-Austin.
0. Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., University of
Minnesota.
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Augsburg College Faculty 283
Deborah L. Redmond (1981). Assistant Professor of Speech/Communication and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of
Minnesota; M.A., Ph.D., University of California-Berkeley.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
John L. Rohwer (1997). Instructor, part-time, Health and Physical Education. B.A.,
Concordia College-River Forest, IL; M.A., University of Minnesota; Ed.D.,
University of Northern Colorado.
Glenda D. Rooney (1992). Associate Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Kenneth A. Root (1996). Instructor, part-time, Social Work. B.A., St. Olaf College;
M.S.S.W., University of Wisconsin; M.A., Ph.D., University of Iowa.
Dan Eagle Boy Rowe (1997). Instructor, part-time, American Indian Studies. B.A.,
Montana State University-Billings; M.A., Purdue University.
S
Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Patricia Hume Santa Coloma (1997). Academic Coordinator, Center for Global Education.
M.A., Instituto Norteamericano de Relaciones Culturales.
Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Merlyn E. Satrom (1995). Instructor, part-time, Religion. B.A., Luther College; M.Div.,
Luther Theological Seminary; D.Th., Philipps-Universitat, Marburghhn,
Germany.
Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS.
B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Assistant Professor of English. Paideia Program Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech/Communication and
Theatre Arts. B.A., M.A., M.EA, University of Minnesota.
David G. Schwain (1995). Instructor, part-time, Business Administration/Accounting/
MIS. B.B.A., University of Cincinnati; M.B.A., Haward University.
Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accountingl
MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D.,
University of Minnesota.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
284 Augsburg College Faculty
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; MS., Ph.D., University of Minnesota.
Ryan Rae Sheppard (1994). Instructor, part-time, Sociology. B.S., University of Minnesota;
M.A., University of Southern California.
Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A.,
M.Ph., Delhi School of Economics; Ph.D., Louisiana State University.
Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W.,
Ph.D., University of Nebraska.
Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. Profesorado en
Espafiol, Universidad de Concepcion, Chile; Ph.D., The Catholic University of
America.
Robert Spector (1997). Instructor, part-time, Chemistry. B.S., City College of New York;
PbD., University of Pennsylvania.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Assistant Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W., Columbia University.
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John F! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting MIS.
B.S., M.S., Long Island University.
Jean R. Strait (1994). Assistant Professor of Education. B.S., University of Pittsburgh; M.S.,
Moorhead State University; Ph.D., University of Minnesota.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., D.Th., Luther Seminary.
Grace K Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. Interim Associate Dean for Student
Affairs. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota.
William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of
Chicago.
Jeffrey T. Symstad (1997). Instructor, part-time, Biology. B.S., St. John's University; M.S.,
University of Minnesota.
-
Augsburg College Faculty 28s
T
Rose M. Theisen (1997). Instructor, part-time, Business Administration /Accounting /MIS.
A.A., Anoka-Rarnsey Community College; B.A., Augsburg College; M.B.A.,
University of Minnesota.
Karen Brown Thompson (1997). Instructor, part-time, Political Science. B.S., Georgetown
University; M.A., Ph.D., University of Minnesota.
Philip J. Thompson (1959). Professor of Art. B.A., Concordia College-Moorhead; MIA.,
University of Iowa.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
James V. Tolar (1997). Instructor, part-time, Philosophy. B.A., University of Texas-Pan
American; M.A., Bowling Green State University.
Mark D. Tranvik (1995). Assistant Prof-or
of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of CaliforniaSanta Cruz; Ph.D., University of Minnesota.
Michael E Troy (1997). Instructor, part-time, Psychology. B.A., Lawrence University;
Ph.D., University of Minnesota.
U-v
Rebekah N. Valdivia (1995). Assistant Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
John W. Van Cleve (1996). Associate Professor of Modem Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin-Madison.
James A. Vela-McConnell (1997). Assistant Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
W
Anthony R. ~ a g n e (1993).
r
Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
Donald M. Warren (1980). Instructor, part-time. Director, Academic Enrichment. B.A.,
M.A., University of Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., B.L., J.D., University of Pittsburgh.
Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A.,
College of St. Thomas.
Rita R. Weisbrod (1991). Associate Professor of Sociology. B.A., M.A., University of
Minnesota; Ph.D., Cornell University.
286 Augsburg College Faculty
Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of
Nebraska; M.P.H., Ph.D., University of Minnesota.
Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North CarolinaChapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Gary S. Whitford (1994). Instructor, part-time, Social Work. B.S., University of WisconsinPlatteville; M.Div., Wartburg Theological Seminary; M.S.W., Ph.D., University of
Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W.,
University of Pennsylvania.
Michael S. Wilson (1996). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., University of St. Thomas; M.B.A., University of Minnesota.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St.
Olaf College.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., Calvin College; M.B.A., Western Michigan University.
Fidel Xinico (1995). Academic Coordinator, Guatemala, Center for Global Education.
B.A., Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary, University of
St. Thomas.
Ruth Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College-Moorhead.
Raymond E. Anderson. Professor Emeritus of Speech/Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Carl H. Chrislock. Professor Emeritus of History, B.A., Augsburg College; M.A., PbD.,
University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus of Sociology. B.A., Coe College; M.A., Rockford
College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech/Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
288 Faculty Emeriti
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Einar 0.Johnson. Professor Emeritus of Education. B.A., Concordia College; M.A., Ph.D.,
University of Washington.
James D. Johnson. Professor Emeritus of Music. M.S., Juilliard School of Music; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., smith College;
M.A., Columbia University; M.A., University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Cenmal Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA., Augsburg
College; M.Ed., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany
Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Minnesota.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia CollegeMoorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College-Moorhead; M.S.,
Ph.D., University of Nebraska.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Ith Avenue
S.
DOWNTOWN
MINNEAPOLIS
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at Zlst Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. Pay
parking is available at the FairviewUniversity Medical Center across
Riverside Avenue. For major events on
campus during evenings and weekends,
parking is also available in the facultylstaff
and commuter lots.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 21st Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 2lst Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue. turn left at Zlst Avenue South.
A
C
About Augsburg 9, 267
Academic Advising Center 52
Academic Affairs 6, 64
Academic Calendar 4, 5, 50
Academic Information 50
Academic Internships 61
Academic Policies and Procedures 64
Academic Progress, Probation and
Dismissal 80
Academic and Learning Services 42
Academic Skills Enrichment 42
Accessibility 16
Accounting 98, 104-106
Accreditation and Memberships 10, 15, 16
Activities 40
Admissions 12, 18-22
Administrative Officers of the College 270
Advanced Placement Program Test (AP) 78
African American Student Services (see
Pan-Afrikan Student Services) 44
Air Structure 41
Alumni Center 12
American Indian Studies 43, 158-159
American Indian Student Services 43
American Sign Language 181
Anderson Hall 12, 47
Anderson-Nelson Athletic Field 12
Anishinabe Library Project 44
Application Procedures 18, 29
Arabic 180-181
Art 87-91
Art History 87, 90
Asian American Student Services (see Pan
Asian Student Services) 44
Asian Studies (see East Asian Studies) 120-121
Assessment of Previous Learning (APL)
Program 77
Associated Colleges of the Twin Cities
(ACTC) 57
Associated Support Organizations 14
Athletic Affiliation 16
Athletics 41
Audit Fee 24
Auditing Courses 77
Augsburg Echo 41
Augsburg Seminar 52, 69, 92
Augsburgian, The 41
Calendar 4, 5, 50
Campus Location 11, 16, 289-290
Campus Map 289-290
Campus Ministry 40
Campus Tours 18
Canadian Program 63
Career Services 62
Center for Global Education 12, 58, 166-167
Center for Global Education Courses 58-60,
166, 168-171
Center for Learning and Adaptive Student
Services (CLASS) 42
Center for Service, Work, and Learning 60
Chemistry 110-115
Chinese 180-181
Choir 41, 197, 204
Christensen Center 12
Class Confirmation 64
Class Schedule 84
Classification (Class Year) 77
Coaching Endorsement 149
College Costs 1998-99 24
College Level Examination Program
(CLEP) 78
College of the Third Age 63
Commencement 81
Commons 47
Communication 255-258
Community and Public Service
Scholarships 31
Community Internships in Latin
America 60, 173
Community Service-Learning 61
Computational Economics 117
Computer Resources 51
Computer Science 116-119
Concert Band 41, 197, 204
Continuing Education Program 63
Cooperative Education 61
Counseling 45
Counseling and Health Promotion 45
Course Descriptions 84-266
Credits 84
Crime and Community Concentration
(Sociology) 251
B
Biology 93-97
Board of Regents 268-269
Books and Supplies 25
Business Administration 98-103
Business Administration and
Economics Major 100, 123
D
Dean's List 80
Degrees Offered 8, 15, 50
Departmental Comprehensive Exams 78
Departments and Programs 48, 84-266
Deposits 25,46
Development 6
Directory 6
Disabled Student Program 42
Index 293
Dismissal 80
Discrimination Complaints 48
Divisions and Departments 52
Dormitories 12, 46
Dual Degree Programs 54, 138-1 39
E
Early Admission of Freshmen 19
East Asian Studies 120-121
East European Studies 53, 54, 243-244
East Hall 12
Echo 41
Economics 92, 100, 122-126
Education 127-137
Education for Service 10
Elderhostel 63
Elementary Education 128-131
Employment 33, 60
Engineering 138-139
English 140-146
English as a Second Language (ESL)
Program 79
English Placement Test 141
English-Language Arts Teaching Major 141
Enrollment 16
Enrollment Deposit 25
Ensembles 197, 204
Entry-level Skills 69
Ethnic Studies 159
Evaluation and Grading 75
Evangelical Lutheran Church in America
(ELCA) 16, 269
Experiential Education Programs 60-61
Explanation of Grades 75
F
Facilities and Housing 12, 46
Facts and Figures 16
Faculty 16, 50, 271-286
Faculty Emeriti 287-288
Family Educational Rights and Privacy Act
(FERPA) 48, 81-82
Federal Work Study Program 33
Fees 24-25
Finance Specialization (Business
Administration) 100
Financial Aid 16, 28-33
Financial Policies 26-28
Fine Arts 41
Fitness Center 45
Food Service 47
Foreign Languages 75, 180-190
Former Students 21, 65
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 12
Four-Year Assurance Program 81
French 180, 181-183
Freshmen 18
C
Gage Family Academic Enrichment
Center 42
General Education Curriculum 66-71
General Education Requirements 66-71
General Studies 147
German 180,183-1 85
Gift Assistance 31-32
Global Education Center 12, 58, 166-167
Global Education Program
Courses 58-60, 166, 168-171
Grade Point Average 69, 77
Grading 75-77
Graduate Programs Office 64
Graduate Programs 62
Graduation Level Skills 70
Graduation Requirements 66-71
Graduation With Distinction 81
Grants 32
Gymnasium (Melby Hall) 13
H
Health and Physical Education 148-152
Health Promotion 45
Health Service 45
HECUA Courses 59-60, 171-174
Higher Education Consortium for Urban
Affairs (HECUA) 57, 167
~is~anic/Latino
student Services Program
44
History 153-157
History of Augsburg College 9
Honors Program 56
Housing 12, 25, 46
Hoversten Peace Scholarships 31
I
Ice Arena 13
Incomplete Grade 76
Independent Studies 86
Information Technology Resources 51
Inter-Institutional Programs 56-57
Inter-Race 14
Intercollegiate Athletics 41
Interdisciplinary Studies 158-164
lnterim 50
lnterim Abroad 60
lnterim Office 64
lnternational Baccalaureate Program (IB) 77
lnternational Business Minor 101
lnternational Business Specialization
(Business Administration) 100
lnternational Partners 167
294 Index
lnternational Programs 46
lnternational Relations 165-166
lnternational Student Services 22
lnternational Students 46
lnternational Studies 166-174
Internships 61, 85
Intertribal Student Union 43
Intramural Athletics 41
J
Japanese 180, 186
K
MIS Courses 107-109
Mission Statement 9
Modern Languages 180-190
Mortensen Tower 13,43
Murphy Place 13
Murphy's 47
Music 191-205
Music Education Major 191, 194
Music Ensembles 197, 204
Music Hall 13
Music Performance Major 192, 195
Music Repertoire Tests 199
Music Therapy Major 192, 196, 203-204
KCMR Radio 41
L
Language Courses 180-190
Leadership Scholarships 31
Learning Disabilities Program 42
Learning Laboratory 42
Leave of Absence 65
Liberal Arts Perspectives 71-75
Library and Information Technology
Center 12, 16, 51, 56
Licensure Veaching) 54
Lifetime Sports 71
Lindell Library 12, 51
Linguistics 186
Loan Assistance 32-33
Location 11-12, 289-290
Lutheran Leader Scholarships 31
M
Majors and Minors 8, 53-54, 84-266
Management Information Systems 107-109
Management Specialization (Business
Administration) 100
Maps 289,290
Marketing Specialization (Business
Administration) 100
Mastefs Degrees 50, 62
Math Placement Group (MPG) 70
Mathematics 175-179
Medical Refund 28
Melby Hall 13
Memberships 15, 16
Memorial Hall 13
Merit Scholarships 30
Metro-Urban Studies 160-161
Minnesota Indian Teacher Training
Partnership (MNITTP) 43
Minnesota Minority Education Partnership
(MMEP) 14
Minnesota Work Study Program 33
Minority Studies 158-164
Minors 54, 84-266
N
Natural Science 206-207
No-Credit Grades 75
Nordic Area Studies 162-164
Nordic Center 14
Norwegian 180, 186-187
Notification of Admissions Decision 18
Number Grades 76
Numbering of Courses 78
Nursing 208-21 1
0
Off-Campus Programs 16
Officers of the College 270
Ojibwe 180, 188
Old Main 13
Orchestra 41, 197, 204
Orientation (AUG) 52, 69, 92
p,
Q
Paired Resources in Ministry and
Education (PRIME) Awards 30
Pan-Afrikan Student Services 44
Pan Asian Student Services 44
Part-Time Students 24
PassINo Credit 75-76
Pastor 40
Payments 26
Performance Studies 197, 205
Performing Arts Scholarships 31
Perspective Requirements 66, 71-75
Perspectives (Rationale) 71-73
Philosophy 212-215
Phi Theta Kappa Scholarships 30
Physical Disabilities Program 42
Physical Education 148-152
Physical Science Teaching Licensure 111
Physician Assistant Program 216-220
Physics 221-225
Piano Proficiency Test 199
Policies 14, 16, 47, 81, 291
-
Index 295
Political Science 226-231
Portfolio Assessment Program 78-79
Pre-Professional Programs 55-56
Pre-Registration 64
Prerequisites 84
President's Greeting 2
President's Scholarships 30
Probation 80
P~ychology232-236
Public Relations and Communication 13
R
Refunds 26-28
Regents 268-269
Regents' Scholarships 30
Registration 64
Religion 237-242
Religious Affiliation 16
Residence Life Program (see also
Housing) 46-47
Residence Requirements 69
Room and Board 24
ROTC 57
Russian 180, 188
Russian, Central, and East European Studies
243-244
5
Scandinavian Studies 162-164
Scandinavian Urban Studies 59, 171-1 72
Scholarships 30-31, 34-38
School Year 4, 5, 16
Science Hall 13
Secondary Education 131-1 35
Service-Learning 61
Sigma Pi Sigma 223
Skills Requirements 69-70
Social, Cultural, Recreational Activities 40
Social Studies 245
Social Welfare Minor 247
Social Work 246-250
Society of Physics Students 223
Sociology 251-254
Space Physics 222
Spanish 188-190
Special Education 137
Special Interest Housing 47
Special Students (Non-Degree) 21
Speech/Communication and
Theatre Arts 255-262
Sponsored Scholarships 34-38
Sports 41
StepUP Program 43
Student Activities 40
Student Affairs (see Academic
and Learning Services) 42
Student Educational Loan Fund (SELF) 33
Student/Faculty Ratio 16
Student Government 40
Student Life 40-48
Student Newspaper 41
Student Project for Amity Among Nations
(SPAN) 16
Student Publications 41
Student Rights 47, 48
Student Standards of Behavior, Complaints,
Records 47
Student Teaching Abroad 60, 127
Studio Art 87-90
Study Abroad 57-60, 166-174
Summer School Office 64
Support Programs 4 3 4 4
Sverdrup Hall 13
Sverdrup-Oftedal Memorial Hall 13
T
Teaching Licensure (see also Majors)
54, 127, 128, 131,132
Test Scores 18
Theatre Arts 259-262
Transcripts 18
Transfer Scholarships 30
Transfer Students 19-21, 66-67, 70
Tuition, Fees, Room and Board 24-25
Tutor Center 42
u
Upper Midwest Association of Intercultural
Education (UMAIE) 16
Urban Studies 161-162
Urness Tower 13, 47
v
Veterans 81
W
Weekend College 62
Withdrawal From College 28, 65
Women's Hockey 41
Women's Studies 263-266
Work Study Program 33
x, y, z
Yearbook 41
Youth and Family Institute 14
Youth and Family Ministry Major 237-238
Show less
.................... . 2
Options ..................... . 4
Visiting Students. ............... 5
Calendar. ....................... 6
About This Catalog. ................ 7
Interim Courses ...................8
Lifetime Sports. ................. . 4 4
Interim Abroad .................. 4 5
Othe... Show more
.................... . 2
Options ..................... . 4
Visiting Students. ............... 5
Calendar. ....................... 6
About This Catalog. ................ 7
Interim Courses ...................8
Lifetime Sports. ................. . 4 4
Interim Abroad .................. 4 5
Other Courses .................. . 4 7
Introduction.
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4- 1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 '12
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course
credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and
students must select which is most appropriate for their
needs. Students registering for upper division credit should
anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel
requirements, have additional fees associated with them.
These fees, although intended to be accurate, may change
and students should check with the instructor to verify the
final costs.
Students are required to complete at least 33 course credits
for graduation. This course total must include two Interims
for students who enter with fewer than 14 courses. Freshmen
are required to take an Interim course their first year. A
maximum of four Interim course credits may be counted
toward the 33 course credits required for graduation.
Transfer students should refer to their transfer credit
evaluation form or consult the registrar for the number
of Interim courses required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration but will be charged day school tuition ($1,564)
per course credit. If they do so they may take only 1.0 additional
course credits in Weekend College for winter trimester.
Augsburg College, as affirmed in its mission, does not discriminate on the basis
of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan programs, athletic
and/or school administered programs, except in those instances where religion is
a bonafide occupational qualification. Augsburg College is conimitted to providing reasonable accommodations to its employees and its students.
Any questions concerningAugsburgs compliance with fideral or state regulations implementing equal access and opportunity can be directed to Lora Steil,
affirmative action coordinator, Ofice of Human Resources, CB 79,Augsburg
College, 2211 Riverside Ave., Minneapolis, MN 55454. She can be reached by
telephone, (612) 330-1023; or by e-mail, ateil@augsburg.edu>.
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 45. Some courses have early registration deadlines.
Internships deadline-Friday, December 11. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Interims at other schools-Augsburg students may enroll at
any other 4- 1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements.
Visiting Students
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge
tuition to Augsburg students for the January term. The waiver
of tuition does not include special fees, housing, or board
costs. Other students will be charged $1,564 for the Interim
course. Students interested in registering for an Augsburg
Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at
their own school. There is an application processing fee of
$10. Students are welcome to stay on campus but are not
required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399, or 499 courses.
Interim Calendar 1999
November 16 to December 4 . .........Interim registration
January 4 . ......................... First day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:15 p.m.
January 5
............ Last day to register or add a class or
cancel a class without a notation
January 15. .................... Last day for determining
grading option with registrar
January 15 ......... Last day for withdrawing from courses
.............................. Interim ends
February 1 ......................Spring semester begins
February 5 ............... Interim grades due to registrar
January 27
The time, number, and length of meetings as well as the
beginning time will be arranged the first day of class. The
daily schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I
classes will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, January 18, at 1:00 p.m.
Afternoon classes begin following the convocation.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 226.
Students may also register for one of the lifetime sports listed
at the end of the catalog. Courses that include travel are
marked with an airplane.
+
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1 150.
Accounting
See listing under Business, pg. 9.
Introduction to Drawing in Architecture
ART 100-J
lnstructor: Staff
This course develops basic skills involved ,in perceiving and
representing the material environment. Sketching and drawing conventions are employed to study visual phenomena
and forms.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: Ii
Room: Old Main 17
Tribal Arts And Culture
ART 290-J
Instructor: Steve Chapman
The rich heritage of indigenous cultures is explored through
the visual arts, particularly within the United States. Other
content includes poetry, dance, mythology, ritual, religion,
and drama of many American Indian tribes. Students will
produce various art projects in weaving, basket making, pottery, sculpture, or prints.
Maximum Enrollment: 20
Time: Ii
Room: Old Main 4
Seeds of Change
BIO 145-J
Instructor: Esther McLaughlin
We will use a few historically, economically, and medically
important plants to study some of the ways in which humans
and plants interact, biologically and otherwise. Plants are not
only at the b0tto.m of our food chain but also play a part in
non-food aspects of our lives, either directly (e.g., medicines,
fibers, dyes) or indirectly (e.g., how food crises have influenced human migrations). We will study the uses, biology,
natural history, and classification of several important plants.
Evaluation will be based on three or four 40-minute exams,
several quizzes, and an oral presentation.
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I1
Room: Science 205
Internal Audit and
Management Consulting
ACC 424-J
Instructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using
techniques discussed in accounting, finance, management,
marketing, and MIS, we examine a business' internal control
systems and operating efficiency. By stepping away from the
traditional textbook approach we incorporate creativity and
discussion. Major topics include: business valuation techniques, "just-in-time" philosophy, efficiency improvement
techniques, disaster recovery planning, and report writing.
Students will be evaluated by classroom quizzes, a project,
and final examination.
Prerequisites: ACC 221 & 222, BUS 242, 252,331, ECO 113, MIS 175 & 379
Graduation Skill Requirements: Speaking, Writing
Maximum Enrollment: 20
Time: I1
Room: Old Main 11
Advanced Computing for Business
MIS 370-J
Instructor: Wayne Olhoft
Objectives are to learn concepts underlying creation of Web
pages and business communication via the Internet. Use of
relational databases for advanced queries, forms, and reports.
Basics of event-driven programming for solving business related problems. Students will complete three major projects and a
few minor assignments. The course requires significant effort
on projects and constant access to a computer. Cooperation
with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness
to exercise exceptional effort in learning the tool.
Prerequisite: MIS 175, CSC 170, consent of the inslructo~or Math Placemenl Group 3
Maximum Enrollment: 20
Time: I1
Room: Lindell I6
International Business in French
and English
BUS 295/495-J
FRE 295/495-J
Instructors: Magda Paleczny-Zapp and Paty Pezechkian- Weinberg
This course focuses on opportunities and challenges of doing
business in the enlarged European Union and is designed to
give you the skills and the cultural insights needed to do business in French and with the members of the European community. Through the study of governmental agencies, management, marketing, and media, we will discuss and analyze some
of the hottest issues of the European business world today. This
course provides the appreciation of cultural differences and
world-view perspectives and offers the opportunities to discover professional vocabulary usually not covered in a language
class. It will help you gain a better comprehension of the sociocultural, economic and political structures of France as com-
pared to those in the U.S.Students are required to read and
prepare assigned articles (in French and English) at home for
class discussions. You will be required to prepare two presentations (one in French) of 10 minutes each on a related subject. You will be assigned translations and case studies to be
performed in class and at home, and to write commentary (in
French and English) on articles. No final exam.
Prerequisites: Business 362 and French 21 1 or consent of the instructors.
Maximum enrollmenl: 25
Time: I
Room: Old Main 10
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches, and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be
based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or
minoring in international business or any field of business
administration, as well as anyone interested in Japan. Students
who cannot attend every class should not enroll in this
course.
Prerequisite: Junior standing or consenl of the instructor
Liberal Arts Perspective: IntercuNural Awareness 1
Maximum Enrollment: 20
Time: I
Room: Old Main 29
Introduction to Polymer Chemistry
and American Plastic
CHM 104-J
Instructor: Ron Fedie
Previously there was the Stone Age, Iron Age, and Bronze Age.
Now we live in the Age of Plastics. Without this innovative
technology, life as we know it would be much different. The
variety of polymer molecules and their properties make up
various plastics. Through chemistry the variations are endless.
Many items and materials such as coatings, adhesives,
leisure/sports equipment, construction supplies, automobile
parts, clothes, medical supplies, cosmetics, and others used
every day come from different polymer molecules. In this
course we will explore and discuss the world of polymer
chemistry with a special focus on plastic. There are both synthetic and natural polymers. Most plastics come from synthesized polymers found in "plastic" wrap and trash bags. A
common natural polymer, polyisoprene, is collected from the
sap of rubber tree-golf balls and latex gloves are just two of
its popular uses. The class will also focus on the book
American Plastic: A Cultural History by Jeffrey Meikle.
Themes from the book, the different types of polymers used,
and recent themes such as the recycling of plastics will be
discussed. There will be supplemental handouts on some of
the important natural polymers not covered in the book.
There will be labs in which some polymer molecules will be
made and the various properties will be explored. This will
help to give a hands-on experience with the seemingly unlimited possibilities of properties in these long chain molecules.
Prerequisite:Malh Placement Group 2
Liberal Arts Perspeclive: Natural World 1 or 2
Maximum Enmllmenl: 25
Time: I1
Room: Science 315
Introduction to Computer Science and
Communications
CSC 160-J
Instructor: Larry Ragland
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer
science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 212
Economics of Urban Issues
ECO 110-J
Instructor: Satya Gupta
Study of economic implications of the many problems facing
a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination,
education, etc. Basic microeconomics tools of analysis will be
developed in class. This is a basic course designed for those
students who do not plan to major in economics, business
administration, accounting, or MIS. Three objective examinations.
Liberal Arts Perspective: City or Social World 1 or 2
Maximum Enrollment: 15
Time: I
Room: Old Main 11
Contemporary Economic Issues
EGO 195-J
lnstructor: Jeanne Boeh
This course will focus on using the basic tools of economic
analysis to analyze current policy questions. The course will
emphasize the skills of critical thinking and speaking.
Students will read articles presenting at least two sides of an
issue. Classroom and out-of-classroom assignments will be
geared toward developing thinking skills necessary to evaluate
policy positions. This course does not serve as a substitute for
either Economics 112 or 113. Course grade will be based on
two in-class tests, assignments, and participation.
Prerequisite: Student must have passed Critical Thinking assessment or have
successfully completed GST 100.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 25
Time: I
Room: Old Main 13
International Education
EDU 353-J
lnstructor: Rich Germundsen
This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems with special attention on Scandinavian and Central
American models. The course also draws attention to our personal responsibilities to educate ourselves so that we can
understand and participate in the emerging global society.
There will be lectures, discussions, and presentations by students and guest speakers. Student evaluation will be based on
class presentations and investigative projects.
Liberal Arls Perspective: Social World 2
Maximum Enrollmenl: 15
Time: I
Room: Sverdrup 17
Practicum and Seminar in Special
Education
EDU 491-J
Instructor: Susan OJConnor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EOU 282, completion of courses for special education minor,
or consent of instructo~
Maximum Enrollmenf: 9 (This course involves fieldworksupe~isionfor the faculty member)
Time: 11
Room: Sverdrup 4
American Dialects: Differences and
Attitudes
ENG 219-J
Instructor: John Schmit
Language plays an important role in our socialization and
acculturation. The way we speak tells others who we are and
tells us who others are. Our speech is a reflection of our social
and economical standing and our cultural background. For
this reason we should expect women to speak differently from
men. And yet somehow we do not. We should expect anyone
from a different background to have differences of language.
Even more importantly, we must understand these differences
in order to make sure that we understand speakers from different language communitites. This course will examine the
dialects of various English-speaking communities and attempt
to describe and understand their rules of speech: their grammatical rules, phonological rules, and their rules on discourse.
It will include lectures, student presentations, and student-led
discussions. Besides presenting a topic, students will write a
paper on the presentation topic and take a final exam.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Old Main 29
Topics: Introduction to Asian
American Literature
ENG 282/382-1
Instructor: Joan Thompson
In an essay about multicultural American literature, Walter J.
Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture
opens new vistas both into the exterior world and into the
human heart." This course will explore some of these vistas
through readings and discussions of nonfiction works, poetry,
short stories, a play, and a novel by Asian American authors.
Some ideas the writers take as subjects through their art
include definitions of an Asian American voice, explorations of
cultural and individual identity, visions of community, and
coming of age. Class sessions will include discussion of the
historical and social contexts that influence the writers studied.
In addition to the reading, students will view at least one Asian
American film and possibly attend a relevant performance or
reading. Course grades will be based on reading journal, a
short paper, a final exam, class attendance, and participation.
Upper division students will read an additional novel and
write a research-based paper on it.
Liberal Ads Perspective: Intercultural Awareness 1
Maxium Enrollment: 25
Time: I1
Room: Old Main 16
Topics: The Heroic Journey
ENG 282-J
Instructor: Joan Griffin
"The hero:' says Joseph Campbell, "is the man or woman who
has been able to battle past his personal and local historical
limitations to the generally valid, normally human forms."
This struggle, the heroic journey, is a quest for wholeness, for
harmony with oneself, one's society, and even the universe.
The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero
and/or the redemption of the hero's society. This course will
study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of
Joseph Campbell, but also citing studies of the hero by Lord
Ragland, Carol Pearson, and Richard Slotkin, among others.
We will note that major heroic genres in western traditionthe epic and romance-almost always assume that the hero is
usually a warrior and aristocrat. Thus we will analyze typical
elements of the heroic warrior myth as depicted in ancient
and medieval epics and romances, but will also pay particular
attention to its appearance in contemporary American popular narratives. We will consider the implications of the enduring popularity of this rendition of the heroic journey. The
heroic journey, however, is a human journey, and thus the
course will also emphasize the heroic journeys of women as
well as of men who may be neither aristocratic nor warriors.
As a lower division literature course, ENG 282 does not
assume that the student is proficient in literary analysis.
Rather the course will help students develop analytic and critical reading, thinking, and writing abilities. Course requirements: There will be 15 class meetings, each lasting three to
four hours. Course grades are based on class attendance and
participation as well as on daily writing and formal papers. If
you must miss more than one or two classes or frequently
leave class early, you should not take this course.
Prerequisite: ENG 111 recommended but not required
Liberal Ads Perspective: Western Heritage 1 or 2
Maximum Enrollment: 25
Time: I
Room: Science 213
School Health Curriculum
(0.5 course credit)
HPE 320-J
lnstructor: John Rohwer
Techniques for developing a course of study based upon
growth and development for grades K-12. Special work units
in nutrition and diseases. This is a one-half credit course.
Prerequisile: HPE 110
Maximum Enrollment: 20
Time: I -M, bl! and alternale F (1/4, 1/6, 1111, 1/13, 1/15, 1/18, 1/20, 1/25, 1/27)
Room: Melby 202
Administration and Supervision of
School Health Program
(0.5 course credit)
HPE 410-J
Instructor: John Rohwer
Historical background, legal bases, school health services, and
relationships to community health programs and resources.
This is a one-half credit course.
Prerequisite: HPE 110
Maximum Enrollmenl: 20
Time: 1-6Th, and allernate F (1/5, 1/7, 118, 1/12, 1/14, 1/19, 1/21, 1/22, 1/26)
Room: Melby 202
Sailing in the Virgin Islands
HPE 455-J
lnstructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'46' f~ed-keelsailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $2,950, which includes airfare for Augsburg
day students and qualifying 4-1-4 students. Others will have to
pay regular Interim tuition in addition to this course cost in
order to receive academic credit. PIN ONLY.
Applications may be picked up from the office of Joyce Pfaff,
Melby Hall 12 1, Augsburg College. They must be turned in with
deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education department,
(612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper division
Maximum Enrollment: 10 (a wailing list will be kept after the original 10 spols are filled)
Topics in World Histo :
History by Hollywoo
IT
HIS 195-J
Instructor: Rick Nelson
How accurate is our understanding of the past? How do we
attempt to secure that understanding? Why is history biased?
Can there be history without bias? Should history have entertainment as a goal? These questions, and others, form the basis
for an inquiry into the writing of history and the portrayal of
historical characters, events, and themes depicted in the cinema. Filmmakers have presented history in ways ranging from
the mundane to the sublime. In this course we will view
selected films and through readings, lectures, and discussions
examine some of the successes and failures of "History by
Hollywood." This course is intended for first-year students.
Others may enroll with permission.
Prerequisite: One history course or consent of instructor
Liberal Arts Perspective: Western Heritage 1 or 2
Maximum Enrollment: 25
Time: I
Room: Lindelll6
Shaping Human Reality:
Women, Fire, and Dangerous Things
INS 240-J/440-J
Instructor Jose Bourget
This course offers an open, fun, and adventurous environment for exploring how culture shapes human reality.
Intercultural principles are studied in the context of personal,
national, and global differences. Students identify the factors
that shape their ways of seeing the world and, through experiential activities, discover how similar factors help shape distinctive ways of seeing the world among those who are culturally different. Specific cross-cultural competencies are then
presented to help students embrace a diverse and complex
world. In addition to required readings, students will be evaluated on the basis of a journal (15 percent), completion and
analysis of a self-assessment questionnaire (15 percent),
writing of critical incidents (20 percent) and culture-specific
reports (20 percent), and daily quizzes (30 percent).
Liberal Arts Perspectives: Intercultural Awareness 1 or Human Identity
Maximum Enrollment: 30
Time: I
Room: Sverdrup 20
Literacy in the City:
Service-Learning Externship
INS 298-J
Instructor: Garry Hesser
The course, taught by the experiential education staff, will
explore literacy in the city. Students will work in groups at
least two days a week at one of the four literacy centers close
to campus. A twice-weekly seminar will focus on current
issues in literacy through readings, guest speakers, films, and
reflection exercises. Students will complete short seminar
exercises, set team externship goals, keep individual journals,
and make a final group presentation.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I1
Room: Old Main 18
Work in the City:
Career Exploration Externship
INS 298-K
Instructors: Lois Olson and Lynda Olson
Discover the world of work in the city. This course introduces
students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as
viewed by this generation and the requirements to succeed
both now and in the future. Special emphasis will be on selfdiscovery learning activities, visits to Twin Cities businesses
and community organizations, and panels of professionals.
Students will keep an individual journal, write a 2-3 page
integrative paper and give a final class presentation.
This course is intended to help students make the connections
between their interests and abilities, their education, and the
work world. If you are an Augsburg freshman, you won't want
to miss this hands-on experience for understanding organizations that are part of the city and why and how they function.
Liberal Ads Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Old Main 23
Native American Storytelling
INS 495-J
Instructor: Staff
The objective of the course is to study Native American storytelling from a cultural perspective. An appreciation of oral
traditions will be emphasized and studied within the broader
context of world mythologies. Students will learn how the art
of storytelling is an integral component of the story content.
Students will be expected to perform storytelling and to
research the various tribal storytelling traditions. Students will
be evaluated on their knowledge of Native American storytelling and their ability to demonstrate the art of storytelling.
Maximum Enrollment: 20
Time: I1
Room: Old Main 27
Management Information Systems (MIS)
See listing under Business, pg. 10
Finite Mathematics
MAT 121-J
Instructor: Anthony Dunlop
How were the resources effectively allocated to the battlefields
in Europe during World War II? Did you know that one of the
first applications, other than gambling, of probability theory
was in genetics-n
the questions of whether the recessive
genotypes would eventually die out? How do we build the most
cost-effective telecommunication network of satellites given the
cost factors between pairs of satellites? The above questions are
from the main topics to be discussed in this course: linear programming, counting and probability, and graph theory. The
format of each session will be a combination of small-group
activities and lecture. You will be evaluated by methods such as
class participation, quizzes, and exams. Finite Mathematics is
intended for students in Math Placement Group 3 or higher
who need a course in Quantitative Reasoning or who are interested in MIS and lor computer science.
Prerequisite: Math Placement Group 3
Graduation Skill Requirement: QuantitativeReasoning
Elective foc MIS major, economics major
Maximum Enrollment: 25
Time: I
Room: Sverdrup 208
Mathematics for the Liberal Arts
MAT 131-J
Instructor: Rebekah Valdivia
An examination of the interaction between the development
of mathematics and that of civilization. Course activities will
include a balance of doing mathematics and exploring historical and cultural aspects of mathematics. Evaluation will
include projects, essays, homework, and exams.
Prerequisite: Math Placement Group 3
Liberal Arts Perspective: Western Heritage 1 or 2
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 18
Time: I
Room: Science 108
Math of Interest
MAT 173-J
Instructor: Ken Kaminsky
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Evaluation will be
based on classroom participation, quizzes, and a final examination.
Prerequisite: Math Placement Group 3 or 4 or consent of instructor
Graduation Skill Requirement: OuantilativeReasoning
Maximum Enrollment: 25
Time: I
Room: Science 212
International Business in French
and English
FRE 295/495-J
BUS 295/495-J
Instructors: Magda Paleczny-Zapp and Pary Pezechkian-Weinberg
See course information listed under BUS 2951495-J, pg.10.
Beginning Norwegian I
NOR I l l - J
Instructor Staff
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening,
reading, and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses
on both presentation of vocabulary and structures and the use
of the language in everyday contexts. Evaluation will be based
on participation, daily assignments, quizzes, and a final exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I1
Room: Science 213
Beginning Russian
RUS I l l - J
lnstructoc John Van Cleve
So where else in this booklet are you going to find a course
that spends a third of Interim on the alphabet? It's got four
more letters than ours, but some of the letters are the same.
There is just one new sound-the same "r" that's in Spanish.
The alphabet that features a backwards "R" and an "H"that
morphs into an "0"gets a lot of use in international business,
in science, and in the arts. More Europeans speak Russian
natively than any other language: 170 million native speakers.
The course will hit vocabulary, sentence structure, communication, and culture-like any other foreign-language course
on campus. And that alphabet means you'll be giggling all the
time.
Liberal Ads Perspective: lnlercullural Awareness 2
Maximum Enrollmenl: 30
Time: I
Room: Old Main 22
Spanish and Latin-American
Culture Through Film
SPA 248-J
lnstructoc Romin Soto
An introduction to the main cultural and political issues
(social conflicts, sexism, race, ethnicity, religion, language,
exile, or immigration) that characterized contemporary
Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the
viewing of films and class discussions, the course is complemented with brief readings and audio-visual materials on the
historic, literary, and social aspects that contribute to the
background of these films. Most of the films are in Spanish
with English subtitles, and all the class work is in English. The
evaluation is based on class participation; brief weekly, writting assignments; and a short term paper.
Liberal Arts Perspective: lnlercullural Awareness 1
Maximum Enrollment: 20
Time: I1
Room: Old Main 23
*
Topics: Sounds and Sights of Europe
MUS 179-1
See page 48.
Topics: Sounds and Sights of China
MUS 2954
Instructor: Robert Karlen
Music, art, and architecture, as expressions of Chinese culture
over its 5,000-year history, will be examined, studied, and
experienced in four of the most important cities of China.
While lectures and required readings will provide basic factual
material, students will be able to experience Chinese music in
concerts and opera performances, examine many forms of art
works in museums, and observe Chinese principles of architecture expressed in palaces, temples, pagodas, gateways, and public builidings. There will be opportunities to informally meet
English-speaking musicians and artists.
Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen in the museums. Students will listen critically to concerts of musical masterpieces heard at each site. Relationships among the various
art mediums come to life through these experiences. There is
also ample time for independent exploration. Evaluation is
based on full participation in all course-related group activities, a daily professional journal, artlmusic critique sheets, and
exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel accommodations, daily continental breakfast, four group meals, and
tickets to five cultural performances.
Registration for this Interim course must be made before
November 10 at the International Programs Office, CB 307,
Augsburg College, 221 1 Riverside Avenue, Minneapolis, MN
55454. Offered on a PIN basis only. A meeting will be held at
Augsburg College on Saturday, November 21. For more information you may call Cynthia Truitt Lynch, (612) 330-1650.
Maximum Enrollment: 20-25
Survey of Rock History and
Musical Style, 195 1 1971
-
MUS 204-J
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s)
and maturation (1960s) periods. This course will examine the
historical background, musical content, and methods of
selected artists and their work. Evaluation will be based on
class participation, a comprehensive term paper, exam, and a
group performance project. For non-music majors.
Liberal Ads Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
Seminar: Printing Music
at the Computer
MUS 295-J
Instructor: Stephen Gabrielsen
The program Finale will be explored. This computer program
makes it possible for music students to generate professionallevel musical scores. Daily assignments will be given with the
end goal of developing proficiency at printing music at the
computer.
Prerequisite: Note-reading abilily
Maximum Enrollment: 20
Time: I
Room: Foss Mac Classroom
Introduction to Music Theatre
Performance
MUS 235-J/THR 235-J
Instructors: Sonja Thompson and Martha Johnson
This interdisciplinary course will be co-taught by music and
theatre faculty. The goal will be to integrate training and performance techniques from music and theatre to help students
gain knowledge, experience, and skills in various genres of
music theatre (musicals, opera, plays involving singing and
music, and new music theatre). The course will also explore
the power of music theatre that links it with ritual, ceremony,
and spiritual tradition. Another goal of the course is to give
students the opportunity to increase their level of comfort
and skill on stage. The course will culminate in a public performance of scenes from music theatre. Grading will be based
on student scenelrole research, class and rehearsal commitment, and final performance. Interested students will be auditioned in December so that appropriate material can be
assigned to them. Students of all levels are welcome to take
this course.
Liberal Arts Perspective: Aesthetics
Maximum Enrollmenl: 25
Time: I1
Room: Saleren Auditorium
f
Topic: History of Caribbean Music
Studied in Miami and Jamaica
(UMAIE Course)
MUS 295-K
Instructor: Robert Stacke
Miami and Jamaica are considered the centers of Caribbean
music, where composition, recording, and world distribution
take place. The goal of this 19-day seminar is to examine and
reflect on historical, socio-political, and religious aspects of
Caribbean music. Caribbean musical forms, such as reggae
and salsa, have long been popular and effective means of
expressing cultural difference and social discontent, particularly for those with African heritage. This course will explore
the world of Caribbean music through visits to recording studios, clubs where Caribbean music is performed, and neighborhoods that brought about this music. Also studied in
depth will be social issues that have influenced music like reggae. Cities to be visited are Miami; and Montego Bay, Negrel,
and Kingston in Jamaica.
Cost is $2,460, which includes all travel, accommodations,
breakfast, and tuition. Evaluation will be done on attendance
at all sessions, keeping a journal, and a final project with
an explanation paper. This is open to all students, not just
music majors.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
The Philosophy of Socrates
PHI 231-J
Instructor: David Appolloni
We shall examine the historical and intellectual background
of Socrates and what our sources allow us to say about his
person and teachings. We shall clari@and critically examine
Socrates' key teachings: that virtue is a form of knowledge and
that all virtues are somehow one; that evil is ignorance;
whether or not virtue can be taught; that it is impossible for a
wrong doer to be happy; and that being a citizen requires
obedience to the state's laws, even if this means accepting
one's own death. There will be take-home written assignments and weekly quizzes.
Liberal Arts Perspective: Western Heritage 1 or 2
Maximum Enrollment: 20
Time: I
Room: Old Main 16
Meister Eckhart: Mystic and
Philosopher
PHI 295-J
Instructor: Mark Fuehrer
An in-depth study of the mystical writings of the medieval
mystic and philosopher, Meister Eckhart. His writings will be
studied with an attempt made to relate his ideas on God to
the soul and the world. The last week of the course we will
spend in retreat in a lodge on Lake Superior where evening
sessions will be devoted to students presenting their meditations on the topics covered in the course.
Prerequisite: Wrilten permission of professor
Graduation Skill Requirement: Wriling
Maximum Enrollment: 15
Time: I
Room: Sclence 319
Topics: Ethical Issues in Medicine and
Biology
PHI 4 10-J
Instructor Bruce Reichenbach
Conducted as a seminar, the course will focus on the relation
of science and ethics and on diverse ethical structures. Using
ethical models, it will address such topics as the environment
and species preservation, artificial reproduction, genetic engineering and cloning, technology, and mindlbrain identity.
Students will be evaluated with tests, papers, and a presentation.
Prerequisite: Preferably a course in philosophy
GraduationSkill Requirement: Writing
Maximum Enrollment: 25
Time: I
Room: Anderson Seminar Room
Spreadsheet Physics
PHY 151-J
Instructor Jeffrey Johnson
Spreadsheets (e.g., Lotus 123, Excel) have been used extensively
in business for years. However, it is also possible to use spreadsheets to solve physics problems without using high-powered
mathematics. Spreadsheets allow the student who is not an
expert in mathematics to experience physics on a more intuitive level. We will use Excel to solve problems in a wide variety
of physics areas including planetary and projectile motion.
This is also a fun way to learn spreadsheets, which have
become very useful in the home. Grading will be based on
spreadsheet projects, homework, and a final exam.
Prerequisile: Malh Placemenl Gmup 3
Gradualion Skill Requiremenl: (luantitative Reasoning
Maximum Enrollmenl: 20
Time: I
Room: Foss 42
Social Justice in America
POL 140-J
Instructor Andrew Aoki
Students develop and defend their own standards of social
justice, using those standards to assess conditions in urban
America. Substantial participation in class discussions
required. Course has two goals: developing student thinking
about social justice, including greater awareness of conflicts
between justice and other values; and increasing student ability to understand urban problems as issues of justice and other
central values. Evaluation will be based on participation in
discussion and other class activities, on two short (4-6 page)
papers and on a final exam. Because of the compressed time
frame of the Interim schedule and the importance of material
covered on the first day of class, no one will be admitted to
the class who does not attend the first day of class, unless
receiving prior permission of the instructor.
Liberal Ads Perspective: The Cily
Maximum Enrollment: 20
Time: I
Room: Music 22
Topics: Constitutional Ideals
and Legal Realities
POL 195-J
Instructor Andrew Kurvers Spalding
What are the principles of freedom and justice embedded in
the American political system? And how have those principles
been realized in modern constitutional law? In the course, we
will begin by studying the ideas of human nature, liberty, and
good government that informed the framing of the U.S.
Constitution. We will then consider certain important and
controversial cases of the U.S. Supreme Court. Touching on
issues such as free speech, separation of powers, and racial
equality, we will discuss the extent to which the United States
has succeeded in protecting the rights of all citizens.
Requirements will include class participation, two very short
papers, and a final exam.
Maximum Enrollment:25
Time: I
Room: Science 315
International Negotiations
POL 295-J
Instructor: Joe Underhill-Cady
The course will examine the dynamics and challeges of resolving international disputes through negotiation and diplomacy. It will involve extensive use of role playing and simulation
and prepare students for participation in the national Model
United Nations conference. Students will be evaluated on the
basis of their performance, on participation, midterm and
final exam, and "position papers" they will complete in preparation for participation in the Model UN conference.
Prerequisite: POL 160 or permission of instructor
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: I1
Room: Sverdrup 208
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Old Main 10
Psychology and Law
PSY 335-J
Instructor: Nancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: 11
Room: Old Main 25
Idealism and the Adolescent
PSY 370-J
Instructor Duane Johnson
Inquiry into the nature and presence of idealism in the life of
the adolescent person. Theoretical bases for such idealism will
be considered. Idealism directed toward other persons and
society will be the main focus. This course will be conducted
as a seminar with a high level of student contribution and
participation. Attendance at each class session is required.
Procedures will include class discussion, frequent short
papers, and frequent oral reports. Typewriting or equivalent
word processing will be required.
Students are requested to read at least three articles by Robert
Coles before the start of the Interim. Library reference work
will be a part of the course process. Offered only on P/N basis.
Prerequisite: PSY 101, PSY 102, or PSY 105
Maximum Enrollment: 15
Time: I
Room: Science 205
Basics in Youth and Family Ministry
REL 235-J
Instructor: Richard Hardel
This course will provide students with the history and development of youth and family ministry in the U.S. It will provide
students with basic skills and understanding for designing an
effective youth and family ministry in a congregation. Students
will study the latest research on children, youth, and families
from Search Institute and learn the new paradigm of home and
congregation in partnership for teaching and nurturing faith.
They will learn the latest conceptual model of a holistic
approach to youth and family ministry.
Prerequisite: REL 111 or 221
Maximum Enrollmenl: 40
Time: I
Room: Murphy Place 100
Religions of China and Japan
REL 373-J
Instructor: John Benson
This course will study the historical development of the chief religions of China and Japan: Confucianism, Taoism, Buddhism, and
Shinto. The approach will be both cultural and literary, paying
attention to texts, rituals, and the various arts of these two traditions. Some attention will also be given to the those East Asian
religions that have migrated to the United States and are present
today in the Minneapolis-St. Paul area. Class meetings will include
lectures, audio-visuals, and some organized group discussions.
There will be a guest lecture by a practitioner of Zen Buddhist
meditation, one by a representative of the Nichiren Shoshu group
in St. Paul, and a trip to the Minneapolis Museum of Art. Assigned
work will include daily textbook readings, two short (1-2 page)
papers, and preparation of a book review to be written and presented to the class at the end of the Interim. In addition, there will
be two one-hour tests of the short-answer type, using review questions, one at the mid-point of course, and one at the end.
Prerequisite: REL 111, 221, or 331
Liberal Ads Perspective: Christian Faith 3
Maximum Enrollmenl: 30
Time: I1
Room: Music 22
Varieties of Christian Spirituality
REL 440-J
Instructor Janelle Bussert
A study of selected spiritualities from the Christian tradition
and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality,
especially prayer and meditation. Evaluation methods include
quizzes, experiential journals, class presentation, and a final
paper.
Prerequisite: Religion 1 11, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Murphy Place 111
The Bible: Language and
Interpretation
REL 445-J
Instructor Phil Ouanbeck I1
A study of the use and function of language in the Bible. The
importance of recognizing the varied character of language
for understanding the biblical text. Grades will be based on
class participation, two presentations to the class, and an
examination.
Prerequisite: Religion 111 or 221
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time: I
Room: Old Main 18
Exploring Human Services
SWK 257-1
SWK 257-J
Instructors: Mary Lou Williams and Lois Bosch
Experiential learning occurs as students volunteer 80 hours in
a service agency or institution that they select. The placement
must be approved by course faculty and supervised by agency
staff. The course is designed to help students learn about
themselves in relation to a possible major or future career in
the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the manner in which social, economic, and political structures impact
diverse groups in society. Students will focus on their own
responsibilities in society, as well as examine their personal
value system in relation to special concerns, such as poverty
and the "isms." Detailed information will be sent to students
at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Field Work I: Integrative Seminar
S WK 307-J
Instructor: Mike Schock
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Graduation Skill Requirement: Writing
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Field Work Ill
SWK 466-1 (variable 1.0 credit or 0.5 credit)
Instructor Maria Dinis
This is a continuation of Field Work 11; a total of 60 (for the
0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups and communities in a social service
agency. Integrative weekly seminar (two hours). Students will
be evaluated by: (1) weekly theorylpractice papers integrating
course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation.
Prerequisite: S WK 462
Maximum Enrollment: open
Time: I (class will meet in small groups, no more than 11 at a time)
Room: Old Main 21
Human Community and
the Modern Metropolis
soc 21 1-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be bases for
evaluating performance in the course.
Liberal Ads Perspective: The Cify
Maximum Enrollment: 25
Time: 1
Room: Music 24
Topics: Cultures of Violence
SOC 295-J
Instructor: James Vela-McConnell
Street gangs and warfare. Police brutality and genocide.
Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence? What do they have in
common? How do they differ? This course takes violence in its
many forms as a topic for sociological analysis and concludes
with an examination of non-violent alternatives. With this in
mind, we will compare different theoretical perspectives on
violence, such as psychological, social psychological, and
socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos,
debate of current issues in the field, and guest speakers from
and field trips to local organizations dealing with problems of
violence. Students will be expected to research, write about,
and present on the sociological dimensions of a particular
form of violence. In addition, there will be short reaction
papers based on the readings, and classroom participation will
be an important part of grading.
Maximum Enrollment: 20
Time: I1
Room: Old Main 13
The Fun and Challenge of Advanced
Public Speaking
SPC 295-J
Instructor: Robeit C. Groven
Are you tired of courses where you listen to lecture and read
volumes day after day? Did you just start to get good at public
speaking when your class ended? This class will focus on
sharpening your public speaking skills by using intensive
practice techniques and participating in extracurricular
speech tournaments. These tournaments are a fun and exciting opportunity to learn public speaking by doing. Students
will write, perform, and compete in a variety of speech events.
Most class time will focus on the nuts and bolts of assembling
speeches for competition. This class will rapidly enhance the
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but d o meet the lifetime sports requirement for graduation.
Lifetime Sport: Pickleball
HPE 002-P
Instructor: Brian Ammann
Practice and playing of pickleball. Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:OO M, 7; M! Th, F
Room: Melby Gym-norlWsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of ultimate frisbee. Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:OO M, b Th, F
Room: Air Structure
Lifetime Sport: Badminton
HPE 002-6
Instructor: Brian Ammann
Practice and playing of badminton. Grading: PIN only.
Gradualion Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 11:OO-12:OOM, 7; M! Th, F
Room: Melby Gym-north/south courts
Lifetime Sport: Golf
HPE 002-6
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 16
Time: 1:OO-2:00 M, 7; M! Th, F
Room: Air Structure
Interim Abroad
UMAIE
SPP 201-1
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower
division number.
African Philosophy Through Kenyan Material Culture
Americans in Paris: The Lost Generation
Anglican Way
Art, Arias, and Architecture:
Central Europe from the Alps to the Adriatic
Australia's Business Climate
Bcrlin nnd Prog~rc:C!ritrirnl,Pnlitirnl, u?ld
E a l ~ o m i cIlynottlics o l Qlrl Cnpitnl5 in n New Erdropu
Coral I(qJs in the I'lrilippil~~s
R P ~ I Il-ln,\nii:
lllr rttntr Itnpcicts or1 Ili.npicnl RL'PJ~
TItc EtlgliFl~SC!I001 C I I I I I Flrttzily
Eurapu ntrri ;lie Rise of M n ~ l u rScict~ce
i~
Explrrre I'rnr: Lniltl of Arivcnhln
The Greek Experience
Hawaii: Multicultural Communication in Organizational Settings
History of C~ribhcunMusic (see pg. 31)
History of tftc Oiyr?rpics
History and ??rr~ctict
of Medicine and Science in China:
A C o r ~ i p n r i s oWith
~ ~ the Wfit
lrrnovnfinris r r r ~ r fOrgntrizarion itt Scnt~dittnvirj
ftltermeriintc SpanisI1 l , n 1 1 ~ 1 r nrind
g C14lttlrein Sor~ther~r
Spnin
Irclttncl: tlttrlerstnnrii~pl:Clrrislin)~Crllic Spirit~rnrify
Li~~~rlsnlprs
oj' F~ditlt:Cntlrc,rlrrrls, Ahbi:ys, nncl I'nnslrcr
Law in London and Dublin
Ma rry Fcices of Jtdpnrr
Nn~rrml History $Xtnzania-East
Africa
ihris nncl Landon-Sculptors in Cities and Environs
Performing Arts in Russian
Rnlr q r t l ~ Artist
e
in Contempi~rflryEgypt
Socinl Corlflict and Recor~cilrntiotrit1 Jrdnnd
Sorrvrls n ~ wSights
i
of Eurnpc (scc~~g.
48)
Theater in and Around London
This is New Zealand
Sounds and Sights of Europe
(UMAIE Course)
MUS 179-1
Instructor: Roberta Kagin
Much of American history and culture is derived from that of
European cities such as Paris, Vienna, and Prague. This course
provides an opportunity to visit some of the great European
cultural centers that provided the impetus for development of
cultural life in the New World.
Group discussions and assigned readings increase student
sensitivity to architecture and other visual arts seen in the
museums. Students listen critically to concerts of musical
masterpieces heard at each site. Relationships between the
various art mediums come to life through these experiences.
There is also ample time for independent exploration.
Evaluation is based on full participation in all course-related
group activities, a daily professional journal, art-music
sheets, and exams over material covered.
For information about this course, call Prof. Roberta Kagin,
(612) 330-1273.
Liberal Arts Perspective: Aesthetics
Show less
Official Publication of Augsburg College 221 1 Riverside Avenue
Minneapolis, M N 55454 (612) 330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and ... Show more
Official Publication of Augsburg College 221 1 Riverside Avenue
Minneapolis, M N 55454 (612) 330-1782
This catalog is a supplement to the Augsburg College Catalog and is published for the
convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg
College and is subject to the policies and provisions as stated in the Augsburg College Catalog.
This catalog should answer most questions students have about Augsburg Weekend College and
its curriculum. Although information was current at the time of publication, it is subject to change
without notice. It is the responsibility of each student to know the requirements and academic
policies in this publication. If you have questions about anything in this catalog, consult the
Academic Advising Center, a faculty adviser, the dean of the College or the registrar. Key offices
are listed on page three of this publication for correspondence or telephone inquiries.
Published February 1998
TABLE
OF CONTENTS
Directory
................... ...................
.......................................... 3
......,.....
...................*........*.....*....4
Educational Program ..............
.................................................. 5
A Greeting from the President
Admissions Information.................................................................
9
Tuition and Financial Aid
........................................................... 12
Student Resources....................................................................... 17
Academic Information ................................................................. 27
36
Academic Majors ................................... ......................................
,. ....................................-56
Course Descriptions..............................
Maps ................................................................................. 9 8 99
Index........................................................................................ 100
FREQUENTLYCALLED
NUMBERS
Weekend College Office ........................................................................................................ 330-1782
Program Coordinator, Julie Olson ....................................................................................... .330- 1740
.
......................................................
330-1782
Administrative Assistant, Becki Frestedt ......................
Weekend College Admissions:
Director. Bill Kuehl ...............................................................................................................330-1414
Admissions Counselor, Carrie Carroll.................................................................................. .330- 1792
330-1743
Admissions Assistant, Liz Williams ........................................................................................
Other Campus Phone Numbers:
General Information ..............................................................................................................330- 1000
Academic Advising Center .................................................................................................. .330- 1025
Bookstore, Christensen Center ......................................................................................... .... 330-1122
Business Office, Science Hall:
........330-1029
Cashier 8:30 a.m.-4.00 p.m. ......................................
330-1790
Student Accounts, Jocelyn Palmer: 8:00 a.m.-4.30 p.m. ....................................................
Education Department, Sverdrup Hall ................................................................................. 3301 130
.330- 1046
Financial Aid Office, Science Hall ........................................................................................
.330- 1162
Career Services, Memorial Hall .............................................................................................
3 3 0 1160
Counseling, Memorial Hall ...................................................................................................
Lindell Library .....................................................................................................................330- 1017
.............................................................................
Nursing Department .............................
.
.330-1209
Registrar. Science Hall ............................................................................................................
330-1036
Summer School ................................................................................................................... 330-1787
.
.
Weekend College Office Hours:
Monday-Friday: 8:00 a.m. .4:30 p.m.
Class Weekends:
Friday: 8:00 a.m. .6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
Weekend College Office Location:
The Weekend College Office is located in Sverdrup Hall on the corner of 21st Avenue and 7th
Street on the Augsburg College campus (see #26 on map on page 99).
I hope you are looking at this catalog because you've enrolled at
Augsburg College. if so--Welcome to the College! All of us hope
you find, in the course of your study, a rising enthusiasm for the
work, a deepening appreciation of the profession and role to which
you feel called, and a confident sureness that you have rightly
chosen Augsburg for the purpose.
Ifyou are dipping into this little volume to figure out who and what
Augsburg College is and what education it offers-Welcome to
these pages! May they convey the fundamental proposition of our
education: that we provide an education especially serviceable in
the contemporary world because it has been designed in the midst
of and in full contact with the critical social, economic, religious,
and political phenomena of the modern city. This education,
however practical and professional, will be serviceable over the
long haul only to the degree that it respects and pursues certain of
what Martin Luther called "thefine liberal arts, " and it will be
exciting only to the degree it is offered for the sake of improving
both its students and the world itseg
The study you are undertaking at Augsburg-or thinking of undertaking-will occur on and at the core of the campus, with library,
food services, and other facilities open and operating; will be led by
permanent as well as adjunct members of the Augsburg faculty; will
be organized by the identical tried and tested curriculum used in the
day school; and will be conducted by a college that has declared the
Weekend College an integral aspect of its core educational business.
As you join the enterprise, or consider doing so, please know that
those of us who await you herefind the College an exciting setting,
full of diversity and yet dedicated to the cultivation of a learning
community, in which you can set off in new directions and in which
destinations are reachable.
Bon Voyage!
Sincerely yours,
William V. Frame
President
.I[.
1
E d u c a t i o n a l
HISTORY
OF
WEEKEND
COLLEGE
In fall of 1982 Augsburg
began Weekend College under
the directorship of
Dr. Richard Thoni. At that
time Weekend College had
three majors, 69 students, and
offered eight courses in the
first term.
;
Today with more than 1,000
students and 14 majors,
Augsburg's Weekend College
is the largest program of its
kind in the state. Faculty in
Weekend College are full-time
Augsburg professors as well
as adjunct professionals from
the work world. The Weekend
College student body is
involved in student government, and Weekend College
students participate in academic and extracurricular
activities such as the student
newspaper, travel seminars,
and the Weekend College
Commission.
Augsburg Weekend College
continues to develop to meet
the changing needs of the adult
and nontraditional student of
today.
PURPOSE
Augsburg Weekend College
provides an educational alternative to adults who desire
college experience but who
work or have other commitments during the week. It is a
means by which men and
women may earn a baccalaureate degree, gain skills for
professional advancement,
prepare for career change, or
pursue a personal interest in
one or more areas of the
liberal arts.
MISSION
OF THE
COLLEGE
Students who graduate from
Augsburg are well prepared to
make a difference in the
world. They stand as testaments to the College motto,
"Education for Service," and
to the mission of the College:
To nurture future leaders in
service to the world by
providing high quality educational opportunities, which are
based in the liberal arts and
shaped by the faith and values
of the Christian Church,
by the context of a vital
metropolitan setting, and by
an intentionally diverse
campus community.
THEADULTAS LEARNER A COMMUNITYOF
LEARNERS
Augsburg Weekend College is
designed to meet the needs
and preferences of adult
learners. The program is based
on the assumption that the
men and women who enroll in
Weekend College will be
mature, self-disciplined, and
well-motivated adult learners
who seek a balance of classroom experience and
individualized study. Each
course is therefore divided
into periods of concentrated
on-campus study separated by
time for independent study
and class preparation.
ALTERNATE
WEEKENDS
To accommodate this format
for learning, classes generally
meet on alternate weekends
for three and one-half hours
on either Friday evening,
Saturday morning, Saturday
afternoon, or Sunday afternoon. Each course selected by
the student involves commitment to one of these four class
periods. Laboratory sections or
additional class hours may be
scheduled during the week.
Weekend College students
may take from one to four
courses each term. Selected
courses are also available on
weekday evenings.
Essential to the goals of
Augsburg's Weekend College is
participation in a community of
adult learners. Learning can be
enhanced when the student is
active in a stable community
that provides opportunity and
encouragement for involvement
both in and out of the classroom. This community will be
enriched by the presence of
both men and women with a
variety of work and life experiences. To facilitate this kind of
community interaction,
Augsburg encourages Weekend
College students to make use of
College facilities such as the
Lindell Library and the
Christensen Center, to take the
opportunity of having shared
meals and coffee breaks, to
participate in optional lunchtime seminars, and to attend
other College activities such as
music and dramatic presentations and athletic events.
FACULTV
The heart of any educational
institution is its faculty, and
Augsburg College is particularly proud of the excellence
and commitment of its professors. Most faculty hold the
doctorate or other terminal
degree and all consider their
teaching to be the focus of their
activity. Faculty are involved in
social, professional, and a
variety of research activities,
but see these activities as
supporting their teaching. They
are actively involved in an
exciting faculty development
program that introduces them
to current thought in many
fields, but especially in teaching
techniques and theories.
Augsburg's size and small
classes encourage its tradition
of close involvement between
professors and students.
Faculty act as academic
advisers and participate regularly in campus activities.
History
Augsburg College and
Seminary was founded in 1869
in Marshall, Wisconsin, and
moved to Minneapolis in 1872.
In 1963 the name officially
became Augsburg College
when the Seminary left
campus as part of the Lutheran
Free Church merger with the
American Lutheran Church.
Location
Augsburg's 23-acre campus is
in the heart of the Twin Cities
metropolitan area, only blocks
from downtown Minneapolis
and the intersection of Interstate
Highways 94 and 35W. Adjacent
to the campus are the FairviewUniversity Medical Center, the
West Bank campus of the
University of Minnesota, and
the Mississippi River parkways.
Campus
Augsburg's campus consists
of 16 major buildings, which
include student housing
towers, Christensen Center,
main academic and administrative halls, Lindell Library,
Music Hall, and the Foss
Center for Worship, Drama,
and Communication.
Accessibility
We have made a major effort
to become one of the most
accessible campuses in the
region. Our skyway-tunnel
system lets you reach any of 10
major buildings without going
outside. In addition to building
changes, we have a dedicated
program to provide support for
students with disabilities.
Church Affiliation
Augsburg is a college of the
Evangelical Lutheran Church in
America. Although a strong
plurality of students are Lutheran,
20 percent represent other
Protestant denominations and
21 percent represent the Roman
Catholic Church. Several other
affiliations are represented
among students and faculty.
POLICIES
It is the policy of Augsburg
College not to discriminate on
the basis of race, color, creed,
religion, sexual or affectional
preference, national or ethnic
origin, age, marital status,
gender, or status with regard
to public assistance or
disability, as required by Title
IX of the 1972 Educational
Amendments or Section 504
of the Rehabilitation Act of
1973, as amended, in its
admissions policies, education
programs, activities and
employment practices.
Inquiries regarding compliance may be directed to the
coordinators listed in the
Augsburg College Catalog, or
to the director of the
Minnesota Department of
Human Rights, Bremer Tower,
Seventh Place at Minnesota
Street, St. Paul, MN 55101.
The College and its faculty
subscribe to the Statement of
Principles on Academic Freedom
as promulgated by the American
Association of University
Professors and the Association
of American Colleges.
ACCREDITATION
AND
MEMBERSHIPS
Augsburg College is accredited by the North Central
Association of Colleges and
Schools* and the National
Council for the Accreditation
of Teacher Education
(Secondary and Elementary).
Our programs are approved by
the American Chemical
Society, the Council on Social
Work Education (BSW and
MSW), National Association
for Music Therapy, Inc., and
the National League for
Nursing. Augsburg College is
an institutional member of the
National Association of
Schools of Music (NASM),
the Council of Independent
Colleges (CIC), the American
Association of Colleges and
Universities (AACU), and the
American Association of
Higher Education (AAHE).
We are members of the
Associated Colleges of the
Twin Cities (ACTC), Lutheran
Education Council in North
America, and Minnesota
Private College Council.
Augsburg College is registered
with the Minnesota Higher
Education Services Office.
Registration is not an endorsement of the institution.
Registration does not mean that
credits earned at the institution
can be transferred to other
institutions or that the quality
of the educational programs
will meet the standards of
every student, educational institution, or employer.
*North Central Association
of Colleges and Schools
Commission on Institutions of
Higher Education, 30 N.
LaSalle Street, Suite 2400,
Chicago, IL 60602-2504,
(800) 621-7440
I
A d m i s s i o n s
n f o r m a t i o n
1
I
A d m i s s i o n s
I n f o r m a t i o n
Application for Admission
Complete the application form
and return it along with the
$20 nonrefundable application
fee to the Augsburg Weekend
College Admissions Office.
Transcripts
Have official transcripts from
all previously attended postsecondary institutions sent
directly to the Augsburg
Weekend College Office.
Applicants with less than one
year of previous transferable
college work should also have
their official high school transcript sent. The G.E.D. test
certificate may be presented
instead of the high school
transcript.
Additional Information
If there is personal information
that may have affected the
applicant's previous academic
performance, it may be
included with the application or
discussed personally with the
admissions director. Academic
recommendations may be
required by the Admissions
Committee before an admissions decision is made.
On occasion, the Admissions
Committee may also defer on
a candidate's admission until
other information has been
received. For example, test
scores, results of current
coursework, additional letters
of recommendation, or writing
samples may be requested by
the committee. If any additional credentials are needed,
the Admissions Office will
inform the candidate.
Notification of Admissions
Decision
Augsburg College uses a
"rolling" admissions plan.
Students are notified of the
admissions decision, usually
within two weeks after the
application file is complete
and has been evaluated by the
Admissions Committee.
Admission to a major, as well
as admission to the College, is
sometimes necessary. Please
check with the admissions
coordinator and major sections
in this catalog to see if admission to the major is necessary.
~raisferCredit
Augsburg College welcomes
students who wish to transfer
after completing work at other
accredited colleges or univer-
sities. College credit is granted
for liberal arts courses satisfactorily completed at
accredited institutions. The
College reserves the right not
to grant credit for courses
where it considers the work
unsatisfactory, to grant provisional credit for work taken at
unaccredited institutions, and
to require that certain courses
be taken at Augsburg.
Augsburg College limits
transfer of credit from twoyear colleges once a student
has reached junior status. If all
transfer work has been taken
at a two-year college, a
maximum of 17 Augsburg
courses, or 96 quarter credits,
will be accepted toward the
minimum of 33 Augsburg
course credits required for the
baccalaureate degree.
Transfer Credit Evaluation
An evaluation of transfer
credit is completed by the
registrar upon admission for
each degree-seeking student
who is transferring previous
college work. This evaluation
indicates which of the
student's courses have been
accepted for transfer credit at
Augsburg College and how
many course credits the
student has earned in transfer.
The registrar also determines
which transfer courses may be
used to fulfill general education requirements and may
request that the student
provide course descriptions,
syllabi or other information to
assist in this determination.
For an evaluation of transfer
courses toward major, minor,
or licensure requirements, the
student should consult the
appropriate department chair.
ACADEMICADVISING
The Academic Advising
Center advises all incoming
students, provides information
about general education
requirements, administers and
tracks entry level skill assessments, and advises students
placed on academic probation.
The Advising Center also
assists students with degree
planning and assigns each
student to a faculty adviser
during their first term at
Augsburg. The Advising
Center coordinates with the
Weekend College Office to
provide advising for New
Student Orientation.
STUDENTS WHOSEEKA
SECOND MAJOR
OR
SECOND DEGREE
If you have earned a baccalaureate degree and would like to
complete a second major or a
second degree at Augsburg,
you must submit the application form and application fee
and have official transcripts
sent to Augsburg Weekend
College from your degreegranting institution along with
transcripts from any subsequent colleges/institutions you
have attended.
FORMERSTUDENTS
Augsburg graduates and
students who have not
attended Weekend College for
more than one academic year
(three trimesters) must apply
for readmission through the
Registrar's Office. Students
who have attended any other
institution(s) during their
absence from Augsburg must
have an official transcript sent
from each institution to the
Registrar's Office.
lNTERNATIONAL
STUDENTS
Augsburg welcomes students
from countries around the
world. International students
should contact the Admissions
Office for information on the
application procedure.
Applications must be received
two months prior to the start
of the trimester.
For more information on the
admissions process, please call
(612) 330-1743 or write to:
Augsburg Weekend College
Campus Box #65
22 11 Riverside Avenue
Minneapolis, MN 55454
FEESAND PAYMENT
SCHEDULE
For the exact tuition and fees
amounts, please refer to the
Catalog Supplement covering
the current academic year of
enrollment.
FEES
Fees are set on an annual basis
and are payable in the
trimester in which they are
incurred. Fees are charged
according to the following:
Application Fee
Payable once, nonrefundable
Activity Fee
Per trimester
Lute fee
Charged per day, up to five
working days for late completion of registration
Lifetime Sports Fee
Payable upon course registration
or completion of Assessment
of Previous Learning
Nursing Clinical Fee
Payable upon course registration
Registration Change
After first class meeting for a
cancel/add/change grade option,
or a combination at one time
Student Teaching Fee
Per student teaching course,
payable upon registration
Transcript Fee
Per copy after first, which is free
Payment Schedule
Confirmation in classes is
permitted only if the
student's account for a
previous term is paid in full
as agreed. Augsburg
College will not release
diplomas or academic transcripts until a student's
account is paid in full. This
also applies to student loans
administered by the College
(e.g., Perkins Student Loan).
They must be current
according to established
repayment schedules.
Augsburg offers the
following payment options:
1) Trimester payments in full.
2 ) Three Payment Plan
A three-payment plan is
available each trimester.
Payment plans will be
approved only if previous
plans have been satisfactorily
completed.
3) Company Reimbursement
Plan
Students whose employers
have tuition reimbursement
plans are allowed the
following payment terms:
$100 per course deposit
payable in order to
confirm classes.
Balance in full due
50 days after the end
of the term.
T u i t i o n a n d
F i n a n c i a l
Employer reimbursement
verification form on file
in Business Office for
current academic year.
Responsibility for
payment of balance
should employer not reimburse for whatever reason.
Finance charge of 1% per
month on unpaid balance.
A non-sufficient fund check
used for payment at registration
will declare that registration
invalid and could affect further
credit extended by the College.
TUITIONREFUND
POLICY
Students are responsible for
cancelling courses with the
Registrar's Office in order to
be eligible for the tuition
refund. Students who unofficially withdraw (stop
attending) and do not
complete the dropladd form
are responsible for all charges.
Financial aid may be adjusted
based on the student's last
recorded date of attendance.
Augsburg College will determine the appropriate refund
calculation based on the
student's circumstances and
federal guidelines. The refund
calculation options are the
Augsburg Refund Policy, the
Pro-Rata Refund Policy, and
the Federal Refund Policy.
A i d
Augsburg Refund Policy
Applies to new and returning
Augsburg students who drop a
portion of their scheduled
course load. Also applies to
students who completely withdraw from college and do not
receive financial aid.
Through the first class
weekend100% of tuition
(less a $75 administrative fee
if withdrawing from current
term entirely)
Prior to the second scheduled
class meeting80% of tuition
Prior to the third scheduled
class meeting60% of tuition
No refund after the third
scheduled class meeting.
The Augsburg Refund
Schedule is effective whether
or not a student has attended
classes. All refunds of charges
will be applied to the account
of the student and all adjustments for aid, loans, fines,
deposits, etc, will be made
before eligibility for a cash
refund of any resulting credit
balance is determined. Please
allow two weeks for a refund.
Note: The refund is a percentage
of the full tuition charged, not a
percentage of any deposit made
toward tuition (e.g., deposits;
made under the company reimbursement payment plan).
Pro-Rata Refund Policy
Applies to new Augsburg
students who withdraw from
all courses during their first
term at Augsburg and receive
Federal Title IV financial aid.
(Federal Title IV financial aid
includes the Pell Grant, SEO
Grant, Perkins Loan, Stafford
Loan, and PLUS Loan.)
Tuition, fees, and room costs
will be calculated based on the
pro-rated portion of the term
completed. The student may
be eligible for a pro-rata
refund up to the 60 percent
point in time of the term. The
student account will be credited for that portion of tuition
and room for which he or she
was not enrolled. This calculation will use federal
government guidelines.
Federal Refund Policy
Applies to returning Augsburg
students who withdraw from
all courses for the current term
and receive Federal Title IV
financial aid. (Federal Title IV
financial aid includes the Pell
Grant, SEO Grant, Perkins
Loan, Stafford Loan, and
PLUS Loan.)
Augsburg College is required
by federal regulations to
complete two refund calculations for students who have
completed at least one full
term at Augsburg and receive
Title IV funds. Refunds will
be based on the calculation
that provides for the greatest
refund of tuition, fees, and
room charges to the student's
account and the greatest
refund of financial aid dollars
to the fund from which they
were awarded. The refund
calculations used are the
Augsburg College Refund
Policy as stated above and the
Federal Refund Policy as stipulated by federal guidelines
stated below.
Refund Amount
Refund Period
100% Through the first day
of classes (less $100
administrative fee)
90%
50%
25%
After the first day of
classes through the
10% point in time of
the term
After the 10% point in
time through the 25%
point in time of the term
After the 25% point in
time through the 50%
point in time of the term
Students may appeal refund
decisions through the Petition
Committee.
Medical Refund Policy
If a student is forced to withdraw because of accident or
illness, whether a physical or
mental health problem, the
refund may include the normal
percentage plus one-half of the
percentage adjustment.
Requests for this additional
refund must be made to the
Petition Committee and must
be accompanied by a written
report from the attending
health professional stating the
inability for, or inadvisability
of, continued study.
Students charged on a singlecourse fee basis who have
completed payment of
assessed tuition may choose
between this partial tuition
refund and a tuition-free
course retake credit. A retake
credit may be used only to
repeat the same course from
which the student withdrew.
This choice between refund
and tuition-free retake credit
must be made at the time of
the request to the Petition
Committee, and the choice of
monetary refund or retake
credit may not be changed
subsequently.
Students should be aware that
their choice of refund or
retake credit may adversely
affect their financial aid eligibility and that they bear full
responsibility for the effects of
their choices. Retake credits
must be used within one academic year or the next time the
course is offered if that is
longer than one year.
COMPANY
TUITION
ASSISTANCE
PROGRAM
Many companies, agencies,
and corporations offer full or
partial tuition assistance to
employees who participate in
work-related or degreeoriented college programs.
Augsburg provides a payment
plan by which employees may
handle tuition reimbursement.
Students should contact the
Business Office to make
payment arrangements using
the company reimbursement
payment plan
GRANTS
AND
SCHOLARSHIPS
Federal Pell Grant
This is a federal aid program,
based on need. Awards ranged
from $400 to $2,700 in
1997-98.
Minnesota State
Scholarship and
Grant Program
The Minnesota State
Scholarship and Grant Program
is available to Minnesota residents, based on financial need.
Awards ranged from $300 to
$6,180 in 1997-98.
T u i t i o n
a n d
F i n a n c i a l
Bureau of lndian Affairs,
Tribal and State Indian
Scholarships
American Indian students who
meet federal and state requirements may apply for these
scholarships. Indian grants
generally supplement other
sources of financial aid. For
assistance in application please
contact Augsburg's American
Indian Student Support
Program director at (612) 3301138 or your tribal agency.
Augsburg Tuition Grant
Augsburg College may provide
grants and scholarships to
Weekend College students
who show academic potential
and have financial need.
Federal Stafford Student
Loans
Subsidized and Unsubsidized
Stafford Loan funds are
obtained directly from a local
lender or state agency in states
that provide such programs.
Subsidized Stafford loans are
need-based loans that the
federal government subsidizes
by paying accrued interest
while in school and during the
grace period. Therefore, the
borrower is not responsible for
interest accrued while in
school or during the six-month
grace period.
Interest begins accruing on the
date of disbursement for the
Unsubsidized Stafford Loan,
A i d
and the borrower is responsible
for all interest. The borrower
may choose to make payments
while in school or may defer
payments and allow interest to
be capitalized (added to the
balance of the loan).
The interest rate for borrowers
through the Subsidized and
Unsubsidized Stafford Loan is
variable with a cap of 8.25
percent and changes annually
based on the 91-Day Treasury
Bill. The following borrowing
limits apply to the Stafford
Loan program:
Freshmen: $2,625 annually
($6,625 combined Subsidized
& Unsubsidized Stafford)
Sophomores: $3,500 annually
($7,500 combined Subsidized
& Unsubsidized Stafford)
Juniors/Seniors: $5,500 annually
($10,500 combined Subsidized
& Unsubsidized Stafford)
Aggregate maximum: $46,000
Note: Unsubsidized Stafford
loans are available only to
independent students and
dependent students who do not
meet the criteria for the
Subsidized Stafford loan.
Student Educational Loan
Fund (SELF)
This is a Minnesota state loan
program. SELF Limitsfreshmen and sophomore
students may borrow up to
$4,500 per year, juniors and
seniors up to $6,000 per year
with an undergraduate
maximum of $25,000 ($500
annual minimum). There is a
$40,000 combined maximum
for undergraduate and graduate
study. Interest rates are variable, paid by the borrower
quarterly while in school.
Principal and interest payments
begin 12 months after leaving
school. Students must apply
for financial aid and be
enrolled at least
half-time.
TO APPLYFOR
FINANCIAL AID
Financial Aid application
materials are available from
the Weekend College
Admissions Office. Applicants
must be admitted to Augsburg
as regular students or be
returning students in good
academic standing.
The Financial Aid application
will be processed when the
following documents are
received:
1) The Free Application for
Federal Student Aid (FAFSA)
or the Renewal FAFSA
2) Augsburg Financial Aid
Application
3) Federal income tax retum(s)
and W-2(s)
d e n t
r c e s
S t u d e n t
R e s o u r c e s .
ACADEMICADVISING
The Academic Advising
Center advises all incoming
Weekend College students,
provides information on
matters of general education,
and administers and tracks all
entry level skills requirements.
The center also advises
students who have been placed
on academic probation or are
re-entering Augsburg after an
academic suspension. The
center coordinates advising for
the orientation program and
provides inservice training and
development for faculty
advisers.
ACADEMICENRICHMENT
PROGRAM
The Academic Enrichment
Program is designed to offer
students study skills assistance
so they may achieve their best
from studying. The program
includes four components: the
Learning Center, the Tutor
Center, the Learning
Laboratory, and the Center for
Learning and Adaptive
Student Services (CLASS).
The Learning Center
Located in Foss Center, Room
17, the Learning Center assists
students in improving their
skills in such areas as time
management, note taking, text-
book reading and comprehension, test-taking, and
concentration, and memory
improvement. Diagnostic
testing is also available to
assess skills in reading, vocabulary, spelling, study
strategies, and learning styles.
The staff will assist students in
developing effective and efficient study skills.
The Karen M. Housh
Tutor Center
Located in Foss Center, Room
18, the Tutor Center arranges
for students to meet with
tutors for content tutoring in
most freshman- and sophomore-level courses.
The john Evans
Learning Laboratory
Located in Foss Center, Room
18, the Learning Laboratory
offers students the opportunity
to improve skills in reading,
writing, and mathematics
through the use of computer
software.
CLASS-The Center for
Learning and Adaptive
Student Services
Learning disabled students
have average or above average
intelligence but have difficulty
achieving their full potential.
Services available to such
students include educational
planning, learning aids, and
remedial instruction. If
students are concerned that
difficulties in school are more
than just temporary problems,
they can discuss their learning
style with the coordinator of
disabled students or the learning
disabilities specialists and
arrange assessment and structure assistance to increase their
potential for academic success.
Physically challenged students
also are served through this
office. Individualized attention
and services are provided for
and/or coordinated to meet the
mobility needs of students. For
more information, please
contact the CLASS office at
(612) 330-1053 to request a
copy of the CLASS brochure
and/or schedule an informational appointment with a
specialist.
CENTERFOR SERVICE,
WORK,AND LEARNING
The Center for Service, Work,
and Learning is a comprehensive center incorporating an
educational focus emphasizing
the importance and value for
all students to engage in
service and work-based
learning experiences and
design of a four-year career
plan integrating their education
with a vocation and life plan.
The programs of the Center link
employers, community organizations, and the academic
program in a way that enriches
and expands a student's educational experience and personal
development. An underlying
assumption is that a liberal arts
education is an effective preparation for careers and
citizenship. The integration of
'knowing and doing" adds
breadth and depth to the liberal
arts curriculum and assists
students in making more
informed academic, career, and
personal decisions.
The College's metropolitan
location makes possible a wide
range of opportunities. Students
have gained valuable learning
experiences in small and midrange companies, large
corporations, nonprofit organizations, schools, government
agencies, and community-based
organizations.
Cooperative Education
Cooperative education is a
college supported and monitored, paid, work-learning
experience that is closely
related to a student's major or
career objective. The goal is to
combine theory with practice in
work or service-based settings.
Students also earn money to
help defray educational costs
while gaining important on-thejob experience. Cooperative
education jobs are flexible and
can begin and end anytime.
Cooperative education is not
credited in and of itself, but a
non-credit cooperative education transcript entry is
available during the academic
terms the student is employed.
Cooperative education students
are encouraged to complete at
least one internship for credit in
conjunction with their cooperative education participation.
Cooperative education is available to Augsburg students who
have completed their freshman
year and are in good academic
standing.
Academic Internships
An internship for academic
credit is a carefully planned,
work-based learning experience
where a student focuses on
specific academic and individual learning objectives. A
learning agreement plan-negotiated with a faculty supervisor
and work supervisor, outlining
the internship objectives, strategies, and evaluation
methods-is required. An academic internship is approved,
supervised, and evaluated by a
faculty member in the department in which the student
wishes to earn the internship
credit. Upper division internships are numbered 399 and
lower division internships are
numbered 199.
Information on registering for
internships may be obtained
from the Center for Service,
Work, and Learning.
Internships are available in all
majors and can be taken during
a Weekend College trimester
or summer session. For extension of an internship beyond
one term see the section of the
catalog under grading.
Community
Service-Learning
Augsburg's Community
Service-Learningprogram
combines response to human
needs in the community with a
conscious awareness and
understanding of issues, reflection, and educational growth.
Augsburg students learn from
and about the community and
society in which they live by
participating in orientation
sessions, direct servicelearning activities, and
seminars or class discussions.
Through direct service, such as
volunteering at a homeless
shelter, tutoring, building
housing for low income people,
or working with environmental
groups, students engage in a
dynamic and interactive
educational approach that
employs reciprocal learning
between the student(s) and the
community. Service-learning
includes course-imbedded
community service, tutoring,
internships, cooperative education, and a wide range of
volunteer options.
Career Services
The Career Services Office is
committed to assisting all
students with their career planning. To aid students in this
process, Career Services offers
students the opportunity to
participate actively in career
seminars, career assessments,
one-on-one counseling, selfpaced computer career planning
modules, and use of the Alumni
Resource Network for informational interviews.
CONTINUING
EDUCATION
The mission of Augsburg
College Continuing Education
is to provide working adults
with lifelong learning opportunities that will enable them to
continue to grow personally,
professionally, and spiritually
in their homes, workplaces, and
communities. Adult students
who wish to earn traditional
course credit that may be
applied toward an undergraduate academic degree should
contact the Weekend College.
DAYPROGRAM
The day program offers a wide
variety of majors and courses.
Weekend College students
interested in taking courses in
the day program must follow
the cross-over guidelines.
Some weekday evening courses
are open to both Day School and
Weekend College students. See
the class schedule for details on
the current term.
THECENTER
FOR
GLOBAL
EDUCATION
The Center for Global
Education, founded at
Augsburg in 1982, facilitates
cross-cultural learning experiences that prepare people to
think more critically about
global issues and to work
toward a more just and sustainable world. The center's
programs explore a diversity of
viewpoints and are grounded
in the perspectives of the poor
and of others struggling for
justice and human dignity.
Students may participate in
courses offered at the center's
program sites in Mexico,
Namibia, Norway, Central
America, South Africa, and
Southeast Asia.
GRADUATE
PROGRAMS
Augsburg College offers two
graduate degree programs: the
Master of Arts in Leadership
and the Master of Social
Work. These programs require
separate admission.
LIBRARY
AND
INFORMATION
TECHNOLOGY
SERVICES
The James G. Lindell Family
Library opened at the start of
the 1997-98 academic year.
The new, four-level, 73,000square-foot facility houses all
library and information technology functions of the
College. In addition to the
165,000 volume main collection, the Lindell Library
includes the Gage Family Art
Gallery, special collections
and archives, a curriculum
library and instructional technology lab, library instruction
classroom, and facilities for
media viewing and listening.
A bridge will link the new
building to Sverdrup Hall (the
former library), which will be
renovated to house additional
computer labs and multimedia
classrooms as well as a lounge
and a vending area.
Library Resources
A service oriented staff
provides students and faculty
alike with assistance to meet
diverse information needs,
including instruction in the use
of the library, reference
service, and guidance in
pursuing research.
Arrangements are made for
access by students with physical limitations and special
needs. Students can search a
wide variety of local, regional,
national, and international
databases. Electronic access to
the world of scholarship is
also available through the
Internet, and a computerized
on-line catalog and daily
courier service provide access
to the library holdings of the
seven private liberal arts
colleges in the Twin Cities.
Appropriately equipped laptop
computers can be connected to
any of several hundred data
ports throughout the building
to access these resources.
Information Technology
Resources
Augsburg College has been a
member of the National
Science Foundation's Internet
since 1990 and has built a
reputation as a leader in its
commitment to provide
students with the best access
to information technology and
training. In Newsweek magazine's Cyberscope section on
Aug. 1, 1994, for example,
Augsburg was cited as one of
two first-rate sources for information about the Internet.
Visit Augsburg's Web site
(http://www.augsburg.edu) for
more on IT at Augsburg.
Computing
Students have access to over
180 on-campus personal
computer systems. There are
desktop machines in three
computer labs and four
computer classrooms, as well
as a suite of laptops that can
be checked out at the IT
Service Center. Other
machines are available for
student use within academic
departments. A campus-wide
network offers a full range of
network services including
printing, electronic mail, newsgroups, the World Wide Web,
and access to resources available via Gopher, Telnet, and
FTP. Appropriately equipped
student-owned machines can
also be connected to the
network to provide access
from dormitory rooms.
S t u d e n t
R e s o u r c e s .
Media
The Media Center provides a
large collection of sound
recordings, video tapes and
films as well as equipment for
instructional use. Audio and
video tape duplication within
the limits set by copyright law
is available. The Center
supplies TV sets, VCRs, video
cameras, video editing, tape
recorders, microphones, slideoverhead-, filmstrip- and
movie projectors as well as
screens and carts. Film bibliographies and advice on
materials selection are available. Facilities for classes in
broadcasting are located near
the Department of Communications in Foss Center.
Admission, advising, and
coordination services for 3M
cooperative chemistry,
computer science, and physics
majors are provided through
the Weekend College and the
Continuing Education Offices.
AMERICAN
INDIAN
STUDENT SERVICES
The American Indian Student
Support Program, located at
620 21st Avenue South, is a
multifaceted office established
to recruit and retain American
Indian students. Components
of the program are as follows:
American Indian Student
Services
This program assists in admissions procedures, financial aid
procedures (including BIA),
tribal and Minnesota Indian
State Scholarship applications,
orientation and registration,
coursework selection,
Individual Education Plans,
academic advising, career
counseling, employment,
community and professional
referrals, internships, student
housing, and crisis intervention. This program also
supports the Inter-tribal
Student Union (ITSU).
Inter-tribal Student Union
ITSU serves as a peer support
group for incoming and
currently enrolled American
Indian students. ITSU also
organizes and cosponsors
cultural events.
Minnesota Indian Teacher
Training Partnership
MNITTP is a cooperative effort
between Augsburg College and
the Minneapolis and St. Paul
public school districts, intended
to increase the number of
American Indian teachers in
the MinneapolisISt. Paul public
schools. Funded by the
Minnesota State Legislature in
1990, this project is designed
as a special grant and loan
forgiveness program. Students
who are awarded state teaching
licensure may then apply for
loan forgiveness. For each year
the student teaches, one-fifth of
the loan will be forgiven.
Anishinabe Library Project
The Library houses a variety
of journals and scholarly
publications, research materials, American Indian
magazines and newspapers,
and over 125 VHS video
tapes. The library project
offers both a historical and
contemporary perspective on
the cultures of various tribal
nations in the United States.
PAN ASIANSTUDENT
SERVICES
The Pan Asian Student
Services Program was created
to recruit and retain Asian
American students and to
enhance the quality of their
total experience while at
Augsburg College. The
program provides assistance in
the admissions and financial
aid application procedures,
orientation, registration and
coursework selection, career
development, academic and
nonacademic difficulties, and
employment and placement
referrals.
The Pan Asian Association is
affiliated with the Support
Program. The association
carries out various activities
during the academic year to
increase the network of friendship and support for Asian
American and other students
at Augsburg.
PAN-AFRIKAN
STUDENTSERVICES
The Pan-Afrikan Student
Services Office, located at 620
21st Avenue South, is
committed to enhancing the
educational and personal
development of students of
African descent, and to
promote cultural and historical
awareness, academic achievement, and social interaction. It
sponsors events and activities,
such as celebrating Martin
Luther King's birthday,
Afrikana History Month,
Ujima Mentoring Program,
and Augsburg Black Alumni
Council gatherings.
The Pan-Afrikan Student
Union (PASU) provides
support to students, including a
schedule of social and cultural
activities. The headquarters is
in the Pan-Afrikan Student
Services Office.
HISPANIC/LATINO
STUDENTSERVICES
The HispanicILatino support
program offers students
individualized attention in
many areas, including academic support and counseling.
This program assists students
with admissions and financial
aid procedures, career
counseling, housing, internships, and employment and
placement referrals.
The program advises the
Latino Student Association
and supports academic, social,
cultural, and other events and
activities to improve the academic and personal
development of Hispanic1
Latino students. The program
also provides awareness of the
unique aspects of the Hispanic
culture through events such as
Latino Week and Hispanic
Heritage Month.
WEEKEND
COLLEGE
OFFICE
The Weekend College Office
provides a variety of services
for current and prospective
students including: registration for Weekend College
students, coordination of mail
registration, orientation of
new students, seminars, and
special events.
The Weekender is a newsletter
published each class weekend
by the Weekend College Office
for Weekend students.
S t u d e n t
R e s o u r c e s .
OFFICE
OF THE
REGISTRAR
The Office of the Registrar
maintains the primary academic record of all Augsburg
students. Services provided
include: processing loan deferments, enrollment verification,
providing copies of the official
transcripts, sending out grade
reports, and processing Weekend College and day school
program cross-registration.
BUSINESS
OFFICE
Services provided by the
Business Office are: check
cashing, change of billing
address, student account information, adjustments to student
accounts, account payments,
account history copies, credit
refund requests, and collection.
FINANCIALAID
Student Financial Services
provides the following financial assistance: processing
grants, loan checks, loans,
financial aid advising, and
scholarships.
CAMPUS
MINISTRY
As a college of the church,
Augsburg is concerned about
spiritual as well as academic
and social growth. The
College's concern for spiritual
growth is evident in many
opportunities for students to
explore their own faith.
Because the campus is
comprised of individuals from
many different religious and
cultural backgrounds, worship
life is characterized by a diversity and richness of tradition.
Bible studies, growth groups,
outreach teams and community outreach opportunities,
retreats, peace and justice
forums and projects, concerts,
and gatherings are examples
of the wide variety of activities on campus.
The college pastor and campus
ministry staff have offices in
the Foss, Lobeck, Miles
Center and are available for
spiritual guidance, counseling,
support and information.
CENTER
FOR
COUNSELING
AND
HEALTH
PROMOTION
Counseling
Counseling provides a
supportive environment where
students have many opportunities to gain self-awareness
through personal exploration
with the assistance of trained,
experienced counselors.
Counselors serve as advocates
providing support and assistance with direction. Services
include individual counseling,
group counseling, assessment
and referral, workshops, and
consultation and outreach.
Through a relationship with a
skilled counselor, a student
may discuss personal issues
such as stress, depression,
family problems, motivation,
transitions, etc. Counseling is
an educational process in
which students learn to think
objectively about themselves
and learn methods of understanding themselves and
others.
Health Promotion
Health Promotion offers a
wide spectrum of activities
and events that increase
awareness of health issues and
assist students in adapting new
behaviors for a healthier
lifestyle. Health Promotion
also works with various
campus departments to foster
positive change within the
campus environment.
Professional staff offer private
consultations and group workshops to accommodate the
needs of students.
Health Service
Smiley's Family Practice
Clinic serves as the Augsburg
College Health Service and is
a family practice residency
clinic affiliated with the
University of Minnesota. The
clinic is located five blocks
from campus at 2615 Franklin
Avenue South. Many services
are free for all Augsburg
students and are listed in the
Student Guide.
Students must check their
family's health coverage to
determine if they are included;
if not, they should contact the
health service coordinator for
information regarding student
health insurance and other
services available through
Smiley 's.
FITNESSCENTER
Located on the lower level of
Melby Hall, the Fitness Center
is equipped with stationary
bicycles, stair steppers, a
treadmill, and other aerobic
workout machines. It includes
a weight room with universal
and free weight systems.
The Commons
Situated on the top floor of the
Christensen Center, this is the
main food service facility for
students, faculty, and staff.
Murphy's
Located on the ground floor of
the Christensen Center,
Murphy's features sandwiches,
grill items, pizza, soups and
salads, desserts, and beverages, and is open weekdays
and during class weekends.
GRAPHIC
CENTER
Located on the ground floor
of the Christensen Center,
Graphic Center services for
students include offset printing
and photocopying.
Fine Arts
Students have many opportunities to participate in music
and drama. In addition to
appearances on campus and in
the city, the Augsburg Choir,
Concert Band, and Orchestra
perform on national and international tours. Many other
ensembles cover the entire
range of musical styles and
participants' previous musical
experience. Students stage
several plays on campus each
year under the direction of the
Theatre Arts Department and
have the opportunity to attend
a series of on-campus workshops with visiting arts
professionals.
Intercollegiate Athletics
Augsburg is affiliated with the
Minnesota Intercollegiate
Athletic Conference (MIAC)
and is a member of the
National Collegiate Athletic
Association (NCAA) Division
111. Men annually compete in
football, soccer, cross country,
basketball, hockey, wrestling,
baseball, tennis, track and
field, and golf. Women annually compete in volleyball,
cross country, soccer, basketball, track and field, softball,
golf, tennis, and ice hockey.
Intramural Sports
Students may participate in
activities for recreation and
relaxation. The intramural
program provides competition
in a variety of team sports as
well as individual performance
activities. Broomball has been
an especially popular coed
sport. Check schedules for
times when there is open use of
the gymnasium, fitness center,
ice arena, and the air structure,
which offers a place to walk or
run during winter months.
Social, Cultural,
Recreational Activities
Throughout the year, a variety
of social and cultural activities
takes place on campus as well
as in the Twin Cities. These
activities include dances,
films, theme events, name
S t u d e n t
R e s o u r c e s .
entertainment, and visiting
personalities in various fields.
Weekend College
Commission
The Weekend College
Commission (WECC) is a
student organization that plans
educational and social
programs for Weekend
College students and their
families. Membership is open
to all students.
Academic and
Learning Services
The Academic and Learning
Services Division is comprised
of the academic programs,
services, and activities dedicated to supporting students'
educational experience at
Augsburg College.
Student Government
Through student government
students secure a closer relationship with and better
understanding of the administration and faculty, and
provide input into the decision-making process at
Augsburg. Student government also sponsors and directs
student activities, protects
student rights, and provides
the means for discussion and
action on all issues pertaining
to student life at Augsburg.
Student government is organized into the executive
branch, the legislative branch,
and the judicial branch.
Representatives from the
Weekend College are elected
each year. Eleven Weekend
College representatives and
the Weekend College president comprise the Weekend
College delegation.
Many kinds of involvement are
possible-program planning,
writing, editing, or service
opportunities. Students who
are interested should contact
the president or vice-president
of the student body in their
offices in the lower level of the
Christensen Center.
Student Guide
Augsburg publishes its policies and procedures in the
Student Guide, which is available to every student. Included
are the Academic Honesty
Policy, Policy on Sexual
Harassment and Violence,
Disciplinary Policy and
Procedure, and the Grievance
Policy and Procedure.
Students wishing to obtain a
Student Guide may contact the
Student Life office.
Student standards of
behavior, complaints,
records
The College has adopted a
statement of standards for
student behavior and has
provided for due process in
matters of disciplinary action,
grievances, and grade appeal.
The College operates in
compliance with the Family
Educational Rights and
Privacy Act. Students have the
right to inspect certain official
records, files, and data that
pertain to them, which are
maintained in the Office of the
Registrar and the Placement
Office, and to challenge
inaccurate or misleading
information.
Persons seeking additional
information on these topics
should contact the associate
dean for student affairs.
C RADUATION
REQUIREMENTS
The following are the requirements for a baccalaureate
degree:
1) Fulfillment of entry level
skill requirements in these
areas: Math Placement,
Critical Thinking, and
Writing (ENG 111
Effective Writing or
equivalent)
2) Completion of a major
'
3) Completion of courses that
fulfill the following Liberal
Arts Perspective
requirements:
Human Identity (one
course)
Aesthetics (one course)
Social World (two courses
from different departments)
Western Heritage (two
courses from different
departments)
Intercultural Awareness
(one culture course and two
courses in a modern
language)
Natural World (two courses
from different departments,
except a two-course
sequence)
Christian Faith (three
courses, or as adjusted for
advanced transfer status)
The City (one course or
community service/
internship experience)
A single course may fulfill
one perspective only.
Only one course from a
department may be used to
fulfill a single category, except
Christian Faith, language, and
a year long science sequence
for Natural World.
No more than three courses
from any one department may
fulfill perspectives.
4) Completion of courses that
fulfill the following
Graduation Skills:
Writing (two courses, one
within the major)
Critical thinking (one
course)
Speaking (one course)
Quantitative reasoning (one
course)
These courses must be
completed with a minimum
grade of 2.0 or P.
?ate: A course may satisfy both a major or minor requirement, a perspective, and a graduation skill requirement.
5) Demonstration of proficiency in two Lifetime
Sports
6) Achievement of a Math
Placement Group score of 3
(College algebra level )
The following requirements
also must be met to graduate:
1) Completion of 33 course
credits
1 1 of these must be upper
division (numbered 300 and
above); no more than 13
courses may be in any one
department with the exception of accounting and
social work.
2) Maintenance of a minimum
grade point average
A minimum GPA of 2.0 for
most majors is necessary to
graduate. A grade point
average of 2.0 is required
both in overall courses
taken and in courses that
apply toward the major.
Some majors, licensure, and
certification require higher
grades in each course or a
higher grade point average.
(For example, see
Licensure in Education,
Nursing, Social Work.) See
departmental section for
details.
3) Residency
Seven of the last nine
course credits must be
completed at Augsburg. No
less than a total of nine
course credits are to be
taken at Augsburg College.
Contact the registrar if an
official interpretation is
needed.
4 ) Muximums-no more than:
Two course credits by
independentldirected study
Four course credits of
Internship
Eight course credits with a
grade of Pass (P)
Nontraditional grading (P)
also has these limits: two in
the major, except elementary education (two in the
major plus student
teaching) and nursing (no
P/N grading is permitted);
one in the minor, if
approved by the department
chairperson.
Students who have completed
a four-year degree at an
accredited college or university may complete a second
degree at Augsburg College.
Depending on the student's
previous degree, completion of
a second major (non-degree)
may also be an option. Second
degree requirements include:
a minimum of eight course
credits taken at Augsburg,
completion of a major, and
completion of any liberal arts
requirements not covered by
the previous degree.
The responsibility for
meeting all degree requirements rests with the student.
Academic advisers, department chairpersons, the
Advising Center, and the
registrar are available for
counsel and assistance in
program planning.
Each student must apply for
graduation. Students should
apply at the start of their last
academic year to confirm
remaining graduation requirements. Application forms are
available in the Registrar's
Office.
All degree and course requirements must be completed and
verified in the Registrar's
Office prior to the anticipated
date of graduation (there may
be no incomplete courses or
open courses on the academic
record).
A c a d e m i c
(or 2.5 if receiving a
Minnesota State Student
Grant).
Registration consists of two
parts:
Scheduling (choosing
classes)-A student reserves
a space in classes for each
trimester by completing a
schedule form. Scheduling
can be done in advance of
payment.
Payment (confirmation of
schedule)-A student who
has scheduled courses must
then confirm that schedule
by paying. Dates and deadlines for scheduling and
payment are listed in the
Weekend College Catalog
Supplement.
SOMEIMPORTANT
POINTSON
REGISTRATION:
A student must be registered
for a course in order to
receive course credit for it.
A student in Weekend
College is considered fulltime if he or she registers
for two courses per trimester
Students are responsible for
obtaining registration materials from the Weekend
College Office.
A student who has not paid
or made partial payment
prior to the first day of
classes is not registered for
their course(s). The student
may register and confirm the
first class weekend, but late
fees will apply and their
space in the course(s) will
not be held.
CROSSOVER
POLICY
It is expected that Weekend
College students complete
their degree requirements in
the Weekend College
schedule; however, students
may take a course in the day
schedule as a crossover. A
Weekend College student
wishing to attend a day
schedule course, or a day
student wishing to attend a
course in Weekend College,
must schedule at the Office of
the Registrar. Students taking
courses in both the day
program and Weekend
College program schedules
that total three or more
courses on any given date will
be charged comprehensive day
program tuition. A Weekend
College student taking one day
schedule course and who has
fewer than three total courses
will be charged the current
part-time tuition for day
school.
Students will also follow these
guidelines:
Students may cross over for
one full course credit per
term.
The course selected must
have space available.
Weekend College students
may not cross over to attend
ACTC (Associated Colleges
of the Twin Cities) courses,
except when required by the
major to do so.
Courses cross-listed in the
Weekend College schedule
and the day schedule are not
subject to cross over policy.
Contact the Office of the
Registrar for more information
on the crossover policy.
WITHDRAWING
FROM
COURSES
Students may drop (also
referred to as canceling or
withdrawing) a particular
course by completing a
CancelIAddChange of
Registration form at the Office
of the Registrar before the
deadline (published in the
Weekend College Catalog
Supplement). Dropping a class
will result in a W for withdrawal on an official academic
record. Students are urged not
to abandon courses for which
they are registered because this
may result in a failing grade on
their official academic record.
The refund schedule is listed
on page 14. Note: A student
may withdraw after the refund
schedule has expired.
WITHDRAWAL
FROM
COLLEGE
Students who do not intend to
continue at Augsburg must file
a Withdrawal from College
form at the Office of the
Registrar. This is not necessary
if the student is taking a term
off; however, Weekend
College students who do not
attend courses for three
consecutive trimesters
(excluding summer) are
considered inactive and must
file an Application for
Re-admission form with the
Office of the Registrar in order
to resume their academic
program. Students are responsible for keeping the Office of
the Registrar informed of their
mailing address.
SYLLABUS
A syllabus is a course outline
written by the instructor that
may include a course description
and objectives, required text@),
course schedule, grading criteria,
and assignments. A syllabus is
especially important in Weekend
College because it advises the
student of any assignment due
the first class weekend. Students
are responsible for picking up
the course syllabus at the times
published in The Weekender,
the Weekend College informational publication.
EVALUATION AND
C RADING
Student achievement in
courses is measured by final
examinations, shorter tests,
written papers, oral reports,
and other types of evaluation.
Most courses are offered with
grading options-traditional
grading on a 4.0 scale or the
Pass/No Credit system, in
which P means a grade of 2.0
or better and N means no
credit and a grade of less than
2.0. Students who choose the
P/N option are cautioned:
In order to receive a grade
of P a student must achieve
at least a grade of 2.0.
Some graduate and professional schools do not look
favorably on a large number
of P-graded courses, or rank
each as a C.
P-graded courses do not
count toward the requirement that 14 traditionally
graded course credits be
earned at Augsburg in order
to be considered for graduation with distinction.
Transfer students should be
especially aware of this
requirement.
See P/N limitations under
Graduation Requirements on
page 29.
Note: Certain courses are
offered on one grading system
only (e.g., Lifetime Sports are
graded P/N only).
In courses where there is a
choice, students will be graded
on the traditional system
unless they indicate on their
registration that they wish to
use the P/N grading option.
Any changes in choice of
grading system must be made
according to dates published
each term. A fee is charged for
any changes made after the
published deadline for dropping without record notation.
I n f o r m a t i o n .
NUMERIC
GRADES
Numeric grades are used with
these definitions:
4.0 Achieves highest
standards of excellence
3.0 Achieves above basic
course standards
2.5
2.0 Meets basic standards
for the course
1.0 Performance below basic
course standards
0.5
0.0 Unacceptable performance
(no credit for the course)
Grades of P (Pass) or N (No
credit) are not computed in the
grade point average.
An incomplete grade (I) may
be given only in the case of
extreme emergency. To
receive an incomplete grade, a
student must receive permission of the instructor and must
file a form with the Registrar's
Office stating the reasons for
the request, the work required
to complete the course, the
plan and date for completing
the work, and comments from
the instructor. The necessary
work must be completed in
enough time to allow evaluation of the work by the
instructor and filing of a grade
before the final day of the
following trimester. If the
work is not completed by that
date, the grade for the course
becomes a 0.0.
Internships, independent
studies and directed studies
may sometimes last longer
than one term. When this is
the case, they must be
completed by the grading
deadlines within one year
from the beginning of the first
term of registration. A grade
of X is given by the instructor
to indicate that the study is
extended. It is expected that
students given X extensions
will continue to communicate
with their instructors and
demonstrate that satisfactory
progress is being maintained.
A final grade will be issued at
the end of the term in which
the work is completed and
evaluated (but not longer than
one year). An instructor has
the option of not giving an X
where satisfactory progress is
not demonstrated.
REPEATING
COURSES
A course in which a grade of
0, 0.5, 1.0, 1.5, or N has been
received may be repeated for
credit. Courses in which
higher grades have been
earned may not be repeated
for credit and a grade but may
be audited. All courses taken
and grades earned each term
remain on the academic
record. Only the credits and
grades earned the second time,
for legitimately repeated
courses, are counted toward
graduation and in the grade
point average.
AUDITINGCOURSES
Students who wish to take
courses without credit or grade
may do so by registering for
Audit (V). The charge for
auditing is listed in the current
year's Weekend College
Catalog Supplement. The
signature of the instructor is
required to register an audit.
Students who audit a course
should confer with the
instructor two weeks prior to
the beginning of the term to
determine expectations, attendance, and any other
requirements. If expectations
have been met, the course will
be listed on the transcript as
having been audited. If expectations have not been met, the
course will be listed with a
grade of W (Withdrawn).
Courses for which transfer
credit has been awarded may
not be repeated for credit at
Augsburg. This includes
courses that are substantially
similar despite different titles
or emphases.
GRADEPOINTAVERAGE
The grade point average
(GPA) is based on final grades
for all work at Augsburg. It
does not include credit and
grade points for work transferred from other colleges.
Courses taken on the P/N
grading option are recorded,
but not computed in the GPA.
The formula for computing the
GPA is:
GPA = Total grade points
divided by number of course
credits attempted.*
* Using traditionally graded
course credits only.
CLASSIFICATION
Student classifications are
updated in August and at the
end of the fall trimester.
Sophomores-Seven
credits completed.
course
Juniors - 16 course credits
completed.
Seniors-24 course credits
completed.
ACADEMIC
PROGRESS,
~ROBAT~O
AND
N
DISMISSAL
The College requires that
students maintain the
following cumulative grade
point averages (GPA):
Freshman-A student who has
taken fewer than seven credits
with a cumulative GPA of 1.6
or higher
Sophomore-A student who
has taken fewer than 16
credits with a cumulative GPA
of 1.7 or higher
Junior-A student who has
taken fewer than 24 credits
with a cumulative GPA of 1.9
or higher
Senior-A student who has
taken 24 or more credits with
a cumulative GPA of 2.0 or
higher.
It should be noted that a
minimum GPA of 2.0 is
required for graduation with
certain majors requiring a
higher minimum GPA.
Students whose academic
achievement falls below these
guidelines will either be placed
on scholastic probation at the
end of the term, will be
continued on probation, or will
be dismissed from the College.
In addition, a freshman who
receives two zero grades or a
sophomore who receives three
zero grades will be considered
for probation or dismissal.
However, dismissal from the
College is not automatic. Each
case is reviewed by the
Committee on Student
Standing. Evidence of the
student's commitment to academic progress is the major
consideration in deciding
whether or not to dismiss a
student. Those on probation
who voluntarily withdraw from
the College, as well as those
who are dismissed, must have
special permission to re-enroll.
Students may be removed
from probation when the
cumulative GPA reaches the
minimum level stated above.
Students placed on probation
as freshmen for having earned
two zero grades may be
removed from probation if
their classification changes to
sophomore, if they have not
earned additional zero grades,
and if their cumulative GPA
reaches 1.7. Students placed
on probation as sophomores,
juniors, and seniors for having
earned three zero grades may
be removed from probation if
their classification changes to
junior and their cumulative
GPA reaches 1.9.
The College reserves the right
to dismiss any student who
does not meet the guidelines
stated above. Once a student is
dismissed, he or she may
appeal the decision within 10
days to the Committee on
Student Standing.
A c a d e m i c
I
DEAN'S
LIST
The Dean's List is compiled
after each trimester, listing
students whose grade point
average for a trimester is 3.5
or better. Students must be
full-time (a minimum two full
course credits for a Weekend
College student), graded on
the traditional grading system,
with no incompletes in courses
offered for credit. If permission is given by the student, an
announcement is sent to the
hometown newspaper of each
student on the Dean's List.
ASSESSMENT
OF
PREVIOUS
LEARNING
(APL) PROGRAM
Augsburg College recognizes
that learning can and does take
place in many life situations.
Some of this learning may be
appropriate for credit recognition within the disciplines that
compose the academic
program of a liberal arts
college. The Assessment of
Previous Learning (APL)
program at Augsburg provides
a means by which a student's
previous learning, other than
that which is transferred from
another accredited institution,
may be presented for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life
experience, however, is appropriate for credit recognition at
a liberal arts college. Such
learning must meet two essential criteria: (1) it is relevant to
course work in a field of study
within the Augsburg liberal
arts curriculum and (2) it can
be objectively demonstrated
either by comprehensive
examination or committee
evaluation.
The APL program at
Augsburg provides several
means by which students may
have their previous learning
assessed for credit recognition.
The following is a brief
description of each of these
means of assessment:
The College Level
Examination Program
(CLEP)
This is a series of standardized
tests which have been developed by the College Board
and are offered to students for
a small fee at regional testing
centers. (The regional testing
center for this area is the
University of Minnesota.)
Students who score at or
above the 65th percentile on a
subject examination may
.
.
receive academic credit for
that subject at Augsburg
College. Additional information about CLEP tests is
available from the Office of
the Registrar.
Departmental
Comprehensive Exams
These are available for students
to use in obtaining credit for
previous learning if the
following conditions are met:
There is a departmental
instrument available for the
subject area in question.
There is a faculty member
designated by the department to administer the
exam.
The registrar approves the
student's request to take the
exam. Credit for departmental exams is available on
a passlno credit basis only,
and there is a charge per
exam of one-half of tuition
for a full course credit.
The Portfolio Assessment
Program
This is a credit assessment
alternative in which a faculty
team completes a credit evaluation of a learning portfolio
submitted by the student. The
faculty team is composed of
two faculty members from
.
fields of study directly related
to the student's previous
learning. Students who wish to
prepare a portfolio of previous
learning for credit assessment
should consult the Office of
the Registrar. In completing
the evaluation of a student's
previous learning, the faculty
team applies the following
criteria:
There is documentable
evidence of a cognitive
component in the previous
learning experience that
involved prescribed and/or
systematic study of content
material found within liberal
arts course work.
The learning has been objectively verified by individuals
in addition to the presenting
student.
The learning lends itself to
both qualitative and quantitative measurement.
The learning relates well to
the student's educational
goals.
The learning and skills
involved are current and
could be used at the present
time.
Students may apply for the
credit assessment process after
completing at least four course
credits of academic work at
Augsburg College with a
cumulative Augsburg GPA of
at least 2.5. It is strongly
recommended that the process
not be used when four or
fewer courses remain for graduation. There is an application
deposit to initiate the credit
assessment process and a
charge for each semester
credit applied to the student's
transcript if credit is approved.
Transcript credit will be
granted on the basis of
semester credits, and the total
number of credits granted will
be divided by four to determine the number of course
credits applied to graduation.
These credits will be recorded
with the course number of
APL 2xx. Application of this
credit toward the Liberal Arts
Perspective requirements,
upper division requirements,
and academic majors and
minors may be subsequently
addressed by the associate
academic dean in response to
a formal request by the
student.
Maximum Credit Accepted
for Previous Learning
While Augsburg College
recognizes the validity of
learning that takes place
outside the traditional classroom, this learning must be
I
.
.
placed in the context of formal
study in campus-based liberal
arts courses. Therefore,
Augsburg places a maximum
of eight course credits (about
one-fourth of a baccalaureate
degree) on transcript credit
that is obtained through
previous experiential learning.
In compiling the eight courses
of credit for previous experiential learning, the student
may use any combination of
assessment processes available
in the APL program: CLEP
exams, departmental exams,
and credit granted through
portfolio assessment.
Lifetime SportsAssessment of Previous
Learning (APL) Program
Students in the Weekend
College may complete one of
the two required graduation
skills of Lifetime Sports
through the APL process. The
Lifetime Sports graduation
skills are non-academic
courses and no credit is earned
by their completion; however,
fulfillment of two Lifetime
Sports is necessary to graduate. There is a fee for each
Lifetime Sport completed by
APL. Additional information
about Lifetime Sports APL is
available from the Weekend
College Office.
A c a d e m i c
M a j o r s .
I
ACCOUNTING-ACC
The major in accounting
prepares students for professional careers in a wide
variety of accounting-related
positions. This major has two
tracks: General Accounting
and Professional Accounting.
The General Accounting
specialization is adequate for a
wide variety of positions. The
Professional Accounting track
includes two specializations:
public accounting and
managerial accounting. The
public accounting specialization is recommended for
positions with CPA firms. The
managerial accounting specialization is recommended for
positions with large or rapidlygrowing companies.
The two professional specializations relate to two
professional designations: the
CPA and the CMA. A CPA
(Certified Public Accountant)
focuses on external reporting;
a CMA (Certified Management
Accountant) focuses on
internal reporting. The public
accounting specialization
includes the materials emphasized on the CPA exam; the
managerial specialization
includes the materials emphasized on the CMA exam.
Designations have an experience requirement in addition
to passing the national exam.
Under the rules of the
Minnesota State Board of
Accountancy, accounting
majors in the public accounting
specialization are qualified to
sit for the CPA examination
during their last semester.
Accounting Core:
14 courses are required for
this major (an exception to
the 13-course limitation):
(It is recommended that
students take the courses in
the sequence given below.)
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
MIS 175
Principles of Computing for
Business or
MIS 370
Advanced Computing
for Business
BUS 242
Principles of Management
BUS 252
Principles of Marketing
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
MIS 379
Quantitative Methods for
Business and Economics
BUS 301
Business Law
A c a d e m i c
BUS 331
Financial Management
ACC 322
Accounting Theory and
Practice I
ACC 323
Accounting Theory and
Practice I1
ACC 324
Managerial Cost Accounting
ACC 425
Advanced Accounting
Specialization in General
Accounting:
No additional courses required.
Specialization in Public
Accounting:
Accounting core plus:
ACC 326
Tax Accounting
ACC 423
Auditing
Specialization in
Managerial Accounting:
Accounting core plus:
ACC 424
Internal and Operational Audit
MIS 375
Management Information
Systems in the Organization
ART, STUDI-ART
A liberal arts college like
Augsburg is an ideal setting
for the study of art because it
provides a constant possibility
for the interaction of ideas,
disciplines, and attitudes. At
Augsburg, art study is further
enhanced by associations with
a significant number of art
galleries and museums in the
Twin Cities area.
Hundreds of specific careers
exist in the general area of art,
such as teaching in the public
schools and colleges,
ceramics, interior design,
photography, film and video
work, painting, gallery and
museum work, and design.
ART 223
Printmaking I
ART 225
Communication Design I
ART 360
Watercolor Painting
One course in three
dimensional art from:
ART 221
Sculpture I
ART 250
Ceramics I
Five additional studio arts
courses
ART 240
Art History Survey
And two additional art
history courses
Studio Art Major
Majors are required to begin
their programs with the Studio
Arts Foundations:
ART 102
Design
ART 107
Drawing
One course in two
dimensional art from:
ART 118
Painting I
Teaching Licensure Major
The State of Minnesota has
specific licensing requirements
for teachers that may differ
slightly in emphasis from the
Augsburg major requirements.
The state requirements may
also be subject to change after
publication of this catalog.
Students therefore should
consult with the Augsburg
Education Department to identify current Minnesota teacher
licensure requirements.
BUSINESS
ADMINISTRATIONBUS
BUS 252
Principles of Marketing
ECO 318
Management Science
MIS 379
Quantitative Methods for
Business and Economics
Specialization in Finance
Business core plus 4 courses:
BUS 301
Business Law
ACC 322
Accounting Theory and
Practice I
The major in Business
Administration prepares
students for professional careers
in business administration or
for graduate studies. The four
specializations within this
major share a common business
core. This common core
provides students with a broad
foundation so they can readily
adapt to internal changes in
interests and goals and to
external changes in circumstances and opportunities.
BUS 352
Marketing Research and
Analysis
and one of the following:
ECO 311
Public Finance
Business Core
10 courses including:
BUS 355
Marketing Communications or
ECO 312
Intermediate Macroeconomics
ECO 112
Principles of Macroeconomics
BUS 331
Financial Management
Specialization in
Marketing
Business core plus 3 courses:
BUS 357
Advertising
BUS 433
Financial Theory: Policy and
Practice
BUS 438
Investment Theory
ECO 313
Intermediate Microeconomics
ECO 113
Principles of Microeconomics
BUS 450
Marketing Management
ECO 315
Money and Banking
MIS 175
Principles of Computing for
Business or
Specialization in
Management
Business core plus 4 courses:
MIS 479
Intermediate Quantitative
Methods for Business and
Economics
MIS 370
Advanced Computing
for Business
BUS 340
Human Resource Management
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
BUS 242
Principles of Management
BUS 440
Operations Management
BUS 465
International Management
MIS 376
Project Management or
Specialization in
International Business
Business core plus 4 courses:
BUS 362
International Business
BUS 465
International Management
A c a d e m i c
BUS 466
International Marketing
and one additional upper
division course in either
international business or
international economics.
Students must also complete
three semesters of a foreign
language (or equivalent).
Contact the international
business coordinator for
details on language equivalents or other configurations.
Minor in Business
Administration
Seven courses including:
ECO 112 or ECO 113, ACC
221 and 222, BUS 242 and
252, BUS 331 and MIS 379.
The minor is automatically completed while completing a major
in accounting or management
information systems (MIS).
COMMUNICATIONSPC
Our quality of life, both
personally and professionally,
depends in large part upon the
quality of our communication.
A communication major at
Augsburg is designed to
enhance understanding of
communication in a variety of
contexts and to improve
communication skills.
Since careers in communication demand a broad
educational background, the
department strongly encour-
ages a second major or two
minors in fields such as business, economics, English,
history, international relations,
political science, psychology,
religion, social work, sociology, or theatre arts.
SPC 351
Argumentation
The Augsburg communication
major focuses on competency
in both speech and writing as
well as effective use of media.
Since the study and practice of
communication is grounded in
both the humanities and the
social sciences, majors are
encouraged to include such
related subjects as aesthetics,
ethics; philosophy, logic, literature, statistics, and research
methods in their programs.
SPC 355
Small Group Communication
All communication majors
must complete a core group of
seven required courses, supplemented by five electives in one
of the following concentrations: public relations and
advertising, marketing communication, human relations, or
supervisory management.
Prospective majors should meet
with a departmental adviser as
early as possible to design an
approved major program,
preferably by the end of the
sophomore year. Majors in
communication are candidates
for the Bachelor of Arts degree.
Communication Core
Six courses including:
SPC 111
Public Speaking
SPC 352
Persuasion
SPC 354
Interpersonal Communication
and at least one course from
the following:
ENG 223
Writing for Business and the
Professions
ENG 225
Intermediate Expository
Writing
ENG 226
Introduction to Creative Writing
ENG 227
Journalism
In addition, six courses must
be completed within one of
the following concentrations:
Public Relations and
Advertising
Students interested in the Public
Relations emphasis are strongly
urged to take ENG 227
(Journalism) as part of the major.
ART 132
Photography
ART 224
Publication Design
ART 225
Communications Design I
. .
BUS 242
Principles of Management
SPC 399
Internship
BUS 252
Principles of Marketing
SPC 480
Public Relationsffromotiona1
Communications
BUS 355
Marketing Communications
MIS 379
Quantitative Methods for
Business and Economics
PSY 373
Organizational Psychology
SOC 349
Complex Organizations
SPC 345
Organizational Communication
SPC 399
Internship
SPC 480
Public Relationsffromotional
Communications
POL 342
Mass Communication in
Society
Marketing
Communications
BUS 252
Principles of Marketing
BUS 352
Marketing Research and Analysis
BUS 355
Marketing Communications
BUS 357
Advertising
BUS 450
Marketing Management
POL 342
Mass Communication in
Society
Human Relations
PSY 373
Industrial/Organizational
Psychology
Y
.
.
Supervisory Management
BUS 242
Principles of Management
BUS 340
Human Resource Management
BUS 440
Operations Management
MIS 175
Computers for Business,
Accounting, Economics and
MIS
PSY 485
Counseling Psychology
MIS 379
Quantitative Methods for
Business and Economics
SOC 231
Family Systems: A CrossCultural View
PSY 373
Industrial/Organizational
Psychology
SOC 265
Culture: Ethnicity, Gender,
and Race
SOC 349
Complex Organizations
soc 349
Complex Organizations
SOC 375
Social Psychology
SPC 329
Intercultural Communication
SPC 345
Organizational Communication
SPC 399
Internship
SPC 480
Public Relations/Promotional
Communications
.
SPC 345
Organizational Communication
SPC 399
Internship
Minor in Communication
Six courses including SPC 111,
POL 342, SPC 351 or SPC 352,
SPC 354, SPC 345, or SPC 355,
and any one of the following:
ENG 223,225,226, or 227.
Prospective minors must obtain
prior approval from a communication faculty adviser.
Note: For transfer students, at
least three of these six courses
must be upper division courses
offered at Augsburg.
A c a d e m i c
M a j o r s .
COMPUTER
SCIENCECSC
CSC 340
Introduction to Networking
and Communications
The Augsburg Computer
Science Department strives to
give students a sound theoretical and practical foundation in
computer science. The
computer science curriculum
places emphasis on networks,
communications, and the use
of computers as an information
access tool. The coursework
provides students a strong base
in computer science, with
emphasis on concepts rather
than on applications.
CSC 345
Principles of Computer
Organization
Some courses may need to be
taken in an evening schedule.
Students should meet with a
faculty adviser as soon as possible
to plan their course of study.
Computer Science
Major-Bachelor of Arts
11 courses including:
CSC 160
Introduction to Computer
Science and Communication
CSC 170
Structured Programming
CSC 210
Data Structures
CSC 320
Algorithms
CSC 450
Programming Languages and
Compilers I
CSC 451
Programming Languages and
Compilers I1
MAT 122
Calculus for the
Behavioral Sciences or
MAT 145
Calculus I
And two electives from CSC
courses above 200, at least one
of which is above 300.
Computer Science Minor
Six courses including CSC
160, 170,210,345, MAT 145,
and one upper division
computer science course.
ECONOMICS-ECO
The Economics Department
offers a program that stresses a
strong theoretical background,
quantitative analysis, and an
emphasis on both national and
international issues. Students
who graduate with a major in
the Department of Economics
are well prepared to continue
their education in a variety of
fields or to work successfully
in the business world and
government because of the
strong liberal arts emphasis
within the major.
Economics Major
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 414
Welfare Economics
MIS 175
Principles of Computing for
Business
MIS 379
Quantitative Methods for
Business and Economics
MAT 114
Elementary Functions or
MAT 121
Finite Mathematics or
MAT 122
Calculus for the
Behavioral Sciences
Three additional upper division economics courses
Combined Major in
Economics/ Business
Administration:
Five economics courses
including:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
Major in Applied
Economics
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ENG 223
Writing for Business and
the Professions
ECO 311
Public Finance or
PHI 120
Ethics or
ECO 312
Intermediate Macroeconomics
ECO 312
Intermediate
Macroeconomics or
ECO 313
Intermediate Microeconomics
ECO 315
Money and Banking
One other upper division
economics course
ECO 313
Intermediate Microeconomics
Six accounting, business
administration, and MIS
courses including:
ECO 360
International Economics
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management or
MIS 379
Quantitative Methods
for Business and Economics
One other upper division business course
MIS 379
Quantitative Methods for
Business and Economics
ECO 318
Management Science or
ECO 415
Managerial Economics
ECO 413
Labor Economics
ECO 399
Internship Program or
ECO 499
Independent Study
MIS 175
Computers for Business,
Accounting, Economics
and MIS
PHI 125
Ethics and Human Identity
Economics Minor
ECO 112, 113,312,313, and
one additional upper division
economics course. Other
configurations may be
permitted on consultation with
the department.
Note: Students who plan to
major in economics are
strongly encouraged to meet
with a faculty adviser in the
department as soon as possible
in order to carefully plan their
program of study.
A c a d e m i c
M a j o r s .
EDUCATION-EDE,
EDS, EDU
NOTE: Major changes in
Minnesota teacher licensure will
be implemented fall 1998 and
beyond. As of the date of publication of this catalog, details of
these changes have yet to be
announced. All candidates for
teacher licensure will have to
meet the standards set by the
State and follow the State's
timeline. Teacher candidates are
expected to maintain frequent
contact with an Education
Department faculty adviser and
to stay informed about their
license program requirements.
Elementary Teaching
Licensure
Teaching licensure programs
are offered for both K-6 and
1-6 Elementary Education
through the Weekend College
Program. To be admitted to
the Education Department the
student will have achieved an
overall 2.5 GPA in a liberal
arts based degree plus a 2.5
GPA in hisfher major field.
All professional courses with
the exception of clinical
experience and student
teaching are available on a
weekend schedule. Clinical
experience and student
teaching courses must be
completed during regular
weekday hours in a K-6
classroom setting.
Contact an Education
Department adviser for information in your field of study
and for an application for
admission to the Department of
Education. Students wanting K6 licensure must take EDE 375.
EDE 263
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (.5 course)
One college level mathematics
course
Professional level courses
required for licensure
(enrollment with PPST and
admission to department only):
All students must be admitted
into the Education Department
prior to beginning 300-400
level courses. The State of
Minnesota requires that the
Pre-Professional Skills Test
(PPST) be taken before beginning professional education
courses (those numbered in
the 300-400 level). Any
education program course
grade below 2.0 must be
retaken.
EDE 375
Discovery in the World of
Kindergarten (-5 course)
Introductory level courses
required for Licensure:
EDE 377
K-El Science (.25 course)
HPE 114
Safety Education (.5 course)
EDE 379
K-El Art (.25 course)
HPE 115
Chemical Dependency (.5 course)
EDE 380
K-El Music (.25 course)
HPE 116
Health Concepts for Educators
(.5 course)
EDE 382
K-El Mathematics (.5 course)
EDU 210
Learning and Development in
an Educational Setting
EDU 341
Media Technology (.5 course)
EDE 350
Creating Learning
Environments (.5 course)
EDE 351
Techniques of Teaching Reading
EDE 383
K-El Health, Physical
Education, First Aid
EDU 384
K-El Social Studies, Thematic
Studies (.5 course)
EDE 386
Children's Literature (.5 course)
EDE 387
Language Arts (-5 course)
EDE 388
K-El Health (.25 course)
EDU 388
Human Relations (-5 course)
EDE 481
Student Teaching
EDE 482
Student Teaching
EDE 483
Student Teaching
EDE 484
Student Teaching
Academic Minor or
Second Major
Students must be admitted to
the Education Department
before they can be considered
for student teaching.
Applications for student
teaching must be submitted to
the Education Department by
the published due dates.
Secondary Education
Licensure
Augsburg Weekend College
grants Secondary licensure in
English-language arts and in
social studies (only for
economics, psychology, and
history majors). To be
admitted to the Education
Department the student will
have achieved an overall 2.5
GPA in a liberal arts-based
degree program plus a 2.5
GPA in hislher major field.
All professional courses with
the exception of clinical experience and student teaching
courses are available on a
weekend schedule. Clinical
experience and student
teaching courses must be
completed during regular
weekday hours in a K- 12
classroom setting.
All students must be admitted
into the Education Department
prior to beginning 300-400
level courses. The State of
Minnesota requires that the
PPST test be taken before
beginning professional education courses (those numbered
in the 300-400 level). Any
Education Program course
with a grade below 2.0 must
be retaken.
Secondary Education
Professional Courses
Introductory level courses
required for licensure:
HPE 114
Safety Education (.5 course)
(optional for 7-12 majors)
HPE 115
Chemical Dependency (.5 course)
HPE 116
Health Concepts for Educators
(.5 course)
EDU 210
Learning and Development in
an Educational Setting
EDS 252
Clinical Experience (.5 course)
EDU 264
Orientation to Education in an
Urban Setting (.5 course)
Professional level courses
required for licensure
(enrollment with PPST and
admission to department only):
EDU 341
Media Technology (.5 course)
EDS 350
Reading in the Content Areas
(.5 course)
EDS 353
Creating Learning Environments
EDU 388
Human Relations (.5 course)
A c a d e m i c
M a j o r s .
7
EDS 478
School and Society
A major in one of five
fields:
EDS 481
Student Teaching
Economics
EDS 482
Student Teaching
Political Science (available
in day schedule)
EDS 483
Student Teaching
Psychology
EDS 484
Student Teaching
Special Methods in Licensure
Field
Students must be admitted to the
Education Department before
they can be considered for
student teaching. Applications
for student teaching must be
submitted to the Education
Department by the published
due dates.
Licensure in Social Studies
Students preparing to teach
social studies on the high
school level must complete:
The professional requirements within the
Department of Education
History
Sociology
The social science core, a
competency program
designed to provide a broad
foundation in the social
sciences (6 courses):
ECO 112
Microeconomics or
ECO 113
Macroeconomics
HIS 222
20th Century U.S.
History
POL 158
Political Patterns and
Processes
SOC 121
Introduction to Human
Society
SOC 336
Cultural Anthropology
(available in day schedule)
Human Geography (not
available in Weekend
College or day schedule)
Students considering a career in
social studies education must
consult the Augsburg Department of Education and the social
studies coordinator as soon as
possible in order to make full
use of their time at Augsburg.
Transfer students with a B.A. in
history or another major in the
social science field from another
college must take at least two
courses within their disciplinary
major or the social science core
at Augsburg (preferably upper
division). These courses must
be taken before the department
can recommend a student for
student teaching.
Licensure in EnglishLanguage Arts
Students preparing to teach
English-Language Arts on the
high school level must complete,
in addition to the professional
requirements to be met within
the Department of Education, a
competency program designed to
provide a foundation in English.
Specific requirements for the
English-language arts licensure
program are outlined under the
English major in this catalog
and are subject to change per
the Department of Education.
Those who study English
believe that an intense concern
for words, ideas, and images
helps people understand who
they are and who they can
become. Writing helps us
clarify and share our thoughts.
Literature helps us contemplate the pains and joys of
human existence. Through the
study of English we see life's
complexity, experience life as
some others do, and understand better the world in
which we live and work.
English relates closely to other
majors. With the other arts,
English is concerned with the
pleasure that comes from
artistic creation and with the
contemplation of works of art.
With psychology and sociology, English is concerned
with individual and group
behavior. With philosophy,
English is interested in ideas
and the relation between
meaning and language. With
science, English is interested
in discovering order and determining structures. With speech
and communication, English
studies the effective use of
language. With history and the
other social sciences and
humanities, English studies the
way people have acted and
thought at different times and
indifferent cultures.
ENG 336
British Literature: 17th and
18th Centuries
Students with an English
major pursue careers in
elementary, secondary, and
college education, journalism,
government, law, the ministry,
library science, medicine,
advertising, public relations,
publishing, writing, and other
professions and businesses.
ENG 337
British Literature: the
Romantics and the Victorians
English Major:
Nine courses above ENG 111,
including:
ENG 225
Intermediate Expository Writing
ENG 245
Introduction to Literature
One course in European
literature:
ENG 27 1
European Literature: Homer to
Dante or
ENG 272
European Literature:
From the Renaissance to
the Modern Period
Two survey courses in British
literature from:
ENG 33 1
British Literature: Medieval to
Elizabethan
One upper division course in
American literature:
ENG 350
American Literature to 1920 or
ENG 35 1
American Literature
Since 1920
One 400-level course
Two additional electives.
Majors are encouraged to
consult their departmental
adviser regularly. A student
with a double major or special
program that involves considerable work in the English
Department should also work
closely with an adviser in the
English Department.
Note: Transfer students must
take at least three of their
English courses at Augsburg.
English-Language Arts
Teaching Major:
10 courses, including those
listed under the major, and:
ENG 345
Introduction to the English
Language
ENG 399
Internship in Teaching Writing
EDS 364
English Methods
and one course with a component in non-Western literature
(for example, ENG 361
Studies in Modern Fiction).
In addition, two ACTC
courses-Communications Skills
in the English Classroom and
Teaching Mass Media-are
required. Courses in early
American literature,
Shakespeare, and film are
recommended. Some of the
required courses, including the
internship, are not offered on
weekends. Students in this
program must work with advisers
in the English Department and
the Education Department in
order to meet the professional
requirements within the
Education Department as well as
requirements in the major.
Transfer students with a B.A.
in English from another college
must take at least two of their
English courses at Augsburg
(preferably upper division
courses). These courses must
be taken before the department
can recommend a student for
student teaching. Students
should consult the English
Department chair soon after
enrolling.
Prerequisites
ENG 111 Effective Writing is
strongly recommended but not a
prerequisite for a lower
division literature course.
Prerequisite for an upper
division literature course is ENG
245 or consent of the instructor.
Minor:
Five courses above ENG 111
including ENG 245; an upper
division literature course; and
an additional writing course.
History is to society what
memory is to an individual; it
brings to a civilization an
understanding of its identity.
The distinguished medievalist
J.R. Strayer expressed it this
way: "No community can
survive and no institution can
function without constant
reference to past experience.
We are ruled by precedents
fully as much as by laws,
which is to say that we are
ruled by the collective
memory of the past. It is the
memory of common experiences which makes scattered
individuals into a community."
The English Placement Test:
A writing sample is required
of students to determine their
placement in an appropriate
writing class. Students who do
not show competence in
composition skills such as
stating and supporting a thesis,
organizing clearly, and
constructing paragraphs and
sentences are required to
enroll in ENG 101
Developmental Writing, where
they will receive more individual instruction than is
possible in ENG 11I Effective
Writing. These students must
pass ENG 101 Developmental
Writing before enrolling in
ENG 111 Effective Writing.
HISTORY-HIS
The study of history enables
us to deal more knowledgeably with continuity and
change in society. The
construction of an informed
sense of our past is a fundamental ingredient in
appreciating and understanding the present as well as
anticipating the future. History
majors are prepared to be
active and contributing
members of their society. The
study of history, which has long
held a major role in the liberal arts,
is an entry to elementary and
secondary education, graduate
study in several fields, and a wide
range of employment opportunities that require abilities in
communication, conceptualhtion,
and processing of information.
Degree and Major
Requirements
Major
Eight courses plus one
seminar. At least four of these
courses must be upper division. A major must have at
least one course (either survey
or upper level) from each of
the four areas: ancient and
medieval, modern Europe,
U.S., and non-Western.
Minor
Five courses, at least three of
which must be upper division.
Other Requirements
First-year students should
enroll in one or more of the
101- 104 courses; 200-level
courses are normally reserved
for sophomore or upper division students. Upper division
courses are numbered
300 and above.
Prerequisites
Satisfactory completion of a
lower division course is
normally required before
enrolling in an upper division
course. See instructor for
permission.
Transfer Students
Transfer students planning a
major must normally take at
least three of their courses at
Augsburg. A minor normally
requires two courses taken at
Augsburg.
MANAGEMENT
INFORMATION
SYSTEMS
(MIS)
The major in management
information systems prepares
students for professional careers
in information systems. MIS
studies information systems as
both a resource and a tool for
decision-making. Students learn
to analyze and evaluate existing
systems and to design and
program new systems. MIS is an
extensive major (16 courses) and
includes courses from computer
science, mathematics,
economics, business, and
accounting as well as fmm MIS.
MIS Major
16 courses including:
A. Six courses in economics,
business, and accounting:
ECO 113
Principles of Microeconomics
BUS 242
Principles of Management
BUS 252
Principles of Marketing
BUS 331
Financial Management
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
B. Three courses in mathematics
and computer science:
CSC 170
Structured Programming
MAT 114
Pre-Calculus (for students at
MPG 3)
MAT 121
Finite Mathematics or
any higher level math course
(for students at MPG 4)
CSC 340
Introduction to Networking
and Communications
C. Seven courses in MIS
MIS 175
Principles of Computing for
Business * or
CSC 160
Introduction to Computing
and Communications
MIS 370
Advanced Computing for
Business or
CSC 352
Data Base Management
and Design
MIS 375
Management Information
Systems in Organizations
MIS 376
Project Management
MIS 379
Quantitative Methods for
Business and Economics
MIS 475
Systems Analysis and Design
MIS 476
Information Systems Projects
* MIS 175 is waived (without
credit) for students who do not
take MIS 175 and pass MIS
370. Students who pass MIS
370 without receiving credit
for MIS 175 (or a similar
course) and who desire academic credit ( P N grading) for
MIS 175 may obtain credit by
applying for an APL
(Assessment of Previous
Learning) through the
Registrar's Office.
Minor in MIS
MIS 175, ACC 221, BUS 242
or BUS 252, MIS 370, MIS 375,
and one of the following: MIS
376,475,479, or ECO 318.
NURSING-NUR
The Augsburg nursing
program is designed exclusively for registered nurses
who want to increase their
opportunities in the health
care field.
The scope of nursing practice
is changing and expanding.
Nurses are being called on to
function in a variety of
settings that differ from those
in the past. Today nurses work
in hospitals, clinics, corporations, government agencies,
schools, and community organizations; some are selfemployed, running their own
businesses. Nurses provide
health care for individuals
from all cultures and socioeconomic levels throughout their
life span.
The bachelor's degree equips
nurses with a working knowledge of the biological,
physical, social, behavioral,
and nursing sciences. The
nursing program at Augsburg
also provides the educational
opportunities to increase
skills in critical thinking,
clinical investigation and
decision-making that prepare
nurses to handle challenging
new positions in today's
health care field.
Augsburg's nursing program,
leading to a Bachelor of
Science degree with a major in
nursing, is accredited by the
National League for Nursing.
Graduates of the program are
eligible to apply for Public
Health Nurse registration in
Minnesota. With two additional courses, they are
eligible to apply for School
Nurse certification.
Nursing Major
Ten courses including:
NUR 305
Contemporary Nursing I:
Communication
NUR 306
Contemporary Nursing 11:
Paradigms in Nursing
NUR 310
Community Health Nursing I
NUR 311
Community Health Nursing 11:
Practicum
NUR 330
Trends and Issues in Nursing
NUR 350
Introduction to Nursing
Research
NUR 403
Contemporary Nursing 111:
Families
NUR 423
Practicum in Nursing I:
Nursing of the Family
NUR 43 1
Leadership and Management:
Theory and Practice
PHI 380
Ethics of Medicine and Health
Care
Courses in the nursing major,
including PHI 380, may not be
taken on a PIN grading basis.
Other requirements:
A minimum grade of 2.0
in each nursing course
A cumulative GPA of 2.5 at
the completion of Level I
and Level I1 courses of
study is required. Students
also must complete
Augsburg's residence and
General Education
requirements.
Courses in the nursing major
are offered on weekends with
clinical courses requiring additional weekday time. While
courses are designed so that
the major may be completed
within two years, more time
may be required to complete
the total course of study
depending on the number of
credits transferred from other
colleges or universities.
Students interested in pursuing
the nursing major should
consult with an adviser from
the Nursing Department for
program planning.
Nursing Honors Major:
Requires a GPA of at least 3.6
in the major and 3.3 overall;
application to the department
chairperson by Nov. 1 of the
senior year; recommendation
by nursing faculty; honors
thesis to be defended before a
faculty committee by April 15,
(Candidates register for NUR
499 to complete the thesis.)
If the practicums in nursing
are not taken concurrently
with their respective theory
courses, students are required
to consult with faculty prior to
registration regarding review
of the theoretical content.
Nursing Program Entrance
Requirements
The following steps may be
taken in any order, but all
must be completed prior to
application for admission into
the nursing major:
1.Admission to Augsburg
College: Before you can
apply to the nursing
program, you must first be
admitted into Augsburg
College. All applicants must
present a high school
diploma or equivalent and a
2.0 GPA.
2. Unencumbered RN
Licensure in Minnesota:
Applicant must be a registered nurse licensed in
Minnesota or be registered
to take the State Board
Exams prior to beginning at
Augsburg.
3. Prerequisite course content:
The following courses must
have been completed with a
GPA of 2.0 or better: chemistry, anatomy, and
physiology, microbiology,
English composition, introductory sociology, and
introductory psychology.
These courses may be taken
at Augsburg or at another
accredited college or
university.
4. Current clinical practice:
applicants must give
evidence of current nursing
clinical practice (within the
past five years). This may
include: graduation from a
school of nursing (a
minimum overall GPA of
2.5 is required), work experience, or completion of a
nursing refresher course or
an acceptable equivalent.
A c a d e m i c
1
PSYCHOLOGY-PSY
Psychology is an exploration
of behavior and mental
processes. As an integral part
of a liberal arts education,
psychology contributes to the
understanding of individual
and group behavior.
Psychology's scientific
method also equips students to
understand and use scientific
research and to make more
informed judgments about
claims in the popular media.
To prepare students for graduate study and work in
psychology, the major emphasizes the complementary
components of a strong foundation in research and
theoretical work with application of knowledge and skills in
coursework, research experience, and internships within
the community. The curriculum's emphasis on
problem-solving skills and
current information about
human development and interaction is also relevant to
careers in many related
settings-business, education,
social services, research, law,
government, church, and
medicine.
Faculty members in the
Department of Psychology
have varied professional
specializations-clinical,
counseling, physiological,
developmental, social, cognitive, environmental, and
industriallorganizational
psychology-as well as expertise in psychological
applications to health, law,
and public policy. Students
may tap this expertise through
a variety of learning experiences-within and outside the
classroom, with group and
individual projects, and
through association with
Augsburg's active Psychology
Club, Psi Chi Honor Society,
and faculty-student research
teams.
Psychology Major
10 courses including:
PSY 102
Individual in a Social World or
PSY 105
Principles of Psychology
PSY 200
Psychological Science
Laboratory
PSY 230
Research Methods: Design,
Procedure, and Analysis I
PSY 330
Research Methods: Design,
Procedure, and Analysis I1
PSY 399
Internship
And at least one course from
the following:
PSY 354
Perception and Cognition
PSY 355
Biopsychology
PSY 359
Assessment
And at least one course from
the following:
PSY 491
Advanced Research Seminar
PSY 493 Seminar:
Contemporary issues
And at least three additional
psychology courses. (Majors
are strongly encouraged to
take more than 10 psychology
courses; no more than 13
count for graduation.)
Note: A minimum of five
courses must be from
Augsburg. No more than two
courses from PSY 299, 399, or
499 may be counted.
Transfer course policy for
majors and minors: all transfer
courses, including ACTC
courses, must be approved in
writing by the chair. Only
those psychology courses
successfully completed (2.0 or
above) within the last 10 years
will be considered. In general,
courses that meet the transfer
guidelines may only be applied
to elective or PSY 105 credit
for the major.
WEC psychology courses are
offered on an alternating year
basis.
All psychology majors must
have an adviser in the
Psychology Department.
Psychology Minor
Five courses including PSY
102 or 105 and four electives.
A minimum of two courses
must be from Augsburg. Not
more than two courses from
PSY 299,399, and 499 may
be counted toward the minor.
RELIGION-REL
Religion asks fundamental
questions of life and meaning.
Who are we as human beings?
Where did we come from?
Where did the world come
from? What do good and evil
mean in this time and place?
Students will wrestle with
these questions and with
responses from the Christian
traditions and from the
perspectives of the other major
world religions.
Through this study of religion,
students will learn to understand, appreciate, and
articulate the Christian faith,
as based in the Bible, as lived
in the Christian fellowship, as
embodied in the Christian
Church and its history, and as
interactive in the contemporary world and with other
world religions. Students will
also develop the ability to read
and interpret the Bible, other
religious texts, and various
expressions and practices of
faith so that their meaning for
human life in relation to God
becomes evident. In addition
students will develop skills for
becoming leaders in the religious communities to which
they belong and for living as
responsible citizens with
others whose religious views
and practices differ from their
own. A religion major encourages students to seek their
future in the world and/or
church through a sense of
vocation, serving as pastors,
associates in ministry, nurses,
and youth and family ministry
lay professionals in congregations, and as social service and
human resource professionals
in a wide variety of settings.
Religion Major
Eight courses including:
REL 111
Introduction to Theology
REL 221
Biblical Studies
REL 356
History of Religions
REL 481
Contemporary Theology
REL 495
Seminar
Three additional religion
courses, two of which must be
upper division courses.
Note: Seminar, especially for
majors, should be taken in the
junior or senior year. (Before
taking the seminar, each major
must have written one formal
research paper and placed it
on file with the department
chair.)
Department approval is necessary before courses taken at
other colleges can be accepted
for Religion Department
course credit.
All majors must consult with
the department chair.
Completion of this major may
require enrollment in one or
more courses offered in an
evening weekday schedule.
Religion Minor
Five religion courses.
Note: Not all courses that meet
the Christian faith perspective
are religion courses. Only
Religion Department courses
count toward the religion
major and minor.
SOCIAL WORK-SWK
The Social Work major
prepares graduates for entrylevel generalist professional
practice in the field of social
work. The program is accredited by the Council on Social
Work Education and leads to a
Bachelor of Science degree.
The program is based on a
generalist model of practice,
enabling graduates to work
with individuals, families,
groups, and communities, and
to develop and analyze social
policy. Courses within the
program utilize a student
empowerment model for
teaching and learning.
Augsburg's social work major
also provides a strong foundation for graduate studies in a
variety of fields. Augsburg
also offers a full-time Master
of Social Work degree on a
weekend schedule.
Social Work Major
10 core courses:
SWK 301
History and Analysis of
Social Policy
SWK 306
Social Work Practice I:
With Individuals
SWK 307
Field Work I: Integrative
Seminar
SWK 316
Social Work Practice 11:
With Families and Groups
SWK317
Field Work 11:
Integrative Seminar
SWK401
Research: Evaluation of
Practice and Programs
SWK 406
Social Work Practice 111:
With Communities and
Policies
SWK 407
Field Work 111:
Integrative Seminar
SWK419
Social Worker as Professional
Seven supporting courses:
SWK 257
Exploring Human Services
soc
121
Introduction to Human Society
SOC 231"
Family Systems: A CrossCultural Perspective
SOC 265
Culture: Ethnicity, Gender and
Race
A minimum grade of 2.0 is
required for each course in the
core program and a 2.0
average is required in the
supporting program.
Students interested in social
work should begin their
program with the required
supporting courses. The
professional sequence will be
offered when a sufficient
number of students are ready
for that portion of the
program.
SWK 260
Humans Developing
*See adviser for optional
substitution of electives.
BIO 101
Human Biology
Social Welfare Minor
Six courses including SWK
257 or department approved
alternative internship, SWK
260, SWK 301, SWK 406,
SOC 265, and one course from
SWK 465, POL 121, POL
158, POL 325.
PSY 105
General Psychology
Students may not earn both
the major and minor.
ADDITIONAL
MINORS
In addition to minors offered
in business, communication,
economics, English, MIS,
psychology, religion, and
social welfare (listed under
each respective major),
Weekend College students are
able to complete minors in the
following areas:
American Indian Studies
The American Indian Studies
minor offers courses that
encompass the range of
American Indian contributions
to North American culture,
including art, religion, literature, and history.
Requirements: Five courses
including INS 105 and at least
one upper division course
from the list below. Indian
Studies courses may also be
taken as part of majors or
minors in other academic
subjects or to meet general
education requirements.
Courses offered include:
ART 290
Tribal Arts and Culture
ENG 216
American Indian Literature
INS 105
Introduction to American
Indian Studies
INS 233
Women: A Cross-Cultural
Perspective
INS 260
Contemporary American
Indians
INS 264
American Indians in the
Cinema
INS 320
American Indian Women
Requirements: Five courses
which must include INS 201
Foundations in Women's
Studies; three electives, one of
which must be upper division;
and INS 495 or 499. Each
student's program must have
the written approval of the
women's studies coordinator.
REL 370
American Indian Spirituality
and Philosophical Thought
Course options include:
OJB 111 and 112
Beginning Ojibwe
ENG 2361436
Women and Fiction
Sociology
Sociology is the study of society
as a whole and of human social
organization in groups. The
sociological perspective
provides a way to better
understand the social world
and how human beings come
to think and act as they do.
INS 233
Women: A Cross-Cultural
Perspective
Requirements: Five courses
including SOC 121
Introduction to Human Society
and two upper division sociology courses, at least two of
which must be taken at
Augsburg College.
Women's Studies
The program in women's
studies provides students with
the opportunity to critically
examine women's contributions and experience in various
historical and cultural contexts.
ART 352
Women's Art History
INS 320
American Indian Women
INS 499
Independent Study
HIS 380
The History of Women in the
West to 1870
HIS 381
The History of Women in the
West Since 1870
POL 124
American Women and Politics
ENG 480
Criticism
WST 201
Foundations in Women's
Studies
WST 495
Women's Studies Seminar
A~ENDANC
POLICY
E
It is expected that students
attend every class. If more
than one class meeting will be
missed, the student should not
register for the course. Some
faculty and courses require
100 percent attendance for a
student to earn a passing
grade. Most Weekend College
classes meet seven times
during a trimester plus Finals
Class Weekend. Some courses
meet for the entire period on
Finals Class Weekend.
Classes marked with an
asterisk (*) on the Class
Schedule require or recommend that students attend
additional class meetings, the
dates and times of which are
either listed on the course
syllabus or determined by the
class at the first meeting.
CLASSSCHEDULE
There are three trimesters in
Weekend College-fall,
winter, and spring. A calendar
of class weekends for each
trimester and a tentative
schedule of courses offered
can be found in the Weekend
College Catalog Supplement.
Many courses are offered at
least once a year; however,
since some courses are offered
in alternate years, it is important that the student review
major requirements and
course offerings with an
adviser to ensure that all
requirements can be met.
Descriptions and schedules for
courses offered in the day
schedule, January Interim,
Summer School, the Master of
Arts in Leadership, and the
Master of Social Work
programs are published in
separate publications.
NUMBERING
Courses numbered below 300
are lower division courses.
Courses numbered 300 and
above are classified as upper
division.
CREDITS
One course credit at Augsburg
is approximately equivalent to
four semester credits or six
quarter credits.
The majority of Augsburg
courses are one course credit.
Some courses in the education, health and physical
education, and music departments have .5 credit value
(one-half course) or .25 credit
value (one-quarter course).
A prerequisite is a course or a
specific skill level, e.g. Math
Placement Level, which must
be completed before the
student enrolls in a higherlevel course. Prerequisites are
listed in the course description. When a prerequisite has
not been fulfilled, a student
may enroll in the course only
if there is prior approval from
the course instructor.
LIBERAL
ARTS
PERSPECTIVES
AND
GRADUATION
SKILLS
Liberal Arts Perspectives and
Graduation Skill requirements
that are fulfilled by completing
a course are listed in the
course descriptions.
Additional courses may have
been approved to meet these
requirements since the publication of this catalog. See the
Perspectives and Skills list
available in the Registrar's
Office for the most current
information.
C o u r s e
D e s c r i p t i o n s .
ACCOUNTING
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts, and fundamentals of accounting,
the accounting cycle and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities, accounting for
corporations. Basic concepts and fundamentals of managerial accounting, planning
and controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining
to financial statements, income concepts, valuation concepts, FASB statements, and
other relevant issues as applied to assets. (Prereq.: ACC 222)
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis on
accounting theory pertaining to financial statements, income concepts, valuation
concepts, FASB statements, and other relevant issues as applied to liabilities and
stockholders' equity. (Prereq.: ACC 322)
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
Tax Accounting
The more common and important provisions of planning and compliance for
income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of
instructor)
Internship Program
A student may receive course credits through an internship program which is
applicable to graduation but not to the major. This program will afford the student
the opportunity to spend one full term working with an organization. In addition,
the student will write a report on histher activities. (Prereq.: consent of instructor)
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to form the
basis of opinion on a set of financial statements. Graduation Skills: Writing and
Speaking (Prereq.: ACC 323)
ACC 323
ACC 324
ACC 326
ACC 399
ACC 423
ACC 424
Internal and Operational Audit
Integrating the business arts of accounting, finance, management, marketing, and
MIS to incorporate and learn the techniques of internal and operation auditing. Also
integrated are the professional skills of oral and written communications, problemsolving in an unstructured environment, and team projects. (Prereq.: ECO 113,
ACC 221,222, BUS 242,252,331, MIS 175,379)
ACC 425
ACC 499
ASL 101,102
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting,
partnership accounting, and fund accounting. (Prereq.: ACC 323)
Independent Study
The student may earn independent study credits through individually supervised
projects designed to afford himher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
Beginning American Sign Language
An introduction to deaf culture and the signs and syntax of ASL. Students observe
the demonstration of signs, practice their own signing, and learn the facial expression and body language needed to communicate clearly with deaf and
hard-of-hearing people.
ART
ART 102
Design
A study of design as the unifying foundation for the visual arts. Two- and threedimensional projects demonstrating the use of the basic design elements and
principles. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
ART 106
Calligraphy
Introduction and practice of calligraphic writing and designing with emphasis on
the broad-edged pen. Liberal Arts Perspective: Aesthetics
ART 107
Drawing
Drawing in graphite pencils, pen, and pastel pencils. Subjects include still-life,
figures, building interiors, and exteriors and experimental work. Liberal Arts
Perspective: Aesthetics
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil. Liberal Arts
Perspective: Aesthetics
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black and white photographic processes. Students need access to a
35mm, single lens reflex camera. Materials will cost approximately $175-200.
Liberal Arts Perspective: Aesthetics
C o u r s e
ART 221
Sculpture I
An introduction to sculpture in the medium of clay. Liberal Arts Perspective:
Aesthetics
ART 224
Publication Design I
An introduction to traditional design concerns and procedures related to publication
design as well as design for desktop publishing. Theory and practice of coordinating visual images and typography with content in publications. Study of design
in magazines, newspapers, newsletters, books, and miscellaneous publications.
Students design and produce a publication as a group project. Liberal Arts
Perspective: Aesthetics
ART 225
Communication Design I
An introduction to the principles and techniques of graphic design. Students will
develop visual communication skills working with typography, symbols, logos, and
illustration. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times. Includes
reading, research, viewing of slides, and visits to museums. Liberal Arts
Perspectives: Western Heritage, Aesthetics; Graduation Skill: Critical Thinking
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on hand building and
glazing. Liberal Arts Perspective: Aesthetics
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures of the Americas, particularly within the
United States, is explored through the visual arts. Other content includes poetry,
dance, mythology, ritual, religion, and drama of many American Indian tribes.
Students will produce various art projects in weaving, basket-making, pottery,
jewelry, sculpture, or prints.
ART 306
Calligraphy II
Advanced work in calligraphic media and design. Liberal Arts Perspective:
Aesthetics
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American woinen. Liberal Arts
Perspective: Aesthetics; Graduation Skill: Writing
ART 478
Sculpture II
Advanced work in sculpture in the medium of clay. (Prereq.: ART 221)
BIOLOGY
BIO 101
BIO 102
BIO 103
BIO 105
BIO 185
BIO 231
Human Biology
Basic biological concepts from an anthropocentric point of view: what makes a
human just another member of the biotic fold? Do humans have a niche in the
ecosystem? What influence do humans have on the environment? What influence
does the environment, especially the urban environment, have on humans? (Threehour lectures. A student may not receive credit for both BIO 101 and 103.) Liberal
Arts Perspective: Natural World 2
The Biological World
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and
analyze data, purpose and test theories are considered. Three hours of laboratory for
each class meeting are required. Lab time is usually scheduled for an evening.
Liberal Arts Perspective: Natural World 1 or 2; Graduation Skill: Critical Thinking
Human Anatomy and Physiology
A professional course in the structure and function of the human body. Lecture and
laboratory. Additional time per class meeting is required for the laboratory, usually
scheduled on an evening. (A student may not receive credit for both BIO 101 and
103.)
Biology and Society
A consideration of the biological basis of some of the problems facing society, such
as toxic pollutants in air, water, and soil, genetic engineering, AIDS, genetic
diseases, and counseling, extinction, wilderness ethics, global warming, cancer,
hunger, drugs, biodiversity. (Does not apply to the major or minor.) Liberal Arts
Perspective: Natural World 2
The Biology of Aging
At some time in our lives most of us will directly experience aging or be influenced
by people undergoing age-related changes. This course will concentrate on the
biological aspects of such changes. Liberal Arts Perspective: Natural World 2
The Biology of Women
The objective of this course is to provide a basic understanding of the structure and
functioning of the female human organism as well as to evaluate misconceptions
about women that have arisen in the history of biology. Liberal Arts Perspective:
Natural World 2
C o u r s e
BUSINESS
BUS 242
Principles of Management
Development of the theory of management, organization, staffing, planning, and
control. The nature of authority, accountability and responsibility, analysis of the
role of the professional manager.,
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product,
promotion, marketing channel, and pricing decisions.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market the idea
for the benefit of all. Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Ethics
Examines individual choices in business using various ethical standards. Reviews
critical thinking skills in relation to moral reasoning. Analyzes and evaluates
various business practices and policies. Emphasizes conceptual precision in
thinking, writing, and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or
juniorlsenior standing)
BUS 302
BUS 331
Financial Management
Theory of acquisition, allocation, and management of funds within the firm.
Sources and uses of long- and short-term funds, cost of capital, capital budgeting,
leverage, dividend policy, and related topics. (Prereq.: ECO 113, ACC 222, MIS
379, and MPG 3)
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human resources;
desirable working relationships; effective integration of the worker with the goals
of the firm and society. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making in marketing management; research
methodology; marketing research results; evaluation of the effectiveness of
research in marketing. (Prereq.: BUS 252, 379, ECO 113, or consent of instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion, and personal selling
into a coherent promotion mix. Emphasis is placed on the design and evaluation of
marketing communications programs. (Prereq.: BUS 252) Note: Either BUS 355 or
357 can be taken for graduation credit but not both.
BUS 357
BUS 362
BUS 368
BUS 399
BUS 433
BUS 438
BUS 440
BUS 450
Advertising
An introduction to print and broadcast advertising and promotion as important
elements in modern marketing and communications. Note: Either BUS 355 or 357
can be taken for graduation credit but not both.
International Business
Introduction to the problems and possibilities of doing business in an international
context. Appreciation of the perspective required for successful planning and
management of any enterprise operating abroad is emphasized by foreseeing both the
opportunities and the difficulties inherent in international business. (Prereq.: ECO 112
or 113, and BUS 242 or 252, or consent of instructor) Graduation Skill: Writing
Responding to the Challenge of Japan
An examination of current Japanese business practices using a cultural perspective.
A multimedia approach will be employed, involving film, television documentaries,
and readings from current periodicals in addition to text materials. A seminar
model will be used with substantial participation expected on the part of students.
(Prereq.: junior standing or consent of instructor) Liberal Arts Perspective:
Intercultural Awareness 1
Internship Program
A student may receive course credits through an internship program that is applicable to graduation but not to the major. This program will afford the student the
opportunity to spend one full term working with an organization. In addition, the
student will write a report on hisher activities. (Prereq.: consent of instructor)
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decision
making, presentation through literature, readings, lectures, and case material. (Prereq.:
BUS 331)
Investment Theory
Appraisal of the risktreturn relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital
markets and portfolio management. (Prereq.: all core courses or consent of instructor)
Operations Management
Concepts and principles related to the management of operating functions. Taught
from a managerial viewpoint with examples from various industries and sectors.
(Prereq.: BUS 242)
Marketing Management
Integration of marketing with other business functions; marketing management and
decision making, planning marketing programs, channels of distribution, pricing,
product selling promotion policies. (Prereq.: BUS 352 and either BUS 355 or 357)
Graduation Skill: Writing
C o u r s e
D e s c r i p t i o n s .
BUS 465
lnternational Management
To provide the student with a private sector manager's perspective on the influence
of national and international institutions on the multinational corporation and on the
strategies, structures, practices, and effects of the national corporation in the world
today. (Prereq.: BUS 242. BUS 362 is recommended) Graduation Skill: Writing
BUS 466
lnternational Marketing
This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according
to the international marketing environment. (Prereq.: BUS 252, 362)
Contemporary Issues in lnternational Business and Trade
Conditions and motivations for world trade, business, and industrial cooperation.
Practical applications of the commercial policies of the major trading nations.
Examination of the impact of systematic changes on the volume and structure of
world trade. (Prereq.: BUS 465, 466)
BUS 468
BUS 499
'
Independent Study
The student may earn independent study credits through individually supervised
projects designed to afford himher the opportunity to analyze some topic or issue
in depth. (Prereq.: consent of instructor)
CHEMISTRY
CHM 100
CHM 101
Chemistry for Changing Times I
This is a non-laboratory course based on a popular book by John H. Hill of the
same title. It is not a traditional chemistry course and does not assume a science
background. Most of the problems we face are molecular in nature. What then but
chemistry can help us to understand ourselves, our society, our world, and our
universe? Come join us as we take a molecular look at the human condition. This
course does not apply toward a major or minor in chemistry nor does it meet any
chemistry prerequisite requirements. (Prereq.: MPG 2) Liberal Arts Perspective:
Natural World 2
Chemistry for Changing Times II
Designed for liberal arts students. Emphasis is on developing basic chemistry
concepts, through films and articles relating chemistry to life and society. CHM
101 includes laboratory. Does not apply as prerequisite for other chemistry courses.
(Prereq.: MPG 3) Liberal Arts Perspective: Natural World 1; Graduation Skill:
Quantitative Reasoning
CSC 160
Introduction to Computing and Communications
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, finite automata,
context-free languages, Turing machines, network concepts, and the Internet.
(Prereq.: MPG 3)
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development, and' programming
using a high-level programming language Three hours of lecture, 1.5 hours of lab.
(Prereq.: CSC 160 or MIS 370 and one of MAT 114 or MAT 122 or MIS 379 or
MPG 4) Graduation Skill: Critical Thinking
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Prereq.: CSC
170) Graduation Skill: Critical Thinking
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student has a
knowledge of programming methods and has done programming in some other
language. (Prereq.: CSC 170 or another course with a study of a programming language)
UNIX and C
Study of UNIX operating system and the C programming language. It is assumed
that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of
a programming language)
Algorithms
A systematic study of algorithms and their complexity, including searching and
sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and
graph traversal algorithms. The limitations of algorithms, Turing machines, the
classes P and NP, NP-complete problems and intractable problems. (Prereq.: CSC
210 and MAT 145 or 122 or 124) Graduation Skills: Quantitative Reasoning,
Critical Thinking
lntroduction to Networking and Communications
Principles and methods of data communications, information theory, distributed
processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 170, MAT 122 or 124 or
145)
Principles of Computer Organization
An introduction to computer architecture, processors, operating systems, instruction
sets, and assembly language programming. (Prereq.: CSC 210)
CSC 272
CSC 320
CSC 340
CSC 345
c o u r s e
-m
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization and
security, and the development of database systems. (Prereq.: CSC 210)
CSC 399
Internship
A work-based learning experience in which a student, faculty member, and site
supervisor design a learning agreement which links the ideas and methods of
computer science to the opportunities found in the placement. Students must
consult with the Computer Science Department and Internship Office before registering for academic credit. May be taken on a PIN grading basis only.
CSC 440
Advanced Networking and Operating Systems
Network management; clienttserver databases and workstations; TCPDP and other
network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed
study of the effects of computer architecture on operating systems. (Prereq.: CSC
340 and 345)
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages.
Topics include formal languages, programming language syntax and semantics,
parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320)
Programming languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and the
run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345 and
450)
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated when the topics vary but may not be counted
more than twice as part of the requirement for the major. (Prereq.: consent of
instructor)
Independent StudyIResearch
Topics defined through consultation between student and the department.
CSC 450
CSC 451
CSC 495
CSC 499
ECONOMICS
ECO 110
ECO 112
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools
introduced to facilitate discussion of various topics, e.g. crime prevention, education, discrimination. (This is a basic course designed for those students who do not
plan to major in economics or business administration or MIS.) Liberal Arts
Perspectives: The City, Social World 1 or 2
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and fiscal
policy, international trade. Application of elementary economic theory to current
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 41 3
ECO 414
economic problems. May be taken independently of ECO 113. ECO 112 and 113
may be taken in either order. (Prereq.: MPG 2) Liberal Arts Perspective: Western
Heritage
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to
market policy. May be taken independently of 112. ECO 112 and 113 may be taken
in either order. (Prereq.: MPG 2) Liberal Arts Perspective: Social World 1 or 2
Public Finance
Analysis of the principles of taxation and public expenditures; the impact of fiscal
policy on economic activity; debt policy and its economic implications. (Prereq.:
ECO 113)
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the role of
expectations. (Prereq.: ECO 112)
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry;
the pricing of factors of production and income distribution; introduction to welfare
economics. (Prereq.: ECO 113)
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks,
the Federal Reserve System and its role in relation to aggregate economic activity.
Emphasis placed on monetary theory and policy. (Prereq.: ECO 112)
Management Science
Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions.
Emphasis is on applications, which are taken from the areas of transportation,
marketing, portfolio selection, environmental protection, the shortest route, inventory models, information systems, etc. (Prereq.: ECO 113, MPG 3) Graduation
Skills: Quantitative Reasoning, Writing
International Economics
A study of the underlying forces affecting the economic relations among nations.
Development of the basis for international trade, balance of payments, exchange
rate systems, and commercial policy. (Prereq.: ECO 113)
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of wage
collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic
theory. (Prereq.: ECO 313)
l
,
c o u r s e
D e s c r i p t i o n s . L-
EDUCATION
EDE 263
EDE 350
EDE 351
EDE 375
EDE 377
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
Kindergarten-ElementaryClinical Experience (.5 course)
Students should enroll for K-Elementary Clinical Experience in the first or second
trimester of their K-Elementary course sequence. Includes 160 hours of field experience. Seminars are arranged by the instructor in the Education Department.
Creating Learning Environments: Kindergarten-Elementary (.5 course)
The study of strategies and methods of teaching and learning in the contexts of
educational, psychological, and sociological theories. (Prereq.: PPST and admission
to dept.)
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. (Prereq.: PPST and
admission to dept.)
Discovery Learning in the World of Kindergarten (.5 course)
Study and utilization of a variety of techniques and resources for teaching kindergarten. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Science (.25 course)
Examination and preparation of materials and resources for science at the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Art (.25 course)
Examination and preparation of materials and resources for art at the kindergarten
and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Mathematics (.5 course)
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
Kindergarten-ElementaryCurriculum: Health, Physical Education,
First Aid
Examination and preparation of materials and resources for physical education and
health at the kindergarten and elementary levels. (Prereq.: PPST and admission to
dept.)
Kindergarten-ElementaryCurriculum: Social StudiesIThematic
Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and
admission to dept.)
EDE 386
Kindergarten-ElementaryCurriculum: Children's Literature (.5 course)
Examination and preparation of materials and resources for children's literature at
the kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
EDE 387
Kindergarten-Elementary Curriculum: Language Arts (.5 course)
Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. (Prereq.: PPST, EDU 264 and admission to dept.)
Graduation Skill: Writing
EDE 388
Kindergarten-ElementaryCurriculum: Health (.25 course)
Examination and preparation of materials and resources for health instruction at the
kindergarten and elementary levels. (Prereq.: PPST and admission to dept.)
EDE 389
Kindergarten-ElementaryCurriculum: Physical Education (.5 course)
Examination and preparation of materials and resources for physical education
instruction at the kindergarten and elementary levels. (Prereq.: PPST and admission
to dept.)
EDE 481, 482,
483,484
Student Teaching K-6 and Seminar (1 .O each course)
Observing and teaching at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Students must apply for Student
Teaching at least three months prior to enrolling for the courses. A full term of
student teaching is required for all students pursuing an initial license. (Prereq.: All
K-Elementary course work satisfactorily completed and admission into the
Education Department licensure program) Graduation Skill: Speaking
EDS 252
Clinical Experience (.5 course)
Students should enroll for Clinical Experience by the second trimester of their
secondary course sequence. Includes 60 hours of field experience. Seminars are
arranged by the instructor in the Education Department.
EDS 350
Reading in the Content Areas (.5 course)
The study and utilization of a variety of techniques and resources to assist students
in teaching reading through the content areas. Major: Required for Secondary
Education. Upper division. (Prereq.: PPST and admission to dept.)
EDS 353
Creating Learning Environments: Secondary
The study of strategies, methods, and evaluation of teaching and learning in the
context of educational, psychological, and sociological theories. (Prereq.: PPST and
admission to dept.))
EDS 364
English Methods
Materials and methods suitable for students in secondary schools. Emphasis on the
preparation of lesson and unit plans. Some teaching experience in a local high
school. The study of adolescent literature is included. Joint Day and WEC.
(Prereq.: EDS 354 and PPST and admission to dept.)
c o u r s e
-m
EDS 375
Social Studies Methods (.5 course)
Introduction to the teaching of social sciences and history in secondary school
classrooms. Emphasis on instructional strategies and curriculum development.
Consult with the Education Department. Joint Day and WEC. (Prereq.: EDS 354
and PPST and admission to dept.)
EDS 390
Communication Skills in the English Classroom
This course is for English-education majors who plan to teach high school English.
It is designed to improve students' skills in public speaking, oral interpretation,
listening, and small group discussions as well as explore the methodologies for
teaching and incorporating these skills in the high school English cumculum.
(Prereq.: PPST and admission to dept.) Summer school only
EDS 478
School and Society
The emphasis in this course is on the school in relation to society. Current major
issues in education will be studied. Students should enroll as closely as possible to
the same term as their student teaching. (Prereq.: PPST, EDU 264, EDS 353, and
Methods in Subject Area)
EDS 481, 482,
483,484
Student Teaching and Seminar (1.0 each)
Observe and direct learning at the secondary level under supervision of college and
secondary school personnel. Three courses required of all 7-12 Licensure majors.
Four courses required of K-12 art, music, and physical education licensure majors.
Four courses required of double majors. (Prereq.: completion of all education
course work and admission to the Department) Graduation Skill: Speaking
EDU 210
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. (PSY 105 Principles of
Psychology is strongly recommended.) Liberal Arts Perspective: Human Identity
EDU 264
Orientation to Education in an Urban Setting (.5 course)
Study and investigation of various aspects of the teaching profession as students
evaluate their interest and suitability for a career in teaching. Open to all students.
(Prereq.: ENG 111) Liberal Arts Perspective: The City
EDU 282
Introduction to Special Education
An examination of the nature, causes, and educational interventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment,
learning disabilities, behavior disorders, and giftedness.
EDU 341
Media Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production, and evaluation of
effective audio-visual materials for teachingtlearning situations. Computer training
will be included in this course. (Prereq.: PPST and admission to dept.)
EDU 388
Human Relations (.5 course)
Emphasis on the study of values, of communication techniques, and of the major
minority groups in Minnesota for the development of interpersonal relations skills
applicable to teaching and other professional vocations. Open to all.
ENGLISH
ENC 101
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by a writing sample (the English Placement Test) as needing
additional preparation in composition. Students receive course credit, but this does
not fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENC 111
Effective Writing
Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing,
organizing and developing topics, thinking critically, and revising for clarity and
style. A writing lab is provided for those needing additional help. The minimum
passing grade is 2.0.
American Indian Literature
A study of poetry and fiction by selected American Indian writers. Discussion and
analysis will focus on ways in which literature reflects and illuminates American
Indian culture and traditions.
ENC 216
ENC 223
ENC 225
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is
emphasized. Students are encouraged to use material from their own areas of
specialization. (Prereq.: ENG 111) Graduation Skill: Writing
Intermediate Expository Writing
This course builds on the practices and methods of ENG 111 Effective Writing. Its
workshop format stresses style and organization, the process of revision, self and
peer evaluation, and the relationship between reading and writing. (Prereq.: ENG
111) Graduation Skill: Writing
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative writing
and to various genres, emphasizing poetry and short fiction, but including journal
keeping and creative prose. (Prereq.: ENG 111) Liberal Arts Perspective: Aesthetics
ENC 227
Journalism
An introductory news writing course with emphasis on writing for the print and
broadcast media, including practice in writing for radio and television. Students
consider how to recognize news, gather and verify facts, and write those facts into a
news story. An introduction to legal and ethical questions is included. (Prereq.:
ENG 111) Liberal Arts Perspective: The City; Graduation Skill: Writing
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on works
from several periods, different cultures and races, and male and female writers. As
the prerequisite for all upper level courses in literature, Introduction to Literature
aims in particular to develop students' critical and analytical skills in reading literature and writing about it. Liberal Arts Perspective: Aesthetics.
ENC 2361436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions that
have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and they ways in which women
writers have contributed to and modified the Western literary heritage. Upper division option includes reading of theoretical essays. (Prereq.: For ENG 436, consent
of instructor.)
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including works by such
authors as Homer, Virgil, Aeschylus, Sophocles, Euripides, Aristophanes, Ovid,
and Dante. These works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring
relevance. Liberal Arts Perspective: Western Heritage; Graduation Skill: Writing
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire,
and Ibsen. Liberal Arts Perspective: Western Heritage; Graduation Skill: Writing
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year are listed in the class schedule
for that year. Recent offerings have included Contemporary Poetry, Women and
Fiction, and Grow Old Along with Me.
ENC 327
Advanced Journalism:Interviewing and Editing
Emphasis is on interviewing, organizing, and writing the story, and editing the
work of others. Students conduct interviews and critique the interview skills of
others. They edit their own work and that of other writers. An brief introduction to
layout and design is included. (Prereq.: ENG 227)
ENC 331
British Literature, Medieval to Elizabethan
A study of Chaucer and the medieval milieu as well as the development of English
poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of
instructor)
ENC 336
British Literature, 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to the Pre-Romantics, with attention to the historical, intellectual and
social influences and the major literary movements. (Prereq.: ENG 245 or consent
of instructor)
ENC 337
British Literature, the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and Victorian
poetry, Victorian prose, and two or three novels of the period. Relationships among
these writers are emphasized as well as their relationship to their own age and their
lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent
of instructor) Graduation Skill: Critical Thinking
ENC 341
ENC 345
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre as announced in the class schedule. (Prereq.: ENG 226 or
consent of instructor on the basis of submitted work)
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning the
English language, including theories of language acquisition. Students will be introduced to the primary components of linguistics, the development of the English
language, and the social impact of language. (Prereq.: ENG 245 or consent of
instructor)
ENC 347
Quantitative journalism: Computer-Assisted Reporting and Research
This course introduces students to computer-assisted informational investigation
and the interpretation of quantitative data in the writing of expository essays and
news reports. This course is designed for persons wishing to explore the use of
computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor, MPG 3)
C o u r s e
ENG 350
American Literature before 1920
Reading of selected writers from colonial times to the beginning of the the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility
will be discussed.
ENG 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic, and
racial diversity of the men and women who have responded significantly in literary
works to the changing conditions of modern American life. (Prereq.: ENG 245 or
consent of instructor)
ENG 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly non-Western, of
the 20th century. (Prereq.: ENG 245 or consent of instructor) Liberal Arts
Perspective: Intercultural Awareness 1; Graduation Skill: Writing
ENG 399
Internship
The department offers on-campus internships in teaching writing and English as a
Second Language and various off-campus internships in writing and editing. Interns
meet with faculty advisers or seminar groups. Interested students should consult the
department chair.
ENG 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th century beginnings to the 20th century. Novels studied are selected from the works of such
authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot,
Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor)
ENG 438
Shakespeare
Study of major plays-comedies, histories, and tragedies. Additional plays are
assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor)
ENG 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques
for gathering information. (Prereq.: ENG 225)
ENG 480
Criticism
The course focuses on a variety of recent critical theories 'and approaches with which
graduate programs in English expect some familiarity. In a seminar setting, students
read and discuss original theoretical essays and experiment with applications to a small
group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor)
ENG 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements, authors, or
works. The subjects selected for study in any year are listed in the class schedule
for that year.
ENG 499
Independent Study
Open to junior or senior En@h w a r s with an werall GPA d 3,O or consent of
department chair. Designed to enable advanced students to pursue a topic not
covered by course offerings. The student must define a topic and a tentative reading
list, then seek a faculty member willing and able to supervise the project.
Department chair approval required.
FRENCH
FRE 111, 112
Beginning French
Aims to develop communication skills of understanding, speaking, reading, and
writing. Through conversations, classroom practice, and readings, these courses
work toward the discovery of French culture and way of life. Additional three-hour
laboratory per class meeting is required, usually scheduled on a weekday evening.
Liberal Arts Perspective: Intercultural Awareness 2 & 3
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and the student
services available at Augsburg College. The course also focuses on improving
those skills so important to academic success: reading rate and comprehension, note
taking and textbook reading, time management, vocabulary, spelling, test taking,
concentration and memorization, conflict management, assertiveness training,
career planning, and decision making.
GST 200
Quantitative Reasoning
Critical thinking about statistical claims. Primary focus is on evaluating the strength
of arguments involving predictions and explanations. Topics include reading and
evaluating tables, graphs, and statistical models as well as traditional confidence
intervals and hypothesis tests. Emphasis on interpretation, evaluation, and cornrnunication. (Prereq.: MPG 3) Graduation Skill: Quantitative Reasoning
GST 209
City Seminar: Experiential Education (no course credit)
Students engage in a minimum of 50 hours of internship/service/cooperative education and use that experience as a catalyst for learning about the Twin Cities as an
urban community system. Students do a series of five or six reflective assignments
designed to introduce them to a systematic way of thinking about how their particular organization interacts with the larger community. The seminar meets six times
and enables the student to utilize experiential education options to meet the objectives of the City Perspective. (Prereq.: consent of instructor) Liberal Arts
Perspective: The City
GER 111, 112
Beginning German
Aims at developing basic skills. Classroom practice in speaking, understanding and
reading basic German. Goals: ability to read extended narratives in simple German,
insights into German culture and participation in short conversations. Laboratory materials available. Additional three-hour laboratory per class meeting is required, usually
scheduled on a weekday evening. Liberal Arts Perspective: Intercultural Awareness 2 & 3
HEALTH
AND PHYSICAL
EDUCATION
HPE 002 I003
HPE 101
Lifetime Sports (no course credit)
Two hours per week. Two Lifetime Sports meet the General Education requirements. No course credit.
Fitness for Life
A course designed to provide the knowledge and skills to modify personal health
and fitness. Liberal Arts Perspective: Human Identity
HPE 115
Health and Chemical Dependency Education (.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services.
HPE 116
Health Concepts for Educators (.5 course)
A course to prepare future teachers for their role in the school health program.
Includes common childhood health problems with an emphasis on prevention.
HISTORY
HIS 101
HIS 102
HIS 103
HIS 104
HIS 195
The Beginning of the Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the middle ages of Europe into the 13th century. Liberal
Arts Perspective: Western Heritage
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the Middle
Ages through the remodeling of Europe by Napoleon. Liberal Arts Perspective:
Western Heritage
The Modern World
A study of the main currents in Western civilization from the time of Napoleon to
the present. Liberal Arts Perspective: Western Heritage
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years. Liberal Arts Perspective: Intercultural Awareness 1
Topics in History
An introduction to selected historical topics not regularly offered in lower division
classes. The specific topics to be offered will be announced prior to registration.
HIS 220
America to 1815
The historical evolution of America to 1815 beginning with the contact of
American, African, and European cultures, then turning to the political, religious,
and racial diversity of colonial life. After treating independence and the creation of
a new republic, the course will conclude with the examination of the expansion and
democratization of that republic. Liberal Arts Perspective: Western Heritage;
Graduation Skill: Critical Thinking
HIS 221
19th Century U.S.
A historical survey of the United States during the 19th century, emphasizing the
social changes brought about by immigration, expansion, sectionalism and the
slavery debate. After considering the Civil War and Reconstruction, the course will
conclude with an examination of political, economic, and cultural changes influenced by industrialization and urbanization. Liberal Arts Perspective: Western
Heritage; Graduation Skill: Critical Thinking
HIS 222
20th Century U.S.
A historical survey of the United States in the 20th century, focusing on the
nation's adjustment to industrialization and urbanization, the emergence of the U.S.
as a world power, the rise of a strong federal government, the implications of
increasing racial and ethnic diversity, and the impact of affluence. Liberal Arts
Perspective: Western Heritage; Graduation Skill: Critical Thinking
HIS 225
History of the Twin Cities
A local history course using the MinneapolisISt. Paul metropolitan area as a case
study for examining large themes and issues in U.S. urban history. Topics considered include frontier urbanism, industrialization, and economic change,
transportation, immigration and ethnicity, and urban politics and reform. Liberal
Arts Perspective: The City
HIS 242
History of African-American Civil Rights, 1619-1915
A survey of the development of African-American civil rights focusing on legal,
economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves.
HIS 243
History of African-American Civil Rights, 1915-1972
A continuation of History 242 with special emphasis on the contributions of
W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood
Marshall, and Martin Luther King, Jr.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined in
other departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and North
America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles and familial roles in the Renaissance, early American,
Enlightenment, and Victorian periods.
C o u r s e
- D e s c r i p t i o n s .
HIS 381
HIS 440
HIS 474
HIS 495
History of Women Since 1870
This class emphasizes class, racial, and ethnic differences among women, and
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
Topics in World History
This course will investigate topics in world history that are not included in regular
course offerings. The specific topics to be offered will be announced prior to registration.
The World and the West
This course begins with Europe's discovery of the rest of the world, considers
cultural interaction and conflict, the building of European empires in Asia and the
Americas, and concludes with the breakdown of these imperial systems at the end
of the 18th century.
History Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required. (Offered at
least once each year, during the Fall term)
INTERDISCIPLINARY
STUDIESIWOMEN'S
STUDIES
INS 105
WST 201
INS 225
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian Studies
cumculum, including an overview of American Indian history and literature,
federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. (Required for American Indian Studies minor.)
Liberal Arts Perspective: Intercultural Awareness 1
Foundation in Women's Studies
This multidisciplinary course introduces students to the contributions of women in
history, religion, literature, philosophy, sciences, and the arts, and how the questions
and methodologies of these disciplines differ when seen from women's perspectives.
Students will also study the diversity of women's experiences in terms of race, sexual
orientation and class, and other contemporary issues. Graduation Skill: Speaking
lntroduction to Islam
This course is designed by a practicing Muslim to present his perception of Islam to
non-Muslims. The course will cover the ideological foundations of Islam, its basic
concepts and tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be a consideration of the
differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also
be some effort to deal with the similarities and differences between Islam and both
Christianity and Judaism, including a visit to one of the mosques in the Twin
Cities. Liberal Arts Perspective: Intercultural Awareness 1
INS 232
The African-American Experience in America
An overview of the major issues related to the African-American experience,
focusing on historical, sociological, economic, legal, and psychological aspects of
that experience. Liberal Arts Perspective: Intercultural Awareness 1
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary,
and historical origins of women's roles and status in society. Comparative roles of
women are examined in tribal contexts across various indigenous cultures. Studies
include the role of women in Native American and African tribes, peasant societies
of Eastern Europe, Mexico, the Middle East, and China. Liberal Arts Perspective:
Intercultural Awareness 1
INS 260
Contemporary American lndians
This course examines the situation of American Indians in the United States since
the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal
sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is
highlighted. Liberal Arts Perspective: Intercultural Awareness 1
American lndians in the Cinema
The course will be an historical survey of Hollywood movies that created and
continue to foster images to the North American Indian in American society. Movies
will include: "Drums Along the Mohawk," "Shadow Catcher, Broken Arrow,"
"Little Big Man," and "Pow-Wow Highway." Issues to be discussed will be authenticity, misrepresentation, stereotypes, and the use of Indian and non-Indian actors.
Liberal Arts Perspective: Intercultural Awareness 1
American Indian Women
The focus is on the roles played by women in the tribal cultures of North America.
It explores the continuity of women's roles over time, as well as changes in these
roles, precipitated by the influence of Western colonialism. It examines the life
histories of Indian women and assesses their contributions to Indian community life
today. (Prereq.: one course in Women's Studies or American Indian Studies or
consent of instructor.) Liberal Arts Perspective: Intercultural Awareness 1
INS 264
INS 320
WST 495
INS 499
Women's Studies Seminar
This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not
elect to do an Independent Study (INS 499).
Independent Study
The student must present a written proposal containing rationale, objectives, and
methodology of the proposed study according to program guidelines. (Must be
approved by the Women's Studies Coordinator.)
C o u r s e
D e s c r i p t i o n s .
MATHEMATICS
MPC 1-5
Math Placement Croup (MPC)
Before enrolling in any mathematics course, students must have the required math
placement. All students are required to have their Math Placement Group (MPG)
determined. In some cases, students who have transferred in a mathematics course
taken at another college may have their Math Placement Group determined by the
Registrar's Office. Students who have passed the College Board Advanced Placement
Exam in calculus should consult with the Mathematics Department. All other students
must take the Augsburg Math Placement Exam, which is administered by the
Academic Advising Center. The exam is given during college registration sessions
and at other announced times during the year. Practice questions and other information about the Math Placement Exam are available from the Academic Advising
Center.
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models. Emphasis on applications to the social and natural sciences, business, and everyday life. Successful
completion advances students to MPG 3. Students in MPG 3 or 4 should consult
the department, as should students preparing for MAT 114. (Prereq.: MPG 2 and
either a year of high school algebra or consent of instructor.)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear programming, and graph theory. Emphasis on quantitative reasoning. Students who have
completed MAT 271 may not register for credit. (Prereq.: MPG 3.)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the social and
behavioral sciences. Emphasis on quantitative reasoning. Students who have
completed MAT 145 may not register for credit. (Prereq.: MPG 3.)
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics and
that of western civilization. Primarily for students not intending further study in
mathematics. (Prereq.: MPG 3)
MAT 132
Numeracy for Contemporary Society
An examination of mathematics in an interdisciplinary and applied setting with an
emphasis on quantitative reasoning and connections to students' life, work, and
interests. Primarily for students not intending further study in mathematics.
Students who have completed another Quantitative Reasoning Graduation Skill
course may not register for credit. (Prereq.: MPG 3).
MAT 173
Math of Interest
Concepts from elementary financial mathematics such as annuities, loan payments
and mortgages, and life insurance. Emphasis on quantitative reasoning. (Prereq.:
MPG 3).
MANAGEMENT
lNFORMATION SYSTEMS
MIS 175
Principles of CompUtlng for Business
An introduction to miorocomputer-based information systems. Introduction to business applications, operating systems, computer hardware, and languages. Strong
emphasis on spreadsheets (basic commands, functions, graphics, and database).
Lesser emphasis on database. Emphasis on concepts and relation to business. (To
waive MIS 175, pass either a comprehensive exam or MIS 370.) (Prereq.: MPG 3)
MIS 370
Advanced Computing for Business
An investigation of programmable systems using personal computers. Examine
basic algorithms and associated flow charts. Apply these concepts by programming
various applications (spreadsheets, word processing and database) and applicationoriented languages such as Visual Basic. (Prereq.: MPG 3. Also, MIS 175 or CSC
170, or, with permission of instructor, extensive experience with spreadsheets, and
personal computers.)
MIS 375
Management lnformatlon Systems in the Organization
Use of a systms approach in analyzing the role of information system in o m zations. Analyze various kinds of information systems in terms of their computer
components and their benefits to staff and management. Introduction to a CASE
tool such as Excelerator. (Prereq.: ACC 221, BUS 242 or 252, and one computer
course such as MIS 175, 370, CSC 160 or 170. Recommended: ECO 113, ACC
221, BUS 242, MIS 379, BUS 331.) Graduation Skill: Writing
MIS 376
Project Management
Dsvelops project management gkilIs n
&me,
d to
plan, Icad, modtor, and
complete projects. Combines theories, techniques, group activities, and computer
tools such as Microsoft Project. Emphasizes technical and communications skills
needed to manage inevitable changes and problems associated with project management. (Prereq.: ACC 221, BUS 242, MIS 175 or 370) Graduation Skill: Speaking
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation and hypothesis testing. Emphasis on their use in applied
problems in business and economics. Computer software may be used to analyze
survey data. (Prereq.: MIS 175 and either Math Placement Group III or a grade of
at least 2.0 in MAT 104) Graduation Skill: Quantitative Reasoning
MIS 399
Internship Program
A student may receive credit through an internship program that is applicable to
graduation but not to the major. This program will afford the student the opportunity to spend one full term working with an organization. In addition, the student
prepares a written report on the activities involved. (Prereq.: consent of instructor)
r
C o u r s e
MIS 475
Systems Analysis and Design
Identify the necessary steps of systems analysis and design. Investigate various
representations for information, processes, and relationships. Utilize analytical tools
such as data flow diagrams and CASE tools such as Excelerator. Complete a rudimentary systems design. (Prereq.: MIS 375)
MIS 476
Information Systems Projects
Using skills developed in MIS 37.5 and 475, generate a complete and extensive
project of systems analysis and design. (Prereq.: MIS 475)
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include PATH
analysis, Monte Carlo simulations, queuing models and ANOVE. (Prereq.: MIS
379)
MIS 479
MIS 499
Independent Study
The student may earn independent study credits through individually supervised
projects designed to analyze a topic in depth. (Prereq.: consent of instructor)
MUSIC
MUS 130
MUS 241
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For non-music
majors. Liberal Arts Perspective: Aesthetics
The History of jazz
Jazz is a national treasure that has influenced our national music identity and inspired
composers and performers throughout the world. This course will examine the
evolution of jazz from its black secular roots to the electronically influenced contemporary idiom. Performers from each period will be analyzed as well as the influence
of this art form on artists of other disciplines. Daily listening and reading assignments
will supplement lectures, demonstrations, and selected films and video tapes.
MUS 272
Human Identity Through the Creative Arts
A study of the aesthetic expression and experience as they relate to human identity,
with an emphasis on psychological, cultural, and biological aspects of musical
behavior. An understanding of the relationships of the creative therapies of art,
music, drama, and movement. Liberal Arts Perspective: Human Identity
NORWEGIAN
NOR 111, 112
Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading and
writing. Stress on spoken rather than literary Norwegian. Additional three-hour
laboratory per class meeting is required, usually scheduled on a weekday evening.
Liberal Arts Perspective: Intercultural Awareness 2 & 3
NURSING
NUR 305
Contemporary Nursing I: Communication
A course that introduces the components of the professional role and begins the profes-
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
NUR 403
sional socialization process. The communicative process is emphasized as one means
by which the nurse-client relationship is negotiated. Interactive and group theories are
explored for their applicability to changing professional roles and practice. Graduation
Skill: Writing
Contemporary Nursing II: Paradigms in Nursing
An introduction to theories and conceptual thinking in the process of professional development. The function of theory in guiding nursing practice is emphasized. Selected
nursing conceptual models are studied and their application to practice is examined.
Community Health Nursing I
This course focuses on community health delivery systems. Health care is examined within the cultural, political and economic diversity of the city. Students
complete an assessment of an elderly person and an urban community and critically discuss the ethical issues of health care delivery. Liberal Arts Perspective:
The City
Community Health Nursing II: Practicum **
This course provides a clinical experience in the practice of public health nursing
in which students give direct care to culturally diverse clients and groups. Students
will provide care to both disease and disability and health promotion clients.
Students analyze a specific community system and the community's provision of
health-related services. (Prereq.: NUR 3 10)
Trends and Issues in Nursing
This transitional course is designed to investigate the current responsibilities of the
professional nurse. Current economic, social, political, and professional trends and
issues are explored in relation to their implications for nursing practice. Graduation
Skill: Speaking if NUR 431 is also taken
Introduction to Nursing Research**
The research process and methods appropriate to nursing are emphasized in this
course. Issues of ethics in nursing research are explored. Students critique nursing
research for its applicability to nursing practice and design a research proposal.
Graduation Skills: Critical Thinking, Quantitative Reasoning
Contemporary Nursing Ill: Families
This course provides a theoretical basis for nursing interventions with culturally
diverse families and explores theories related to family structure and functioning
throughout the life span. Consideration is given to the role of the nurse in family
health care. (Prereq.: NUR 3 11) Graduation Skill: Writing
** This course involves an additional clinical fee.
NUR 423
Practicum in Nursing I: Nursing of the Family **
A clinical practicum that offers the student an opportunity to provide complex
nursing care to families in a selected practice setting. (Prereq.: NUR 403)
NUR 431
Leadership and Management: Theory and Practice **
This course examines the professional nurse roles of leader and manager. Concepts
of change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs in
selected practice settings. (Prereq.: NUR 423) Graduation Skill: Speaking if NUR
330 is also taken
NUR 432
Topics in Nursing
A course designed to provide in-depth exploration of selected topics in nursing. The
subjects studied will vary depending upon the interests of the faculty and students.
NUR 499
Independent Study
This learning experience provides the opportunity for the student to study a
selected topic or issue in depth. Students consult with faculty and submit written
proposals, objectives, and methods of evaluation prior to registration.
OJIBWE
OJB 111, 112
Beginning Ojibwe
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is
on vocabulary, reading, writing, and conversational skills. Classroom practice will
include linguistic patterns and oral interaction. Liberal Arts Perspective:
Intercultural Awareness 2 & 3
Introduction to Philosophy
Philosophy raises some of the most basic questions that human beings can ask
about meaning, ideas, beauty, and truth. The purpose of this course is to provide
the student with some experience in examining these concepts, thereby to sharpen
the critical and analytical skills required to evaluate and construct a system of ideas
and beliefs. Liberal Arts Perspective: Human Identity
PHI 120
Ethics
Ethics studies our moral beliefs and helps students consider the bases they use to
make moral judgments. The course explores the major philosophical approaches to
evaluating moral actions, and then applies them to contemporary personal and
social moral issues. Throughout the course Christian ethics will inform our considerations. Students taking PHI 120 may not take PHI 125. Liberal Arts Perspective:
Christian Faith 3; Graduation Skill: Critical Thinking
** This course involves an additional clinicalfee.
PHI 125
Ethics and Human Identity
This course is a philosophical study of the role of human understanding, feelings,
and action with respect to the pursuit of happiness. We begin by asking what the
end or purpose of human life is; assess the role of reason, will and passion with
respect to this end; and then decide on the moral and intellectual virtues required to
reach the end. The topic of friendship and human love is investigated next. The
course ends with an analysis of human happiness. Students taking PHI 125 may not
take PHI 120. Liberal Arts Perspective: Human Identity
PHI 175
Philosophy of Love and Sex
Study of some common conceptions and misconceptions of romantic love and look at
some philosophers' definitions of it. What it is like to be in love with someone, and
how this differs from just being friends, or desiring that person sexually. Exploration of
ethical issues concerning sex. Liberal Arts Perspective: Human Identity
Logic
Students learn to distinguish arguments from exposition. Then they learn the rules
that govern valid arguments and develop their ability to recognize and construct
sound arguments. The last part of the course focuses on inductive reasoning.
Graduation Skill: Critical Thinking
PHI 230
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical thought
in Western civilization. In this course students read and analyze some of the key
works by Plato and Aristotle as well as work in Stoicism, Epicureanism and
Neoplatonism. Liberal Arts Perspective: Western Heritage
PHI 350
Philosophy of Religion
What is the relation between faith and reason? Does God exist, and if so, what can
be said about God? Can we reconcile the goodness of God with human and animal
suffering? We will conduct a systematic inquiry into these questions that form the
basis of Western religious beliefs. (Suggested: one prior course in philosophy)
Liberal Arts Perspective: Christian Faith 2 or 3
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of health care
and delivery, human experimentation, genetic engineering, abortion, care for the
dying, and euthanasia. Liberal Arts Perspective: Human Identity
PHYSICS
PHY 101
Astronomy
A descriptive course covering our solar system, stars and galaxies. In addition the
course traces the development of scientific thought from early civilization to the
present day. Night viewing and laboratory sessions are important components of the
course. (Prereq.: MPG 2) Extra laboratory hours are required. Lab time may be
scheduled for an evening. Liberal Arts Perspective: Natural World 2
-m
c o u r s e
D e s c r i p t i o n s .
PHY 106
Introductory Meteorology
A survey of the basic principles involved in understanding Earth's weather and
climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and
ozone depletion. (Prereq.: MPG 2) Three hours of laboratory per class are required.
Lab time is usually scheduled for an evening. Liberal Arts Perspective: Natural
World 1 or 2; Graduation Skill: Critical Thinking
POLITICAL
SCIENCE
POL 121
American Government and Politics
The politics of American government including the forms of political ideas; the
pattern of participation; the dynamics of congressional, presidential, and bureaucratic policy making; and current issues in American society. Liberal Arts
Perspective: Social World 1 or 2
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities, and focusing on
actors, structures, and other influences on urban public policy. Discussion-lecture,
case studies of Twin Cities' metro and meetings with public officials and activists.
Liberal Arts Perspectives: The City, Social World 1 or 2
POL 124
American Women and Politcs
This course investigates the roles women play in the political system as citizens,
activists, and office holders. It focuses on two questions: how women affect
government, politics, and public policy; and how government, politics, and public
policy affect women. Political, economic and social issues will be explored from
contemporary and historical perspectives.
POL 140
Social Justicein America
Development and defense of standards of social justice and examination of conditions
in the United States against these standards. Involves active exchange of ideas and
student involvement. Liberal Arts Perspective: The City
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making process
with some comparison of major political systems and discussion of contemporary
issues. Liberal Arts Perspective: Social World 1 or 2
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a focus
on recent problems. Liberal Arts Perspective: Social World 1 or 2
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues. Liberal Arts
Perspective: Social World 1 or 2
POL 342
Mass Communications in Society
A study of the effects of new information technology, of new communications
networks such as the Internet, and of the traditional electronic media. Covers uses
of technology and media for newsmaking, selling, entertainment, and public affairs.
Includes issues such as ethics, censorship, and internationalism. (Prereq.: sophomore standing)
POL 495
Seminar in Communications
Selected topics. Consult department chair concerning terms and subject matter.
PSYCHOLOGY
PSY 101
Self-Identity and Values
A study of personal life and the role of the individual in the larger social context.
Topics include the development of identity and gender roles. (This course does not
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
Liberal Arts Perspective: Human Identity
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes, and
consumer issues. Research participation is required. (This course may substitute for
PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications of
psychological concepts to everyday situations are emphasized. Research participation is required. Liberal Arts Perspective: Human Identity
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The focus is
application of psychological principles to real-world issues. Emphasis on data
collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure and Analysis I
Part one of a two-term sequence. Scientific method as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection,
statistical analysis and interpretation, computer-assisted data analysis, and APAstyle presentation of research findings. PSY 230 must precede PSY 330. (Prereq.:
PSY 200; MPG 3) Graduation Skill: Quantitative Reasoning
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include: social cognition, group behavior, social influence,
attitude formation, and change. (Prereq.: PSY 200 or consent of instructor)
PSY 330
Research Methods: Design, Procedure, and Analysis II
Part two of a two-term sequence (see PSY 230). PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course credit
without taking PSY 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
Graduation Skill: Writing
PSY 351
Child Development
Emphasis on normal child development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or PSY 105)
PSY 352
Adolescent and Young Adult Development
Emphasis on normal development and behavior. Practical implications of data and
theory are stressed. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive and
negative aspects of aging. Content is especially relevant to those who study and
work with the largest growing segment of our population-the elderly. (Prereq.:
PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention,
perception, pattern recognition, memory, mental imagery, problem solving, decision-making, and language. (Prereq.: PSY 230)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning
and cognition, emotions, abnormal psychology, personality, normal, and altered
states of consciousness. (Prereq.: PSY 230)
PSY 356
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105)
Liberal Arts Perspective: The City
PSY 357
Behavior Analysis
Principles of learning behavior change and their application to self-management,
family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 102
or PSY 105) Graduation Skill: Writing
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on
behavior. Examination of a variety of tests, concepts of reliability and validity, and
legal and ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
Theory, research, and assessment of behavior patterns of individuals. Historical and
current views of personality with attention to cultural factors. (Prereq.: PSY 102 or
PSY 105)
PSY 362
Abnormal Psychology
An introduction to maladaptive human behaviors from social, organic, and psychological points of view. (Prereq.: PSY 102 or 105)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
Industrial/Organizational Psychology
The theoretical and applied study of organizations: group processes and organizational change; member characteristics, and appraisal. (Prereq.: PSY 102 or 105)
PSY 373
PSY 381
Historical Perspectives
Consideration of psychological questions and theoretical positions as they developed historically. Changes from philosophical roots to scientific method and
postmodernism. (Prereq.: two psychology courses)
PSY 399
Internship
A work-based learning experience in which a student, faculty member, and site
supervisor design a learning asreement that links the ideas and methods of
psychology with the opportunities found in the placement. Participation in a
concurrent seminar is required. Students must consult with the department and the
Internship Office before registration. (Prereq.: PSY 330)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of goals
and ethical guidelines for the counseling relationship. (Prereq.: three PSY courses
and junior standing)
Current Topics in Psychology
Specific topics will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate school and
those electing an honors major. (Prereq.: PSY 330 or comparable course approved
by instructor)
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological
viewpoint. Faculty-supervised student research. (Prereq.: 230 and junior standing)
Graduation Skill: Critical Thinking
PSY 490
PSY 491
PSY 493
RELICION
(REL
I I 1, 221,or 33 1 is a prerequisite for all other religion courses.)
REL 111
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue between
the church and the world that concerns Christian doctrine. Liberal Arts Perspective:
Christian Faith 2 or 3
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents. The task
of biblical interpretation. The history of Israel a& the emergence of the church.
Liberal Arts Perspective: Christian Faith 1 or 3
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism. Liberal Arts Perspective:
Christian Faith 3
REL 263
REL 331
REL 339
REL 353
REL 356
World Justiceand Hunger: Developing a New World View
The course will survey and discuss the most recent reports and analysis of the current
holocaust of global hunger including the root causes, the inter-connectedness of other
issues, the biblical mandate, and the roles of justice, charity, oppression and liberation.
The purpose will be to build greater global awareness, become sensitized to ethical
choices, energize us for action and responsible living, and explore pedagogical principles for social justice. Liberal Arts Perspectives: Social World 2, Christian Faith 3
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith that focuses on writing and advanced critical thinking skills. Open
only to junior or senior transfer students. Not accepted for credit for students who
have taken REL 111 or REL 221. Liberal Arts Perspective: Christian Faith 1, 2 or 3
Television and Religion
After considering the role of television in American life, this course considers religion's relationships with television in order to understand popular perceptions of
religion. Topics include news coverage of religion, religion in commercial
programs, television evangelists, television influences on religious practice, and
television as a religion.
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian denominations
and of many contemporary American religious groups. Some controversial religious
movements will also be considered. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
History of Religions
An introductory survey of some of the major living religions of the world including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus
some discussion of primary documents from these religious communities. (Prereq.:
REL 111,221 or 33 1) Liberal Arts Perspective: Christian Faith 3
m
REL 361
REL 362
REL 363
REL 366
REL 370
REL 386
REL 420
.
,
.
.
*,
The Church in the First Four Centuries
A study of the early Christian Church, including such topics as persecution and
martyrdom, the development of the creeds, Christianity in conflict with Gnosticism
and mystery religions, monasticism and mysticism, early Christian worship, and
theology. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2
or 3
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the 16th
century. Special attention to the writings of Martin Luther and other representative
figures. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2
Religion in America
A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the
challenges of its environing culture. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political oppression, and social injustice in Latin America. Central to the course is an examination
of the emerging "Theology of Liberation" as articulated by prominent Latin
American theologians as well as by people directly involved in local parishes and
development projects in Cuernavaca. Special attention will be given to the complex
interactions between women and religious institutions. Global Education travel
seminar. (Prereq.: one course in religion or theology) Liberal Arts Perspectives:
Christian Faith 3, Intercultural Awareness 1
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are
studied. Within these broad areas, the subjects of medicine, healing, shamanism,
dreams, visions, myths, and spiritual power are also included. Tribal similarities
and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.:
REL 111, 221 or 331) Liberal Arts Perspectives: Christian Faith 3, Intercultural
Awareness 1
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretation through
study of the characters and values portrayed in Genesis and related biblical texts.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1 or 3;
Graduation Skill: Speaking
The Russian Orthodox Church
This course will explore the history, theology, and liturgical life of the Eastern
Orthodox Christian Church. Theology and history will be considered primarily
from the perspective of those Christians who live in Greece, Turkey, and Eastern
Europe, with special attention to the Orthodox Church in Russia. (Prereq.: REL
111, 221 or 33 1) Liberal Arts Perspective: Christian Faith 2 or 3
REL 430
REL 440
REL 441
REL 471
REL 472
REL 473
REL 481
REL 483
Christians Seeking Unity
This course will introduce students to the effort in unifying the Christian church
which began in 1910 and continues today through bilateral dialogues. The goal is
for the churches to be in full communion with each other. Students will examine
the current conversations and assess the gains that have been made. Churches
involved include Roman Catholic, Orthodox, Lutheran, Anglican, and Reformed.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 2 or 3
Varieties of Christian Spirituality
A study of selected spiritualities from the Christian tradition and of contemporary
developments, including 12-step spirituality, feminist, ecological, and non-Western
Christian spiritualities. An introduction to the basic practices of spiritualities, especially prayer and meditation. (Prereq.: REL 111, 221 or 331) Liberal Arts
Perspective: Christian Faith 2 or 3
Feminism and Christianity
This course will consider the central ideas of Christianity and feminism and how
they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact
of feminism on Christian theology, especially in terms of language and metaphor.
(Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1, 2 or 3
Jesusand His Interpreters
Consideration of the New Testament documents, particularly the Gospels, dealing
with their context, literary structure, and relationships. Attention to the variety of
interpretations given the person of Jesus, including the "quests for the historical
Jesus." (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective: Christian Faith 1
or 3
Paul the Apostle
A study of the Apostle Paul including his historical background, his relationship to
the early church, and some of the themes found in his writings. (Prereq.: REL 111,
221 or 331) Liberal Arts Perspective: Christian Faith 1 or 3; Graduation Skill:
Critical Thinking
The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of Hebrew
thought with emphasis on the message of the prophets. (Prereq.: REL 111, 221 or
331) Liberal Arts Perspective: Christian Faith 1 or 3
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. By arrangement. (Prereq.: REL 111,221 or
331) Liberal Arts Perspective: Christian Faith 2 or 3
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological
dynamics. Emphasis on developing a constructive perspective for critical reflection
upon moral action. (Prereq.: REL 111, 221 or 331) Liberal Arts Perspective:
Christian Faith 2 or 3
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the traditional
Christian view of human nature. Special attention will be given to the classics in
the field by Freud, Jung, and William James, and to those Christian theologians
who have been influenced by them. (Prereq.: REL 111,221 or 331)
REL 495
Seminar
Selected topics. Required of major in hisfher junior or senior year. Others by
permission of instructor. (Prereq.: REL 111, 221 and 356 or 481) Graduation Skill:
Writing
SOCIAL WORK
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation to a
possible major or future career in social work. Students must arrange to perform 80
hours of work in a human service agency and must attend the seminar. Liberal Arts
Perspective: The City
SWK 260
Humans Developing
This course provides the knowledge basic to an understanding of human growth
through the life cycle and of the sociocultural, biological, and psychological factors
that influence the growth of individuals and families. Growth related to diverse
populations and groups or special stresses is also a focus. Liberal Arts Perspective:
Human Identity
SWK 301
History and Analysis of Social Policy
This course describes the historical and contemporary systems of human service.
The values and social movements that form the charitable and governmental
responses to human needs will be explored. (Prereq.: junior standing or consent of
instructor) Liberal Arts Perspective: Social World 2
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals and small groups,
and development of relationship building skills. Includes videotaping laboratory
sessions. (Prereq.: previous or concurrent registration with SWK 301, junior
standing)
SWK 364
Field Work I: Integrative Seminar
Beginning supervised professional practicum experience in a social work agency
that focuses on interviewing experience and relationship building. A total of 120
hours, plus small group integrative seminars. (Prereq.: SWK 301, junior standing,
concurrent with SWK 306)
C o u r s e
SWK 401
Research: Evaluation of Practice and Programs
Overview of commonly-used research methods, especially experimental designs
and applications to program and practice evaluations, plus use of data-processing
equipment for statistical analysis. (Prereq.: MPG 3) Graduation Skill: Quantitative
Reasoning
SWK 316
Social Work Practice II: With Families and Croups
Enlargement and refinement of practice skills recognizing adaptations of the
problem-solving model to diverse populations through lecture, classroom exercise,
and regular class work. Enlargement of social group and family work skills,
emphasis on development of generalist practice skills, and eclectic approaches with
a focus on diversity of professionals and client populations. (Prereq.: SWK 306,
307, concurrent with SWK 3 17) Graduation Skill: Writing
Field Work II: lntegrative Seminar
Continuation of practicum begun in Field Work I. A total of 120 hours, plus
integrative seminars. (Prereq.: candidacy status, concurrent with SWK 461)
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization, development and social action with emphasis on history, theories and issues relevant to
social change, understanding of communities and human service agencies, and
practice in the local community.
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and methods
of analysis. Development and implementation will be viewed firsthand through
work with a public policy agency or official. (Prereq.: senior standing or consent of
instructor) Graduation Skill: Critical Thinking
Field Work Ill: lntegrative Seminar
Beginning of second practicum plus integrative seminars. (Prereq.: concurrent with
SWK 406)
Field Work IV: lntegrative Seminar
Continuation of SWK 407; 120 hours plus integrative seminars. (Prereq.: candidacy
status)
The Social Worker as Professional
This course reviews ethical practice, bureaucratic survival, professional job attainment, strategies for agency change, and empowering clients. (Prereq.: candidacy
status) Graduation Skill: Writing
SWK 317
SWK 406
SWK 465
SWK 407
SWK 41 7
SWK 419
Soclo~oc~
SOC 121
SOC 21 1
Introduction to Human Society
What is society and how does it make us who we are? As a unique way of understanding, sociology offers insights into discovering the world and one's place in it.
Course study focuses on an understanding of culture, social structure, institutions,
and our interactions with each other. Liberal Arts Perspective: Social World 1 or 2
Human Communities and the Modern Metropolis
The course asks a fundamental question of our times: how is community possible
in the face of multicultural, economic and ideological forces that are characteristic
of urban life? The cultural and structural dynamics of the Twin Cities are a basis
for exploring this possibility. Liberal Arts Perspective: The City
SOC 231
Family Systems: A Cross-Cultural Perspective
The human family system is explored in its variations among world cultures and
within sub-cultures in the United States. Students prepare and deliver oral reports
on three topics of their choice: a world family pattern, an American sub-cultural
pattern and a family process. Liberal Arts Perspective: Intercultural Awareness 1;
Graduation Skill: Speaking
SOC 265
Gender, Race and Ethnicity
Who gets what, when, and how? Individuals and groups from diverse backgrounds-such as race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige within our society. This course focuses on
both the collective and individual processes involved in social inequality. Liberal
Arts Perspective: Intercultural Awareness 1
SOC 349
Complex Organizations
What is the nature of these modern organizations in which we spend so much of
our daily lives? Organizations as corporate actors are analyzed with respect to their
goals, culture, technology, and structure, as well as corporate deviance. (Prereq.:
SOC 121 or consent of instructor) Graduation Skill: Critical Thinking
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological
analysis, with particular emphasis on contemporary sociological research on religious movements in American society. Liberal Arts Perspective: Christian Faith 2 or 3
SOC 375
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and society, as
well as the major questions, issues, perspectives and methods of the field. (Prereq.:
SOC 121 or consent of instructor)
SPA 111, 112
Beginning Spanish (1.0 each)
Aims to develop the four basic skills: understanding, speaking, reading, and writing
of elementary Spanish. Introduction to the culture of the Spanish-speaking world.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 2 & 3
SPA 21 1
Intermediate Spanish
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class discussions.
Additional three-hour laboratory per class meeting is required, usually scheduled on
a weekday evening. Liberal Arts Perspective: Intercultural Awareness 3
SPEECH/COMMUNICATION
SPC 111
Public Speaking
Theory and practice of effective speaking and critical listening. Students give
several speeches and receive feedback from the class and the instructor. The course
focuses on developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical
thinking and listening. Graduation Skill: Speaking
SPC 329
Intercultural Communication
This course explores both the problems and potential of communication among
persons of different cultural groups. Factors such as ethnocentrism, stereotyping,
prejudice, role expectations, values, language, and non-verbal symbols are examined in this course. Liberal Arts Perspective: Intercultural Awareness 1
SPC 345
Organizational Communication
An examination of the dynamics of communication in organizational settings.
Focuses on topics such as superior-subordinate relationships, formal and informal
communication networks, management styles, power and authority, motivation of
employees, organizational culture, performance appraisal, effective use of meetings, and sources of communication problems in the workplace.
SPC 351
Argumentation
Application of standards for sound evidence and reasoning in public speaking,
discussion, and debates. Stresses skill in analyzing the quality of argumentative
claims, understanding tests for evidence and fallacies in reasoning, and learning to
apply principles of argumentation to contemporary public issues. Students enhance
their skills in debate and discussion and learn to analyze and critique arguments
they encounter in their daily lives. Graduation Skill: Critical Thinking
SPC 352
SPC 354
Persuasion
Theory of how people are influenced to change attitudes and behavior. Examines
obstacles to persuasion; cultural dimensions of persuasion; the use of logical and
psychological appeals; empirical research in persuasion; how persuasion is used in
politics, sales, advertising and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical
issues related to persuasion.
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. This course combines theory and practice to help the
student understand and manage communication problems more effectively.
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership, and conflict management. This course combines
lecture with practical experiences to help the student become a more effective and
productive member of a task-oriented small group.
SPC 399
Internship
(Consult faculty in area of emphasis.)
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing and business.
An overview of public relations as a career and a survey of basic promotional
communication in profit and nonprofit organizations.
SPC 480
SPC 495
Topics: Effective Business Speaking
Theory and practice of effective oral presentations in professional settings. Topics
include developing an effective oral style, organizational patterns for complex
presentations, creating and using visual aids using computer software, Q&A
sessions, speaking impromptu, and dealing with hostile audiences. Students are
encouraged to use actual presentations from work as the basis for speaking practice
sessions. (Prereq.: SPC 111 or consent of instructor)
THEATRE
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays, artists;
dramatic structure; values; basic concepts, and techniques of the play production
process. Students attend and review live productions. Crew requirement. Liberal
Arts Perspectives: Aesthetics, Western Heritage
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss,
practice and perform readings in prose, poetry, and drama before small and large
groups. Liberal Arts Perspective: Aesthetics; Graduation Skill: Speaking
DOWNTOWN
MINNEAPOLIS
Directions to Campus
35W from the NorthTake Washington Avenue exit
and turn left off Washington
(bends right to become Cedar
Avenue), turn left at Riverside
Avenue, right at 21st Avenue
South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at
25th Avenue, turn left at Riverside
Avenue, turn left at 21st Avenue
South.
1-94 West from St. PaulTake Riverside exit, turn right at
Riverside Avenue, turn left at 21st
Avenue South.
35W from the SouthFollow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit and turn left at
Riverside Avenue, turn left at
21st Avenue South.
Weekend College Office
Location
The Weekend College Office is in
Sverdrup Hall and is located on
the comer of 21st Avenue South
and 7th Street.
Public Parking
All posted Augsburg College lots
are free and open for use from
490 p.m. Friday through
Sunday evening. Lots are
between 21st and 22nd Avenues
off Riverside and north or south
of 8th Street between 24th and
25th Avenues. Most street
parking is four-hour parking,
Seven days a week. The
Fairview-University Medical
Center ramp is free Weekend
College students on weekends
when class is in session.
College Map Information
1. Admissions Weekday Program
2. Air Structure Entrance
Mmmber chmgh M m h
3. Amarlan lndlan Student Support
P m p m and Pnn-Afrlkim Student
Serv~ces
4. Anderson-Nelson Athletic Field and
Seasonal Air Structure
5. Center for Global Education and
International Programs
6. Christensen Center, Informatlon
Desk
7. East Hall
8. Foss, Lobeck, Miles Center for
Worshi~.Drama and
~ommtkication
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Maintenance and Grounds Shop
13. Mortensen Tower
14. Murphy Place
15. Murph Square
16. Mus~c&all
17. Nord~cCenter
18. Old Main
19. Oscar Anderson Hall
20. Public Relations and
Communication
21. Quad
22. Science Hall
28. Urness Tower
29. Youth and Family Institute
30. James G. Lindell Family Library
Parkinq Lots
Ramp
Pay parking available
About Augsburg . . . . . . . . . . .7
Academic Advising . . . . . . 11. 18
Academic and Learing
Services . . . . . . . . . . . . . . .26
Academic Information . . . . . . 27
Academic Progress. Probation
and Dismissal . . . . . . . . . .33
Academic Enrichment
Program . . . . . . . . . . . . . .18
Academic Majors . . . . . . . . . .36
Accessibility . . . . . . . . . . . . . . .8
Accounting Courses . . . . . . . . 58
Accounting Major . . . . . . . . .37
Accreditation and
Memberships. . . . . . . . . . . .8
Activites . . . . . . . . . . . . . . . .25
Admissions Information . . . . . . 9
Advising . . . . . . . . . . . . .1 1. 18
American Indian Studies. . . . . 55
American lndian Student
Services . . . . . . . . . . . . . . .22
American Sign Language . . . . 59
Anishinabe Library Project
22
Application Procedures . . . . . 10
Applied Economics Major. . . . 43
Art Courses . . . . . . . . . . . . . .59
Art Major . . . . . . . . . . . . . . .38
Assessment of Previous Learning
(APL) Program . . . . . . . . . .34
Athletics . . . . . . . . . . . . . . . .25
Attendance Policy . . . . . . . . .57
Auditing Courses . . . . . . . . . . 32
...
B
Biology Courses . . . . . . . . . . . 61
Bureau of Indian Affairs . . . . . 16
Business Administration
Major . . . . . . . . . . . . . . . .39
Business Courses . . . . . . . . . . 62
Business Office. . . . . . . . . . . . 24
C
Calendar . . . . . . . . . . . . . . . . .7
Campus Location. . . . . . . . . . 98
Campus Map . . . . . . . . . . . .99
Campus Ministry . . . . . . . . . .24
Career Services . . . . . . . . . . .20
Center for Counseling and
Health Promotion . . . . . . .24
Center for Global Education . . 20
Center for Learning
and Adaptive Student
Services (CLASS) . . . . . . . .18
Center for Service. Work
and Learning . . . . . . . . . . .19
Characteristics of the
Educational Program . . . . . .5
Chemistry Courses . . . . . . . . . 64
Church Affiliation. . . . . . . . . . .8
CLASS Program . . . . . . . . . . .18
Class Schedule. . . . . . . . . . . .57
Classification (Class Year) . . . . 33
College Level Examination
Program (CLEP) . . . . . . . . . 34
Commons. The . . . . . . . . . . .25
Communication Courses . . . . 96
Communication Major . . . . . . 40
Community Service Learning 20
Company Reimbursement
Payment Plan. . . . . . . . . . .13
Company Tuition Assistance
Program
15
Computer Resources . . . . . . . 21
Computer Science
Courses . . . . . . . . . . . . . . .65
Computer Science Major . . . . 42
Computing . . . . . . . . . . . . . 21
.
..............
Continuing Education
Program . . . . . . . . . . . . . .20
Cooperative Education. . . . . . 19
Counseling and Health
Promotion . . . . . . . . . . . . . 24
Course Descriptions . . . . . . . .56
Credit for Previous Learning 35
Credits . . . . . . . . . . . . . . . . . 57
Crossover Policy. . . . . . . . . . .30
Cultural Activities . . . . . . . . . .25
..
D
Day Program . . . . . . . . . . . . .20
Dean's List. . . . . . . . . . . . . . .34
Departmental Comprehensive
Exams . . . . . . . . . . . . . . . .34
Discrimination Complaints
26
Directory . . . . . . . . . . . . . . . . .3
Disabled Student Program
18
Dismissal . . . . . . . . . . . . . . . .33
...
..
E
Economic Courses . . . . . . . . .66
Economics Major . . . . . . . . . .43
Education Courses . . . . . . . . .68
Education Major . . . . . . . . . .44
Educational Program . . . . . . . .5
Elementary Education
Courses . . . . . . . . . . . . . . .68
Elementary Education Major 44
English Courses . . . . . . . . . . .71
English Language Arts
Teaching Major . . . . . . . . .48
English Major . . . . . . . . . . . . 47
Entry Level Skills . . . . . . . . . .28
Evaluation and Grading . . . . . 31
Evangelical Lutheran Church
in America (ELCA) . . . . . . . .8
..
...
F
Faculty . . . . . . . . . . . . . . . . . .7
Fees and Payment Schedule I3
Finance Specialization
39
Financial Aid . . . . . . . . . .15. 24
Financial Policies . . . . . . . . . . 1 3
Fine Arts . . . . . . . . . . . . . . . . 25
Fitness Center
25
Food Service . . . . . . . . . . . . .25
Former Students . . . . . . . . . . 1 1
French Courses . . . . . . . . . . .75
Full-time Students . . . . . . 13. 30
..
......
............
C
General Accounting
Specialization . . . . . . . . . . . .38
General Education
Curriculum . . . . . . . . . . . .28
General Education
Development (GED) Test . . 10
General Studies Courses . . . . . 75
German Courses . . . . . . . . . . 76
Global Education Center . . . . 20
Grade Point Average . . . . . . . 33
Grading . . . . . . . . . . . . . . . . 31
Graduate Programs . . . . . . . .21
Graduation Level Skills . . . . . . 57
Graduation Requirements . . . .28
Grants . . . . . . . . . . . . . . . . . .15
Graphics Center . . . . . . . . . .25
Greeting from the President . . . 4
H
Health and Physical
Education Courses . . . . . . . 76
Health Promotion . . . . . . . . . 24
Health Service . . . . . . . . . . . .25
HispaniclLatino Student
Services . . . . . . . . . . . . . . 23
.
History Courses . . . . . . . . . . . 76
History Major . . . . . . . . . . . . 48
History of Weekend College
6
Hours . . . . . . . . . . . . . . . . . . .3
Human Relations . . . . . . . . . .41
I
Incomplete Grade . . . . . . . . .32
lnformation Technology
Resources . . . . . . . . . . . . .21
Intercollegiate Athletics . . . . . 25
Interdisciplinary Studies1
Women's Studies . . . . . . . . 78
International Business
Specialization. . . . . . . . . . .39
International Students . . . . . . 1 1
Internet . . . . . . . . . . . . . . . . .21
Intertribal Student Union . . . . 22
Internships . . . . . . . . . . . . . .19
Intramural Sports . . . . . . . . . .25
Jt
Kt L
Kindergarten-Elementary
Teaching Licensure . . . . . .44
Language Courses . . . 75. 84. 95
Latino Support Program. . . . .23
Learning Center . . . . . . . . . . .18
Learning Laboratory........ 18
Learning Disabilities Program. . 18
Licensure. . . . . . . . . . . . . . . .44
Liberal Arts Perspectives
57
Library and lnformation
Technology Services. . . . . . 21
Library Resources. . . . . . . . . .21
Lifetime Sports . . . . . . . . . . .35
Loan Assistance . . . . . . . . . . .15
Location Map . . . . . . . . . . . .98
.....
M
Management lnformation
Systems Major . . . . . . . . . .49
Management Specialization 39
Managerial Accounting
Specialization. . . . . . . . . . .38
Maps. . . . . . . . . . . . . . ..98.99
Marketing Communications . . 41
Marketing Specialization . . . . 39
Mathematics Courses. . . . . . . 80
Mathematics Placement Group
(MPG) Requirements . . . . . 80
Media . . . . . . . . . . . . . . . . . .22
Medical Refund Policy . . . . . . 15
Memberships . . . . . . . . . . . . .8
Ministry. Campus . . . . . . . . .24
Minnesota Indian Teacher
Training Partnership. . . . . . 22
Minnesota State Scholarship
and Grant Program . . . . . . 15
Minors . . . . . . . . . . . . . . 38/55
Mission Statement . . . . . . . . . . 6
Murphy's . . . . . . . . . . . . . . .25
Music Courses . . . . . . . . . . . .82
..
N
No-Credit Grades . . . . . . . . . 32
Norwegian Courses . . . . . . . - 8 2
Numbering of Courses . . . . . . 57
Numeric Grades . . . . . . . . . . 32
Nursing Courses . . . . . . . . . .83
Nursing Major . . . . . . . . . . . .50
0
Office Hours . . . . . . . . . . . . . . 3
Ojibwe Courses . . . . . . . . . . . 84
pt
3M. Augsburg Cooperative
Program . . . . . . . . . . . . . .22
Majors and Minors. . . . . . 38. 55
Management lnformation
Systems Courses
80
........
Q
Pan-Afrikan Student Services . 23
Pan Asian Student Services
23
Part-time Students . . . . . 13. 30
Pass/No Credit . . . . . . . . . . .31
Payment Schedule . . . . . . . . .13
...
Pell Grant . . . . . . . . . . . . . . .15
Perspectives. . . . . . . . . . . . . .28
Philosophy Courses . . . . . . . .85
Physical Disabilities Program. . 18
Physics Courses . . . . . . . . . . .85
Policies . . . . . . . . . . . .8. 14. 30
Political Science Courses . . . . 86
PortFolio Assessment
Program . . . . . . . . . . . . . .34
Pre-ProfessionalSkills
Test (PPST) . . . . . . . . . . . .44
Prerequisites . . . . . . . . . . . . .57
President's Greeting. . . . . . . . .4
Probation . . . . . . . . . . . . . . .33
Psychology Courses . . . . . . . .87
Psychology Major . . . . . . . . .52
Public Accounting
Specialization. . . . . . . . . . . 38
Public Relations and
Advertising . . . . . . . . . . . .41
R
Recreational Activities. . . . . . . 25
Refund Policy . . . . . . . . . . . . 14
Registrar's Office . . . . . . . . . . 24
Registration . . . . . . . . . . . . . . 30
Religion Courses . . . . . . . . . . 90
Religion Major . . . . . . . . . . . . 53
Religious Affiliation. . . . . . . . . .8
Repeating Courses . . . . . . . . . 32
Residency . . . . . . . . . . . . . . .29
Service Learning . . . . . . . . . . 20
Sign Language . . . . . . . . . . .59
Skills Requirements . . . . . . . . 57
Social. Cultural. Recreational
Activities . . . . . . . . . . . . . .25
Social Welfare Minor . . . . . . . 54
Social Work Courses . . . . . . .93
Social Work Major . . . . . . . . .54
Sociology Courses . . . . . . . . .95
Sociology Minor . . . . . . . . . .55
Spanish Courses . . . . . . . . . .96
Speech/Communication
Courses . . . . . . . . . . . . . . .96
Sports. Intramural . . . . . . . . . 25
Stafford Loan . . . . . . . . . . . . .16
Standards of Behavior . . . . . . 26
Student Affairs . . . . . . . . . . . .25
Student Financial Services . . . 16
Student Government . . . . . . . 26
Student Guide . . . . . . . . . . . .26
Student Life . . . . . . . . . . . . . .25
Student Records . . . . . . . . . .26
Student Resources . . . . . . . . .17
Student Standards of Behavior.
Complaints. Records . . . . . 26
Studio Art Major . . . . . . . . . .38
Supervisory Management
Specialization. . . . . . . . . . .41
Support Programs . . . . . . . . . .22
Syllabus . . . . . . . . . . . . . . . . .31
T
S
Schedule of Alternate
Weekends . . . . . . . . . . . . . . 7
Scholarships . . . . . . . . . . . . . 15
Second Degree or
Second Major . . . . . . . . . .11
Secondary Education . . . . . . .45
SELF Loan . . . . . . . . . . . . . . .16
Teaching Licensure (see
also Majors) . . . . . . . . . . . .44
Telephone Numbers . . . . . . . . 3
3M. Augsburg Cooperative
Program . . . . . . . . . . . . . .22
Transcripts. . . . . . . . . . . . . . .10
Transfer Credit . . . . . . . . . . . .11
Transfer Students. . . . . . . . . .11
Tribal and State Indian
Scholarships. . . . . . . . . . . .16
Tuition and Financial Aid . . . . 12
Tuition Grants . . . . . . . . . . . . 16
Tuition Refund Policy . . . . . . . 14
Tutor Center . . . . . . . . . . . . . 18
Theatre Courses. . . . . . . . . . . 97
U-z
Weekend College
Commission. . . . . . . . . . . .26
Weekend College Office . . . . . 23
Weekend College Office Hours. . 3
Withdrawal from College . . . . 31
Withdrawal from Courses. . . . 31
Women's Studies . . . . . . . . . .78
World Wide Web Access . . . . 22
NOTES
NOTES
Show less
AUGSBURG
-
-
-
-
WEEKEND COLLEGE
TUITION
AND FEES
CLASSSCHEDULES
................................,,..,,......... ................................~.................
....,..............,,......... 3
Program Calendar .......................................................................... Show more
AUGSBURG
-
-
-
-
WEEKEND COLLEGE
TUITION
AND FEES
CLASSSCHEDULES
................................,,..,,......... ................................~.................
....,..............,,......... 3
Program Calendar .................................................................................................................................... 4
Academic Calendar.............................. ...................................................................................................5
1998-99 Tuition and Fees ........................................................................................................................ 6
Class Schedule, Fall 1998-99 ..........................,.,.,. .................................................
.............,,,,....... .,....7
Class Schedule, Winter 1998-99 ...................
.
.
.. +............................d........... ................,.,.......,,,..., 12
.
.
.......... ......... ......... ...............~....,.,,,..,,,.,,,,.,.,,.~,,,....,..,,,.,.,,
17
Class Schedule, Spring 1998-99.............
Schedule of Courses by Department .....,......,........,............ .......,
.,,,..~......,.~,,,.,.,...,.,.,.,...,,,.,.,...,.....,..~,.
22
........................................
.................. ............ 32
Schedule of Courses by Perspective/Skills ....................
Information Sessions
Note: Class schedule changes may occur after this schedule is published. Students should consult
the course list each term for the most current schedule of classes.
WEEKEND COLLEGE
Weekend College Office Hours
Monday-Friday: 8:00 a.m.-4:30 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
Academic Advising Center Office Hours
Monday-Wednesday, Friday, 8:00 a.m.-4:30 p.m.
Thursdays, 8:00 a.m.-6:00 p.m.
Office Hours on Class Weekends
Friday: 8:00 a.m.-6:00 p.m.
Saturday: 8:00 a.m.-1:30 p.m.
The Weekend College Office and the Academic Advising Office are both located in Sverdrup Hall.
707 21st Ave. S.
Weekend College phone: (612) 330-1782
Academic Advising Center phone: (612) 330-1025
FAX: (612) 330-1784
Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin,
age, gender, sexual preference, marital status, or handicap as required by Title IX
of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973,
as amended, in its admission policies, educational programs, activities, and employment practices.
Adults who are interested in
Augsburg Weekend College are
encouraged to attend one of the
Information Sessions that are
scheduled throughout the year.
Information Sessions are free of
charge and are approximately
one hour in length. Please call
the Weekend College
Admissions Office at 330-1743
for details or to sign up for one
of the following dates:
For Fall Trimester 1998-1999
Saturday, May 16 .....................................................................................................................
9 0 0 a.m.
9 0 0 a.m.
Saturday, June 6 ..........................................................................................................................
Tuesday, June 16 ...................................................................................................................6 : 3 0 p.m.
Saturday, July 11 ......................................................................................................................9 0 0 a.m.
6 3 0 p.m.
Thursday, July 23 ........................................................................................................................
Saturday, August 15 ................................................................................................................9 0 0 a.m.
For Winter Trimester 1998-1999
Tuesday, October 20
...........................................................................................................6 3 0 p.m.
Saturday, November 14 ......................
.
...................................................................................
9 0 0 a.m.
For Spring Trimester 1998-1999
Tuesday, January 26, 1999
..................................................................................................
6 : 3 0 p.m.
Saturday, March 6, 1999 ........................................................................................................9 : O O a.m.
For more information write or call:
Augsburg Weekend College Admissions
Campus Box 65
22 11 Riverside Avenue
Minneapolis, MN 55454
Phone: (612) 330-1743
FAX: (612) 330-1784
wecinfo@augsburg.edu
www.augsburg.edu
New Students (enrolling for the first time or in the readmission process)
Fall Trimester
Winter Trimester
Spring Trimester
Application Deadline
August 21
December 14
March 26
Applicant File
Completion Deadline
August 28
December 21
April 5
Registration Begins
June 19
November 6
February 12
Registration Ends
September 1
January 5
April 13
Syllabi Available
August 10
December 4
March 12
.
New Student Orientation
September 1
January 5
April 13
Payment Information Sent
August 10
December 7
March 15
Confirmation Due
September 1
January 5
April 13
-
New students are encouraged to register as early as possible. New degree-seeking students will
receive registration materials when they meet with an adviser from the Academic Advising Center,
(612) 330-1025. Students in a non-degree program will receive registration materials by mail.
Current Students
Fall Trimester
Winter Trimester
Sprinq Trimester
Mail Registration Begins
June 19
November 6
February 12
Mail Registration Ends
August 7
December 4
March 12
Syllabi Available
August 10
December 4
March 12
-
--
Payment Information Sent
August 10
December 7
March 15
Confirmation Due
August 28
December 28
March 29
All Students
Fall Trimester
Winter Trimester
S ~ r i n aTrimester
Sept 11-13
Sept 25-27
Oct 9-11
Oct 23-25
NOV6-8
NOV20-22
Dec 4-6*
Dec 11-13
Jan 8-lo*
Jan 15-17
Jan 29-31
Feb 12-14
Feb 26-28
Mar 12-14
Mar 26-28
Apr 9-ll*
Apr 16-18
Apr 30-May 2
May 14-16*
May 21-23
June 4-6
June 18-20*
June 25-27
Dec 11-13
Apr 9-11
June 25-27
Last Day to Add or Drop
Class Without Record Notation** Sept 14
Jan 11
Apr 19
Last Day to Change
Grade Option
Oct 12
Feb 1
May 17
Last Day to Withdraw
from Class
Oct 26
Feb 15
May 24
Final Grades Due
Dec 21
Apr 19
July 6
Classes Meet
Finals
* One week between classes
**Courses may not be added after the first scheduled class meeting.
The College reserves the right to change the above dates should it be necessary. In such cases
suficient advance notice will be given.
. .......
1998-99 TUITION
AND FEES
Application Fee (payable once, non-refundable)
Tuition (per course)
Tuition (per summer course 1998)
Activity Fee (per trimester)
Audit a Course
Lifetime Sports: Fee for Course
Lifetime Sports: Fee for Assessment of Previous Learning
Nursing Clinical Fee
Supplementary Student Teaching Fee (per course credit)
Late Fee (per day)
Registration Change after first class meeting (canceuadd)
Transcript Fee (first is free)
A finance charge is applied at a simple rate of one percent per month on any account with an open
balance of 30 days of more.
Augsburg College reserves the right to adjust charges should economic conditions necessitate.
T r i m e s t e r
Friday Evening
ART 352
Women and Art
6:008:30
BUS 242
Principles of Management
BUS 254
Entrepreneurship
BUS 301
Business Law
BUS 355
Marketing Communications
CSC 340
Introduction to Networking and Communications
EDE 379
K-EL CWiculum:
EDE 495
Topics: Children's Literature and Language Arts
EDS 350
EDU 210
Reading in the Content Areas (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
Art Methods (0.25 credit)
Learning and Development in an Educational Setting
EDU 341 Media Technology (0.5 credit)
EDU 388
Human Relations (0.5 credit)
ENG 245
Introduction to Literature
ENG 350 American Literature Before 1920
HPE 116 Health Concepts for Educators (0.5 credit)
MIS 370 Advanced Computing for Business
NUR 350 Introduction to Nursing Research*"
PHI 175
Philosophy of Love and Sex
PHI 350 Philosophy of Religion
PHY 106 Introductory Meteorology*
PSY 105
REL 331
Principles of Psychology
REL 356
SOC 121
History of Religions
SOC 231
Family Systems: A Cross-Cultural Perspective
Foundations in Bible and Theology
Introduction to Human Society
SPC 345 Organizational Communication
SWK 260 Humans Developing
*Extra class or lab sessions required.
**Additional clinical fee required.
Saturday Morning
ACC 221
Principles of Accounting I
8:3O-12:OO
ACC 322
BIO 102
Accounting Theory and Practice I
The Biological World*
BUS 331
Financial Management
BUS 340
Human Resource Management
CSC 352
Database Management and Design
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 318
Management Science
ECO 360
International Economics
EDE 377
K-EL Curriculum: Science Methods (0.25 credit)
EDE 382
K-EL Curriculum: Mathematics (0.5 credit)
EDE 384
K-EL Curriculum: Social and Thematic Studies (0.5 credit)
EDS 353
Creative Learning Environments: Secondary
ENG 227
Journalism
ENG 27 1 European Literature: Homer to Dante
ENG 361
Studies in Modern Fiction
HIS 495
Seminar
MAT 122 Calculus for Social and Behavioral Sciences*
MIS 175
Principles of Computing for Business
MIS 370
Advanced Computing for Business
PHI 125
Ethics and Human Identity
POL 342
Mass Communications in Society
PSY 362
Abnormal Psychology
REL 362
Theology of the Reformers
SPC 111
Public Speaking
SPC 352
Persuasion
SWK 257 Exploring Human Services
SWK 463 Community Development and Organization
Saturday Afternoon
1 :15-4:45
ACC 222
Principles of Accounting I1
BUS 252
Principles of Marketing
BUS 362
International Business
BUS 440
Operations Management
CSC 160
Introduction to Computing and Communications
ECO 112
Principles of Macroeconomics
ECO 3 12
Intermediate Macroeconomics
EDE 350
Creating Learning Environments: K-EL (0.5 credit)
EDS 375
Social Studies Methods (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
ENG 225
Intermediate Expository Writing
ENG 2361436
Women and Fiction
MIS 375
MIS in the Organization
MIS 379
Quantitative Methods for Business and Economics*
POL 160
World Politics
POL 342
Mass Communications in Society
PSY 373
IndustriaYOrganizationalPsychology
REL 363
Religion in America
SOC 21 1
Human Community and Modern Metropolis
SPA 111
Beginning Spanish I*
SPC 355
Small Group Communication
SWK 361 Social Responses to Human Needs
Sunday Afternoon
1 :15-4:45
ACC 221
Principles of Accounting
ACC 324 Managerial Cost Accounting
ART 132 Photography
BUS 252
Principles of Marketing
EDE 35 1
Techniques of Teaching Reading
EDE 380
K-EL Curriculum: Music Methods (0.25 credit)
EDE 388
K-EL Curriculum: Health Methods (0.25 credit)
*Extra class or lab sessions required.
F a l l
I
T r i m e s t e r
EDE 389
K-EL Curriculum: Physical Education (0.5 credit)
ENG I l l
Effective Writing
FRE 111
Beginning French I*
GST 140
Introduction to the Liberal Arts
HIS 242
History of African American Civil Rights 1619-1915
HPE 115
Chemical Dependency Education (0.5 credit)
MAT 131 Mathematics for the Liberal Arts
MIS 175
Principles of Computing for Business
MIS 375
MIS in the Organization
PSY 200
Psychological Science Lab
REL 221
Biblical Studies
REL 370
American Indian Spirituality and Philosophical Thought
SOC 265
Gender, Race, and Ethnicity
SPA 111
Beginning Spanish I*
SWK 466 Field Work I11
Weekend Schedule
Evening and Other
Fall Trimester
CSC 210
Data Structures (Thurs., 6-9 p.m.)
EDE 263
Clinical Experience (Sat. noon) (0.5 credit)
EDS 252
Clinical Experience (Sat. noon) (0.5 credit)
HPE 002
Lifetime Sports: Fitness Walking (Thurs., 5:30-9:30 p.m.)
NUR 330 Trends and Issues in Nursing (Thurs., 6-9:30 p.m.)
NUR 403
Contemporary Nursing 111: Families (Thurs., 6-9:30 p.m.)
Evening Classes
ASL 101
American Sign Language I (Mon. and Wed., 6-8 p.m.)
(Day school schedule)
BUS 465
EDE 375
International Management (Wed., 6-9 p.m.)
Discovery Learning in the World of Kindergarten (0.5 credit)
(Thurs., 5:30-9 p.m.)
EDS 364
English Methods (Thurs., 450-8 p.m.)
ENG 223
Writing for Business and the Professions (Wed., 6-9 p.m.)
ENG 331
British Literature, Medieval to Elizabethan (Wed., 6-9 p.m.)
ENG 345
Introduction to the English Language (Tues., 6-9 p.m.)
GST 209
City Seminar: Experiential Education (0.0 credit) (Thurs., 5-6:30 p.m.)
HIS 440
Topics in World History (Wed., 6:30-9:30 p.m.)
INS 105
Introduction to American Indian Studies (Wed., 6:30-9:30 p.m.)
INS 233
Women: A Cross-Cultural Perspective (Thurs., 6:30-9:30 p.m.)
INS 260
Contemporary American Indians (Thurs., 6:30-9:30 p.m.)
INS 320
American Indian Women (Thurs., 6:30-9:30 p.m.)
MIS 479
Intermediate Quantitative Methods (Mon., 6-9 p.m.)
MUS 2201320
Student Teaching
Worlds of Music (Wed., 6-9 p.m.)
OJB 111
Beginning Ojibwe I (Wed., 6:30-9:30 p.m.)
POL 124
American Women and Politics (Wed., 6:30-9:30 p.m.)
PSY 230
Research Methods (Mon. and Thurs., 6:30-8 p.m.)
REL 1 11
Introduction to Theology (Tues., 6-9 p.m.)
REL 111
Introduction to Theology (Thurs., 6-9 p.m.)
REL 495
Seminar (Wed., 6-9:30 p.m.)
SPA 105
Living Spanish I (Mon, and Wed., 7-9 p.m.)
WST 201
Foundations in Women's Studies (Tues., 6:30-9:30 p.m.)
EDE 481 A
Student Teaching K & Seminar
EDE 481 B
Student Teaching EL & Seminar
EDE 481 C
Student Teaching K-EL & Seminar
EDE 482 A
Student Teaching K & Seminar
EDE 482 B
Student Teaching EL & Seminar
EDE 482 C
Student Teaching K-EL & Seminar
EDE 483 A
Student Teaching K & Seminar
EDE 483 B
Student Teaching EL & Seminar
EDE 483 C
Student Teaching K-EL & Seminar
EDE 484 A
Student Teaching K & Seminar
EDE 484 B
Student Teaching EL & Seminar
EDE 484 C
Student Teaching K-EL & Seminar
EDS 481
Student Teaching & Seminar
EDS 482
Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
*Extra class or lab sessions required.
Friday Evening
ART 224
Publication Design
6:OO-9:
30
BUS 252
Principles of Marketing
BUS 340
Human Resource Management
BUS 433
Financial Theory: Policy and Practice
CSC 345
Principles of Computer Organization
ECO 113
Principles of Microeconomics
EDE 350
Creating Learning Environments: K-EL (0.5 credit)
EDE 383
K-EL Curriculum: Health and Physical Education
EDS 478
School and Society
EDU 282
Introduction to Special Education
ENG 245
Introduction to Literature
HPE 101
Fitness for Life
HPE 115
Chemical Dependency Education (0.5 credit)
MAT 173 Math of Interest
MIS 376 Project Management
NUR 310 Community Health Nursing I
PHI 120 Ethics
PHY 106 Introductory Meteorology*
PSY 105
Principles of Psychology
REL 111
Introduction to Theology
REL 441
Feminism and Christianity
REL 486
Psychology of Religion and Theology
Interpersonal Communication
SPC 354
SWK 363 Methods and Skills of Social Work
Saturday Morning
ACC 221
Principles of Accounting I
8:30-12:OO
ACC 222
Principles of Accounting I1
ACC 322
Accounting Theory and Practice I
BIO 185
The Biology of Aging
BUS 301
Business Law
BUS 352
Marketing Research and Analysis
BUS 465
International Management
CSC 170
Structured Programming
CSC 450
Programming Language and Compilers I
ECO 112
Principles of Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 315
Money and Banking
EDE 351
Techniques of Teaching Reading
EDE 379
K-EL Curriculum: Art Methods (0.25 credit)
EDU 341
Media Technology (0.5 credit)
ENG 438
Shakespeare
HPE 116
Health Concepts for Educators (0.5 credit)
INS 225
Introduction to Islam
MAT 105 Applied Algebra
MIS 175 Principles of Computing for Business
Saturday Afternoon
1 :15-4:45
PHI 110
Introduction to Philosophy
PHI 380
Ethics of Medicine and Health Care
POL 140
Social Justice in America
PSY 351
Child Development
REL 430
Christians Uniting
SOC 231
Family Systems: A Cross-Cultural Perspective
SPC 352
Persuasion
ACC 222
Principles of Accounting I1
ACC 425
Advanced Accounting
ART 118
Painting I
ART 355
Painting I1
BUS 242
Principles of Management
BUS 252
Principles of Marketing
*Extra class or lab sessions required.
T r i m e s t e r
BUS 440
Operations Management
ECO 110 Economics of Urban Issues
ECO 113 Principles of Microeconomics
EDE 382 K-EL Curriculum: Mathematics (0.5 credit)
EDE 495
Topics: Children's Literature and Language Arts (0.5 credit)
EDU 210
Learning and Development in an Educational Setting
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
ENG 337
British Literature: Romantics to the Victorians (two extra
classes, arranged)
HPE 116
Health Concepts for Educators (0.5 credit)
INS 260
Contemporary American Indians
MIS 375
MIS in the Organization
MIS 376
Project Management
Behavior Analysis
PSY 357
REL 263
REL 353
World Justice and Hunger
Denominations and Religious Groups
SOC 349
Complex Organizations
SPA 111
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 329
Intercultural Communication
SWK 364 Field Work I
SWK 465 Social Policy: Analysis and Development
Sunday Afternoon
1:15-4:45
ACC 323
Accounting Theory and Practice I1
ACC 326
Tax Accounting
Principles of Management
Financial Management
Discovery Learning in the World of Kindergarten (0.5 credit)
K-EL Curriculum: Science Methods (0.25 credit)
K-EL Curriculum: Music Methods (0.25 credit)
BUS 242
BUS 331
EDE 375
EDE 377
EDE 380
ENG 225
Intermediate Expository Writing
FRE 112 Beginning French 11*
GER 111 Beginning German I*
GST 140
Introduction to the Liberal Arts (0.5 credit)
INS 105
Introduction to American Indian Studies
INS 232
The African American Experience in America
MIS 379
Quantitative Methods for Business and Economics*
MIS 475
Systems Analysis and Design
PSY 359
Psychological Assessment
REL 221
Biblical Studies
REL 48 1
Contemporary Theology
SOC 265
Gender, Race, and Ethnicity
SPA 111
Beginning Spanish I*
SPA 112
Beginning Spanish 11*
SPC 35 1
Argumentation
SWK 469 Field Work IV
Weekend Schedule
Evening and Other
CSC 320
Algorithms (Thurs., 6-8 p.m.)
ECO 413
Labor Economics (Thurs., 6-8 p.m.)
EDE 263
Clinical Experience (Sat, noon)
EDS 252
Clinical Experience (Sat. noon)
ENG 399
Internship (Tues. and Thurs., 6-9 p.m.)
HPE 002
Lifetime Sports: Aerobics (Thurs., 6-8 p.m.)
MIS 370
Advanced Computing for Business (Thurs., 6-8:30 p.m.)
NUR 305 Contemporary Nursing I: Communication (Thurs., 6-8:30 p.m.)
NUR 423 Practicum in Nursing: Family** (Thurs., 6-8:30 p.m.)
Evening Classes
(Day school schedule)
REL 366
The Church and Social Change in Latin America (TBA)
ASL 102
American Sign Language I1 (Mon. and Wed., 6-8 p.m.)
ENG 101 Developmental Writing (Tues. and Thurs., 6-8 p.m.)
ENG 216
American Indian Literature (Thurs., 6-8 p.m.)
ENG 327
Advanced Journalism (Wed., 6-8 p.m.)
ENG 341
Advanced Creative Writing: Poetry (Tues., 6-8 p.m.)
*Extra class or lab sessions required.
**Additional clinical fee reauired.
T r i m e s t e r
ENG 347
Quantitative Journalism (Tues. and Thurs., 6-8 p.m.)
GST 209
City Seminar: Experiential Education (0.0 credit)
(Thurs., 5-6:30 p.m.)
HIS 326
American Indian History (Tues., 6:30-8:30 p.m.)
HIS 381
The History of Women Since 1870 (Wed., 6:30-8:30 p.m.)
INS 233
Women: A Cross-Cultural Perspective (Tues., 6:30-8:30 p.m.)
INS 264
American Indians in the Cinema (Tues., 6:30-8:30 p.m.)
MUS 241 The History of Jazz (Tues., 6-8 p.m.)
Student Teaching
OJB 112
Beginning Ojibwe I1 (Wed., 6:30-8:30 p.m.)
PSY 330
Research Methods I1 (Mon. and Thurs., 6:30-8 p.m.)
REL 357
Giants of the Christian Faith (Mon., 6-8 p.m.)
EDE 481 A Student Teaching K & Seminar
EDE 481 B Student Teaching EL & Seminar
EDE 481 C Student Teaching K-EL & Seminar
EDE 482 A Student Teaching K & Seminar
EDE 482 B Student Teaching EL & Seminar
EDE 482 C Student Teaching K-EL & Seminar
EDE 483 A Student Teaching K & Seminar
EDE 483 B Student Teaching EL & Seminar
EDE 483 C Student Teaching K-EL & Seminar
EDE 484 A Student Teaching K & Seminar
EDE 484 B Student Teaching EL & Seminar
EDE 484 C Student Teaching K-EL & Seminar
EDS 481
Student Teaching & Seminar
EDS 482
Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
Friday Evening
BUS 242
Principles of Management
6:OO-1O:OO
BUS 466
International Marketing
CSC 440
Advanced Networking and Communication
EDE 382
K-EL Curriculum: Mathematics (0.5 credit)
EDU 264
Orientation to Education in an Urban Setting (0.5 credit)
EDU 388
Human Relations (0.5 credit)
ENG 272
European Literature: Renaissance to Modern
MIS 376
Project Management
NUR 306 Contemporary Nursing 11: Paradigms in Nursing
PHY 101 Astronomy*
POL 121
American Government and Politics
PSY 105
Principles of Psychology
PSY 354
Cognitive Psychology
REL 385
Process Theology and Christian Faith
SOC 121
Introduction to Human Society
SPC 351
Argumentation
SPC 480
Public Relations and Promotional Communication
SWK 461 Advanced Methods and Skills in Social Work
SWK 467 The Social Worker as Professional
Saturday Morning
ART 107 Drawing
8:OO-12:OO
BIO 101
Human Biology
BUS 301
Business Law
BUS 357
Advertising
*Extra class or lab sessions required.
CSC 160
Introduction to Computing and Communications
CSC 340
Introduction to Networking and Communications
CSC 451
Programming Language and Compilers I1
ECO 113 Principles of Microeconomics
EDE 350
Creating Learning Environments: K-EL (0.5 credit)
EDE 377
K-EL Curriculum: Science Methods (0.25 credit)
EDE 386
K-EL Curriculum: Children's Literature (0.5 credit)
EDS 353
Creating Learning Environments: Secondary
EDU 210
Learning and Development in an Educational Setting
ENG 111 Effective Writing
ENG 226 Introduction to Creative Writing
HIS 225
History of the Twin Cities
MIS 175
Principles of Computing for Business
MIS 379
Quantitative Methods for Business and Economics*
MUS 130 Introduction to Music in the Fine Arts
Saturday Afternoon
1 :OO-5:OO
PHI 120
Ethics
POL 342
Mass Communications in Society
PSY 356
Environmental Psychology
PSY 361
Personality
SPC 354
Interpersonal Communication
ACC 221
Principles of Accounting I
ACC 222
Principles of Accounting I1
ACC 323
Accounting Theory & Practice I1
ACC 424
Internal and Operational Auditing
BUS 252
Principles of Marketing
BUS 331
Financial Management
BUS 438
Investment Theory
BUS 450
Marketing Management
CSC 210
Data Structures
ECO 112 Principles of Macroeconomics
ECO 311
Public Finance
EDE 351
Techniques of Teaching Reading
EDE 379
K-EL Curriculum: Art Methods (0.25 credit)
EDE 380
K-EL Curriculum: Music Methods (0.25 credit)
EDE 388
K-EL Curriculum: Health Methods (0.25 credit)
EDE 389
K-EL Curriculum: Physical Education (0.5 credit)
ENG 25 1 Readings in American Literature
HPE 116
Health Concepts for Educators (0.5 credit)
MIS 370
Advanced Computing for Business
MIS 495
Topics
REL 111
Introduction to Theology
REL 483
Christian Ethics
SPA 112
Beginning Spanish 11*
SPC 355
Small Group Communication
SWK 462 Field Work I1
Sunday Afternoon
1:oo-5:OO
ACC 423
Auditing
ART 250
Ceramics I
ART 35 1
Ceramics II
*Extra class or lab sessions required.
T r i m e s t e r
.
EDE 384
K-EL Curriculum: Social and Thematic Studies (0.5 credit)
EDU 341
Media Technology (0.5 credit)
ENG 223
Writing for Business and the Professions
ENG 245
Introduction to Literature
GER 112 Beginning German 11*
GST 200
Quantitative Reasoning
HPE 115
Chemical Dependency Education (0.5 credit)
INS 232
African American Experience in America
MAT 132 Numeracy for Contemporary Society
MIS 476
Information Systems Projects
PSY 493
Seminar: Relationships
REL 22 1
Biblical Studies
SPA 112
Beginning Spanish 11*
SOC 265
Gender, Race, and Ethnicity
SPC 111
Public Speaking
SWK 365 Quantitative Analysis and Program Evaluation
Weekend Schedule
Eveningandother
EDE 263
Clinical Experience (Sat. noon) (0.5 credit)
EDS252
ClinicalExperience(Sat.noon)(0.5credit)
HPE 003
Lifetime Sports: Racquet Sports (Mon., 5:30-7:30 p.m.)
NUR 3 11 Community Health Nursing 11: Practicum** (Thurs., 6-9 p.m.)
NUR 431 Leadership and Management: Theory and Practice**
(Thurs., 6-9 p.m.)
....
Student Teaching
EDE 48 1 A Student Teaching K & Seminar
EDE 481 B Student Teaching EL & Seminar
EDE 481 C Student Teaching K-EL & Seminar
EDE 482 A Student Teaching K & Seminar
EDE 482 B Student Teaching EL & Seminar
EDE 482 C Student Teaching K-EL & Seminar
EDE 483 A Student Teaching K & Seminar
EDE 483 B Student Teaching EL & Seminar
EDE 483 C Student Teaching K-EL Seminar
EDE 484 A Student Teaching K & Seminar
EDE 484 B Student Teaching EL & Seminar
EDE 484 C Student Teaching K-EL & Seminar
EDS 481 Student Teaching & Seminar
EDS 483
Student Teaching & Seminar
Student Teaching & Seminar
EDS 484
Student Teaching & Seminar
EDS 482
*Extra class or lab sessions required.
**Additional clinical fee required.
--
Perspectives
Skills
A
C
CF1
CT
GWR
CF2
CF3
HI
IA1
IA2
IA3
NWl
NW2
cW1
W2
rH
Aesthetics
City
Christian Faith Area 1
Christian Faith Area 2
Christian Faith Area 3
Human Identity
Intercultural Awareness Area 1
Intercultural Awareness Area 2 (Language Level 1)
Intercultural Awareness Area 3 (Language Level 2)
Natural World Area 1
Natural World Area 2
Social World Area 1
Social World Area 2
Western Heritage
ACC 221
ACC 222
ACC 322
ACC 323
ACC 324
ACC 326
ACC 423
ACC 424
ACC 425
ART 107
ART 118
ART 132
ART 224
Term
Time
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Spring
Spring
Winter
Spring
Winter
Fall
Winter
S a.m.
N
S a.m.
S p.m.
S p.m.
S a.m.
S p.m.
S p.m.
S a.m.
S a.m.
N
S p.m.
N
N
N
S p.m.
S p.m.
S a.m.
S p.m.
N
F
QR
S
Critical Thinking
Graduation Level Writing
Quantitative Reasoning
speaking
Times
EVE
M
T
W
Evening
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
DayIWeekendjoint class
TH
F
S
N
DIW
Perspectives
-
Skills
GWR, S
GWR, S
ART 250
ART 351
ART 352
ART 355
ART 499
ASL 101
ASL 102
BIO 101
BIO 102
BIO 185
BUS 242
BUS 252
BUS 254
BUS 301
BUS 331
BUS 340
BUS 352
BUS 355
BUS 357
BUS 362
BUS 433
BUS 438
BUS 440
BUS 450
BUS 465
BUS 466
Term
Time
Perspectives
Spring
Spring
Fall
Winter
Fall
Fall
Winter
Spring
Fall
Winter
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Winter
Spring
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
N
N
F
S p.m.
TBA
Dm, M & W EVE
Dm, M & W EVE
S a.m.
S a.m.
S a.m.
F
S p.m.
N
F
S p.m.
N
F
S p.m.
S p.m.
F
F
S a.m.
S a.m.
S a.m.
N
S p.m.
S a.m.
F
S a.m.
F
S a.m.
S p.m.
F
S p.m.
S p.m.
S p.m.
S p.m.
Dm, W EVE
S a.m.
F
A
A
Skills
GWR
IA2 or 3
IA2 or 3
NW2
NWl or 2
NW2
GWR
GWR
GWR
GWR
I
Courses by
Term
CSC 160
CSC 170
CSC 210
CSC 320
CSC 340
CSC 345
CSC 352
CSC 440
CSC 450
CSC 451
ECO 110
ECO 112
ECO 113
ECO 311
ECO 312
ECO 313
ECO 315
ECO 318
ECO 360
ECO 413
EDE 263
EDE 350
EDE 351
EDE 375
L
Department.
Fall
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Winter
Fall
Spring
Winter
Spring
Winter
Fall
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Spring
Fall
Winter
Winter
Fall
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Time
S p.m.
S a.m.
S a.m.
TH EVE
S p.m.
TH EVE
F
S a.m.
F
S a.m.
F
S a.m.
S a.m.
S p.m.
S a.m.
S p.m.
S a.m.
S p.m.
S a.m.
F
S p.m.
S a.m.
S p.m.
S p.m.
S a.m.
S a.m.
S a.m.
S a.m.
TH EVE
S noon
S noon
S noon
S p.m.
F
S a.m.
N
S a.m.
S p.m.
DIW, TH EVE
N
Perspectives
Skills
GWR
SW1 or 2, C
WH
WH
WH
WH
SW1 or 2
SWl or 2
SW1 or 2
SW1 or 2
GWR, QR
EDE 377
EDE 379
EDE 380
EDE 382
EDE 383
EDE 384
EDE 386
EDE 388
EDE 389
EDE 48 1
EDE 482
EDE 483
EDE 484
EDE 495
EDS 252
EDS 350
EDS 353
EDS 364
EDS 375
EDS 478
EDS 481
EDS 482
EDS 483
EDS 484
Term
Time
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Spring
Spring
Fall
Spring
Fall
Spring
TBA
TBA
TBA
TBA
Fall
Winter
Fall
Winter
Spring
Fall
Fall
Spring
Fall
Fall
Winter
TBA
TBA
TBA
TBA
S a.m.
N
S a.m.
F
S a.m.
S p.m.
N
N
S p.m.
S a.m.
S p.m.
F
F
S a.m.
N
S a.m.
N
S p.m.
N
S p.m.
F
S p.m.
S noon
S noon
S noon
F
S a.m.
S a.m.
D/W, TH EVE
S p.m.
F
Perspectives
Skills
- -
Courses by
EDU 210
EDU 264
EDU 282
EDU 341
EDU 388
EDU 499
ENG 101
ENG 111
ENG 216
ENG 223
ENG 225
ENG 226
ENG 227
ENG 236
ENG 245
ENG 251
ENG 27 1
ENG 272
ENG 327
ENG 331
ENG 337
ENG 341
ENG 345
ENG 347
ENG 350
ENG 361
-
Term
Time
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Spring
Fall
Spring
Fall
Winter
Fall
Spring
Winter
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Fall
Winter
Spring
Spring
Fall
Spring
Winter
Fall
Winter
Winter
Fall
Winter
Fall
Fall
F
HI
S p.m.
HI
S a.m.
HI
F
C
S p.m.
C*
S p.m.
C
F
C
F
F
S a.m.
N
F
F
TBA
D m , T & TH EVE
N
S a.m.
D/W, TH EVE
D m , W EVE
N
S p.m.
N
S a.m.
S a.m.
S p.m.
F
F
N
S p.m.
S a.m.
F
D m , W EVE
D m , W EVE
S p.m.
D/W, T EVE
D m , T EVE
D m , T & TH EVE
F
S a.m.
-
Perspectives
Skills
GWR
GWR
GWR
GWR
GWR
GWR
GWR
GWR
QR
GWR
-
ENG 399
ENG 436
ENG 438
ENG 499
FRE 111
FRE 112
GER 499
GER 111
GER 112
GST 140
GST 200
GST 209
HIS 225
HIS 242
HIS 326
HIS 381
HIS 440
HIS 495
HPE 002
HPE 003
HPE 101
HPE 115
HPE 116
INS 105
INS 225
INS 232
INS 233
INS 260
Term
Time
Winter
Fall
Winter
Fall
Fall
Winter
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Winter
Fall
Fall
Fall
Winter
Spring
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Winter
Winter
Winter
Spring
Fall
Winter
Fall
Winter
T & TH EVE
S p.m.
S a.m.
TBA
N
N
TBA
N
N
N
N
N
T & TH EVE
Dm, TH EVE
S a.m.
N
Dm, T EVE
Dm, W EVE
Dm, W EVE
S a.m.
TH EVE
TH EVE
M EVE
F
N
F
N
F
S a.m.
S p.m.
S p.m.
Dm, W EVE
N
S a.m.
N
N
Dm, TH EVE
Dm, T EVE
Dm, TH EVE
S p.m.
Perspectives
Skills
S
WH
GWR, S
IA 1
IA 1
IA 1
IA 1
IAl
IA 1
IAl
IA1
IAl
*Also requires Clinical Experience to satisfy City perspective.
INS 264
INS 320
MAT 105
MAT 122
MAT 131
MAT 132
MAT 173
MIS 175
MIS 370
MIS 375
MIS 376
MIS 379
MIS 475
MIS 476
MIS 479
MIS 495
,
MUS130
MUS 2201320
MUS 241
NUR 305
NUR 306
NUR 310
NUR 311
NUR 330
NUR 350
Term
Time
Perspectives Skills
Winter
Fall
Winter
Fall
Fall
Spring
Winter
Fall
Fall
Winter
Spring
Fall
Fall
Winter
Spring
Fall
Fall
Dm, T EVE
Dm, TH EVE
S a.m.
S a.m.
N
N
F
S a.m.
N
S a.m.
S a.m.
F
S a.m.
Dm, TH EVE
S p.m.
S p.m.
N
IA 1
IA 1
Winter
Winter
Winter
Spring
Fall
Winter
Spring
Winter
Spring
Fall
Spring
Spring
Fall
Fall
Spring
Winter
Spring
Winter
Spring
Fall
Fall
S p.m.
F
S p.m.
F
S p.m.
N
S a.m.
N
N
Dm, M EVE
S p.m.
S a.m.
DIW, W EVE
Dm, T EVE
Dm, T EVE
Dm, TH EVE
F
F
Dm, TH EVE
Dm, TH EVE
F
GWR
GWR
GWR
S
S
S
QR
QR
QR
GWR
- -
-
Term
Time
NUR 403
NUR 423
NUR 43 1
Fall
Winter
Spring
D N , TH EVE
D N , TH EVE
D N , TH EVE
OJB 111
OJB 112
PHI 110
PHI 120
Fall
Winter
Winter
Winter
Spring
Fall
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Fall
Winter
Fall
Fall
Fall
Spring
Fall
Winter
Spring
Fall
Fall
Winter
Winter
Spring
Spring
Winter
Winter
Spring
Fall
Fall
Spring
D N , W EVE
D N , W EVE
S a.m.
F
S a.m.
S a.m.
F
F
S a.m.
F
F
F
F
T EVE
S a.m.
S p.m.
S a.m.
S p.m.
S a.m.
F
F
F
N
D/W, M & TH EVE
D N , M & TH EVE
S a.m.
F
S a.m.
S p.m.
N
S a.m.
S a.m.
S p.m.
N
PHI 125
PHI 175
PHI 350
PHI 380
PHY 101
PHY 106
POL 121
POL 124
POL 140
POL 160
POL 342
PSY 105
PSY 200
PSY 230
PSY 330
PSY 351
PSY 354
PSY 356
PSY 357
PSY 359
PSY 361
PSY 362
PSY 373
PSY 493
-
Perspectives
Skills
GWR
S*
IA2 or 3
IA2 or 3
HI
CF3
CF3
HI
HI
CF2 or 3
HI
NW2
NW lor 2
NW1 or 2
SW1 or 2
SW1 or 2
C
SW1 or 2
SW2
SW2
SW2
HI
HI
HI
GWR
QR
GWR
GWR
*Both NUR 330 and 431 are required to
satisfy Speaking skill.
Courses by
Term
REL 111
REL 221
REL 263
REL 331
REL 353
REL 356
REL 357
REL 362
REL 363
REL 366
REL 370
REL 385
REL 430
REL 44 1
REL 481
REL 483
REL 486
REL 495
SOC 121
SOC 21 1
SOC 231
SOC 265
SOC 336
SOC 349
SOC 499
SPA 105
SPA 111
Fall
Fall
Winter
Spring
Fall
Winter
Spring
Winter
Fall
Winter
Fall
Winter
Fall
Fall
Winter
Fall
Spring
Winter
Winter
Winter
Spring
Winter
Fall
Fall
Spring
Fall
Fall
Winter
Fall
Winter
Spring
Spring
Winter
Fall
D m , T EVE
D/W, TH EVE
F
S p.m.
N
N
N
S p.m.
F
S p.m.
F
D/W, M EVE
S a.m.
S p.m.
TBA
N
F
S a.m.
F
N
S p.m.
F
D m , W EVE
F
F
S p.m.
F
S a.m.
N
N
N
TBA
S p.m.
TBA
Fall
Fall
Fall
Winter
Winter
D N , M, W EVE
S p.m.
N
S p.m.
N
CF2 or 3
CF2 or 3
CF2 or 3
CF2 or 3
CF1 or 3
CF1 or 3
CFl or 3
GWR
IA2 or 3
IA2 or 3
IA2 or 3
IA2 or 3
Term- Time
SPA 112
SPC 111
,,
SPC 329
SPC 345
SPC 351
SPC 352
SPC 354
SPC 355
SPC 399
SPC 480
SPC 499
SWK 257
SWK 260
SWK 361
SWK 363
SWK 364
SWK 365
SWK 461
SWK 462
SWK 463
SWK 465
SWK 466
SWK 467
SWK 469
Winter
Winter
Spring
Spring
Fall
Spring
Winter
Fall
Winter
Spring
Fall
Winter
Winter
Spring
Fall
Spring
Fall
Spring
Fall
Fall
Fall
Fall
Winter
Winter
Spring
Spring
Spring
Fall
Winter
Fall
Spring
Winter
S p.m.
N
S p.m.
N
S a.m.
N
S p.m.
F
N
F
S a.m.
S a.m.
F
S a.m.
S p.m.
S p.m.
TBA
F
TBA
S a.m.
F
S p.m.
F
S p.m.
N
F
S p.m.
S a.m.
S p.m.
N
F
N
- -
Perspectives
Skills
IA2 or 3
1.42 or 3
IA2 or 3
IA2 or 3
QR
GWR
CT
GWR
Perspective
/ S k i l l
Human Identity
Fall
EDU 210
PHI125
PHI175
PSY 105
SWK 260
Winter
EDU 210
HPE101
PHI110
PHI 380
PSY 105
Aesthetics
Spring
EDU 210
PSY105
Social World Area 1
Fall
ECO113
POL124
POL 160
SOC 121
SWK 463
Winter
EC0110
ECO113
Winter
PHY 106
Spring
ECO113
POL121
SOC 121
Winter
ECO112
Spring
ART107
ART 250
ENG 226
ENG 245
MUS 130
Fall
ECO113
POL124
POL 160
POL 342
SOC 121
SWK 361
SWK 463
Winter
EC0110
ECO113
Spring
ECO113
POL121
POL 342
SOC 121
Natural World Area 2
Spring
Western Heritage
Fall
ECO112
ENG 236
ENG 27 1
ENG 436
MAT 131
Winter
ART118
ART 224
ENG 245
Social World Area 2
Natural World Area 1
Fall
BIO 102
PHY106
Fall
ART132
ART 352
ENG 245
MUS 2201
320
Fall
BIO 102
PHY 102
Winter
BIO 185
PHY 106
Spring
BIO 101
PHY 101
Winter
ECO 110
EDU 264
GST 209*
NUR310
POL 140
Spring
EDU 264
HIS 225
PSY 356
The City
Spring
ECO112
ENG 25 1
ENG 272
Fall
EDU 264
ENG 227
GST 209*
SOC211
SWK 257
SWK 463
Intercultural Awareness Area 1
Fall
Winter
Spring
ENG 361
INS 105
INS 232
HIS 242
INS 225
INS 264
INS 105
INS 232
SOC 265
INS233
INS233
INS 260
INS 260
INS 320
SOC 231
MUS 241
SOC 265
SOC 231
SPC 329
SOC 265
REL 366
Fall
ASL 101
FRE111
OJB 111
SPA 111
Winter
Spring
ASL 102
FRE112
GER 111
OJB 112
SPA 111
SPA 112
GER 112
SPA112
Christian Faith Area 2
Christian Faith Area 1
Fall
REL221
REL331
Intercultural Awareness
Areas 2 and 3
Winter
Spring
REL221
REL441
REL 221
Fall
PHI350
REL 111
REL 331
REL 362
REL 363
Winter
Spring
REL 111
REL353
REL 357
REL 430
REL441
REL 481
REL 486
REL 111
REL 385
REL483
Christian Faith Area 3
Fall
PHI 350
REL111
REL221
REL 331
REL 356
REL 363
Winter
Spring
PHI 120
REL 111
REL221
REL 353
REL 357
REL 366
REL 441
REL 481
PHI 102
REL 111
REL221
REL 385
REL483
*Non-credit course.
TlZ'q
Perspective
Graduation Skills
Quantitative Reasoning
Critical Thinking
Fall
BIO 102
CSC 210
MAT 131
NUR 350
PHY 106
Winter
CSC 170
CSC 320
ENG 337
PHI 120
PHY 106
SOC 349
SPC 351
SWK 465
Spring
CSC 210
PHI 120
PSY 493
SPC 35 1
Writing
Fall
ART 352
BUS 362
BUS 465
ECO 318
ENG 223
ENG 225
ENG 227
ENG 27 1
ENG 361
HIS 495
MIS 375
NUR 403
POL 124
REL 495
Fall
ECO 318
MAT 122
NUR 350
PSY 230
Winter
Spring
CSC 320
ENG 347
MAT 173
MIS 379
MAT 132
MIS 379
SWK 365
Speaking
Winter
Spring
BUS 465
CSC 450
ENG 225
MIS 375
NUR 305
PSY 330
PSY 357
ACC 423
ACC 424
BUS 450
ENG 223
ENG 226
ENG 272
SWK 461
SWK 467
Fall
EDE 481
EDE 482
EDE 483
EDE 484
EDS 48 1
EDS 482
EDS 483
EDS 484
HIS 495
NUR 330*
PSY 373
SOC 23 1
SPC 111
Winter
Spring
EDE 481
EDE 482
EDE 483
EDE 484
EDS 481
EDS 482
EDS 483
EDS 484
ENG 399
MIS 376
ACC 423
ACC 424
EDE 481
EDE 482
EDE 483
EDE 484
EDS 48 1
EDS 482
EDS 483
EDS 484
MIS 376
NUR 431"
SOC 231
SPC 111
*Both NUR 330 and 431 are required to satisfy Speaking skill.
AUGSBURG
22 1 1 Riverside A v e n ~ ~ e
Minneapolis, MN 55454
Show less
'
17
ssion '99
,
-v
#'
&/
augsburg in the summer
Augshurg College offers a varied summer curriculum
that includes over 50 courses in more than 16 academic
disciplines as well as internships
and independent studies. Term I
runs from June 1 to June 25. Term
I1 runs from June 28 to Aug~lst5... Show more
'
17
ssion '99
,
-v
#'
&/
augsburg in the summer
Augshurg College offers a varied summer curriculum
that includes over 50 courses in more than 16 academic
disciplines as well as internships
and independent studies. Term I
runs from June 1 to June 25. Term
I1 runs from June 28 to Aug~lst5.
A cietailed listing of courses begins
on page 8.
term one
June 1 to J ~ l n e25
term two
June 28 to August 5
about
augsburg
Augshurg College is a four-year, liberal arts
college locatcci in the heart of Min~~eapolis,
ancl affiliated with the Evangelical
Lutheran C h ~ l r c hin America, Augshurg is accredited by the North Central
Association of Colleges and Schools."' T h e small college environment, ahont 3,000
s t ~ ~ d e n(luring
ts
the acacle~llicyear, is enriched by the Inany opport~lnitiesfound in
this vibrant metropolitan area. Augsburg's setting allows students to participate in
a host of c u l t ~ ~ rand
a l recreational activities.
summer session info
Course loads in Summer Session:
Students may take one course credit
during Term I and up to two course
credits during Term 11. Unless otherwise indicated, all courses carry a valile
of one course credit. O n e Augsburg
course credit is the equivalent of four
semester credits and six quarter credits.
Augsburg general education:
Co~lrsesfillfilling Augsburg's Liberal
Arts Perspectives and Graduatio~l
Skills requirements are so noted along
with the description of the course.
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended primarily for
freshmen and sophomores; course
n~llnhersheginning with a "3" or "4"
are upper division and are primarily
for juniors and seniors.
Independent study: Independent stildies [nay be arranged in consultation
with individual faculty members.
Internships: In acidition to those listed,
internship opportunities may he
arranged individually during the summer. Acade~nicinternships are carefi~lly
planned work-based learning experiences, supervised and evaluated by a
faculty me~nber.Consult the Center for
Service, Work, and Learning at (612)
330-1 148 for more information.
-'N r ~ l . l h(:?r~rl-nl
A > \ o c i n [ i o ~of~ College$ n l i d Schoolr, C o ~ i u m i \ s i o ~OILi Ili,tiurtiol~s ofHi~11e1. Edtrsarion,
(3 12) 263-0456.
\&I7
rite <zuit'u,.~lcnsihe.orfi>
Employer reimbursement: Students
who clualify for reimb~lrsement their
employers may use their reimbursement
- to pay tor Summer Session courses.
Housing: Students \vho need housing
lnay contact the Resicience Life Office
at (612) 330-1488.
The College reserves the right to
cancel listed courses.
information
Additional infor~nationmay be
obtained from:
Augsburg College
C a ~ n p u sBox #I44
221 1 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1787
Summer Session Coordinator
Terry Cook
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of such instit~ltions,and students admitted for the next fall term are
eligible to attend Augshurg Summer
Session. Good stancling implies that the
st~ldenthas heen admitted and not subsecl~~ently
dropped by that institution.
Other persons wishing to take summer
courses should contact the coordinatc>r
of summer school to ascertain eligibility
~ l n d e special
r
circumstances.
Students accepted for Summer Session
are not ; u ~ t o ~ n a t i c agranted
ll~
admission
as reg~llarst~ldentsof Augsburg College.
Those wishing to begin a degree program a t ALlgsbLlrg
shOLlldapply to the
Office of Undergraduate Admissions,
(612) 330-1001, or the Weekend College
Admissions Office, (612) 330-1 743.
of augsburg
r
Sum
iition (
1
cou
a
tuition rate:
tuition rerupa
!
T e $5'U.00
re
per course
DIIC
deposit
undable. A refund of all or
pa^^-
the remaining fee is calculated from
:ourse
t h e date of t h e student's oi
I
cancellation a t t h e Enroll
Financial Services Cent?
Schedule of refunds:
Prior to t h e second scheduled class
meeting-100% of the ref~~ndable
portion of the fee.
Prior to the fourth s c h e d ~ ~ l eclass
d
~neeting-75% of the r e f i t n d a b l e
portion of t h e fee.
Prior to the sixth sched~lledclass
tneeting-50%
of t h e refundable
portion of the fee.
Courses with fewer than 12 scheduled
class sessions w i l l use a prorated
version of the schedule of refi~nds.
,..,
-
ble to students
wee&mp"'.
aintai
2d by the program in
.e enrolled) are eligible
.or hnancial aid.
Day progi
I n t e r s l a t e 94 W e s t
n summer Terms I
Sti~dentser
and I1 comb~neo- o r only Term 11 may
be eligible to apply for the Federal
Stafford Loan, Federal Pell Grant, or
the M i n n e s o t a State Grant.
WEC program
N o aid i s given for summer Term Ias it
runs concurrently w i t h the WEC
spring trimester.
Students enrolled in summer Term I1
may be eligible for t h e Federal Stafford
Loan, Federal Pell Grant, or t h e
Minnesota State Grant.
1 Undergraduale Adrn~ss~ons
Oll~ce
2 Air Slructure Enlrance
November lhrough March
3 Amerlcan Indian Sludent Services
and Pan-Afrlkan Student Services
4. Anderson-Nelson Athlel~cFleld and
Seasonal Alr Struclure
5. Cenler for Global Educallon and
lnler!lallonal Programs
6. Chr~stensenCenler, lnfarmal~onDesk
7. East Hall
8 Foss, Lobeck, Mlles Center for Worsh~p,
Drama and Commun~cal~on
9. Husbv-Strommen Tennls Courts
10. Ice Arena
11. Jeroy C. Carlson Alurnn~Cenler
12,Malntenance and Grounds Shop
13. Mortensen Tower
14. Murphy Place
15. Murphy Square
16. MUSIC Hall
17. N o r d ~ cHouse
18. Old Maln
19. Oscar Anderson Hall
20. Public Relations and Comrnunicat~on
21 Ouad
22.Sclence Hall
23. Secur~tqDlspalch Center
24. Shlpplng and Recebvmg
25 SI Melby Hall
26,Sverdrup Hall
27,Sverdruo-Oltedal Memor~alHall
28. Urness ~ o w e r
29.Slle for N e w Residence Hall
3O.James G, Llndell Falnlly Llbrary
Parking Lols
A Adm~sr~onslFacullylStallPark~ny
8. FacullylStallICommuled
Res~dentParking
C. FacullylSlalf Parking
0. FacullylStalfICommuler Parking
E. Commuler Park~ny
F Resldent Parking
G. Visitor Parkong
H Fa~rview-Un~vers~tq
Med~calCenlet Ramp
Pay parking available
campus location
35W from
the North-
Taklkc W a s h i n g t o n A v e n ~ l ec s ~ and
t
t u r n l e f t on
W a s l ~ i n g t o n( t ~ ~ r t Ii isg l i t o ~ i t ( >C c l l a r A v c n ~ ~ c ) ,
t u r n left a t Rivcrsiclc A v c n u c , right a t 2 l a t
To apply
A\,CL~LIC
So~~tli.
The financial aid deadline for the
Summer Session i s April 15, 1999.
T'lkc 2 5 t h A v c n u c exit, t u r n I c f t a t 2 5 t h A v c n ~ ~ c ,
Contact the Enrollment and Financial
Services Center at (612) 330-1046 for
application materials and additional
assistance. Early application is advised.
1-94 E a s t from M i n n e a p o l i s u r n l e f t a t R i v e r s i d e A v c t i ~ ~ cturn
,
lcft a t 2 l s t
AVCIIII~S c ) ~ ~ t h .
1-94 W e s t from St. PaulT a k e R i v e r s i d e e x i t , t u ~ rni g h t a t R i v c r s i c l c
A v e n u e , tt11.n l c f t a t 2 l s t
Avenue
South.
35W from
t h e South-
Follow the
1-94 St, P a u l s i j i n s ( ~ u o v ct o r i g l i t
of t\vo m c r g c l - s ) . Takc 2 5 t h
lalie after cacli
A v e n u c e x i t and t u r n l e f t a t R i v e ~ j i d eA v c n u e ,
turn
left
a t 2 l s t A v e n u e S(,~~tli.
term one
iune I to
iuni
25
1
and adnlission to teal
L i m i t : I 6 students
9-1 7:20 am
Anderson
I through conteluporary
' T c t u l e and folk arts.
b t w r a A u a ; i o n Skill: Speaking
W,Th,F
Lindell 16
7
EDS 3 5 6 3
Music Methods: mass and
Percussion (.50 c&)
Stuily and ap
mate~ials,an,
A
Stacke
Music 3
C
es o f Accountine I
I
x i o n t o business act~vities,basic
and fi~ndalnentalsu f accounting, t1.p 3pcoun
nent .
cycle, and p ~ c p a r a t i oo~fi financial
9- 11:20 am
M,T;W,Th,F
Main
ACC 3228
,
Kader
Accounting T h e o r y & Practice
A n analysis o f financial account1 w ~ t hemphas~s
,
o n accounting theory pertaining tlr h l ~ a n c ~statcal
ments, income cc~ncepts,v a l u a t i ~ nconcepts,
FASB statements, and other relevant iss~~es
as
applied t o assets. (Prel-eq.: A C C 222)
9-71:20 am
M,T;W,Th,F
Music 22
B U S 242-S
Principles of Management
Cerrito
Development o f tlie thecl~yo f Inanagcluent, organization, stafling, planning, and c o n t n ~ lT h e
nature o f a u t l ~ c i r i t ~
accciuntahility,
,
nnd rcsponsihility; analysis of the role of the pn~fessionalmanage!.
6-9 pm
M, T; W,Th,F
Music 22
E D U 2 10-S
Learning and Development
i n an Educational Setting
Strait
A survey o f educational psychology t~ipicsas
applied to teaching and learning. Special emphasis is placed o n classnlom applications. (PSY 105:
Principles o f Psychology is strongly reconunended.) Pe~sp.:Human Identity
3-6 pm
M,T; W,Th
Sverdrup 7
EDU3418
Media Technology (.50 credit)
Erickson
Psycl~ologicaland pl~ilosophicaldimensions o f
c o m ~ n u n i c a t i ( ~thn,ugh
n
the ilse o f instructional
technology. Selection, preparation, production,
and evaluation (if effective audio-visual ~naterials
for teachingllearning situations Computer t ~ a i n ing w i l l be included i n the course. (Prerecl : PPST
Intermediate
tory W r i t i n g
Swanson
This course hullcis o n the p~acticcsand meth(~ds
(if effective writing ( E N G 111). Its \ r ~ o ~ k s h oforp
lnat stlcsscs style and organization, the pn>cesso f
revision, self and peer ev;lluation, and the relationship hctwccn reading and writing. (Prcrcq:
E N G 111) Gradrlation Skill: W ~ i t i n g
3-6 pm
M, T; W,Th
Old Main 10
E N G 25 1-S
Readings i n American Literature
Clayton
This course considers selectcci l i t e ~ a r yand 11istcir1cal texts and hclw these texts lend thcmselvcs t o
an understancling o f the Western rvo~Id fiom a n
Amcrican perspectlvc. Rcadings w i l l include w ~ i t ings hy Auncrican women and people of c o l o ~
Persp.: Western Hel-irage
Old Main 16
6-9 pm
M,TW,Th
E N G 2821382-S
Aggergaard
Topics: W r i t i n g about the A r t s
It's easy tu say a movie is great, a h~icikwas dry, n
c(1ncert was ~uarvelous,111 a play was boring. Rut
i t is difhcult f01 luany people t o say (>I writc luorc
than that. This course w i l l help you put you^
opinions and analysis o f fine arts into words and,
i n tlie end, w i l l help yc~uappreciate the a1 ts more.
9- 7 7:20 am
M,T;W,Th,F
Old Main
H P E 0 0 2 3 (0.0 credit)
Lifetime Sports: Racquet Sports
Ludeman
This class is designed to introduce a variety o f
lifetime racket spurts to students Basic skills, tenminology, rules, and strategies w i l l hc intnlduced
and dcvelclped. Graduation Skills.: Lifetilile Sport
L i m i t : 8 students.
Melby Gym
10 am-noon
June 1-12
H I S 225-S
Kimball
H i s t o r y and the T w i n Cities
T h e Minneapolis and St. Paul alea scrvc as a case
study for the thc~uesof f ~ ( ~ n t i urhanizatic~n,
cr
i n d u s t ~ i a l i z a r i oand
~ rccinomic change, tr'insp<xrdtion, i m m i g ~ a t i o nand ethnicity, and u ~ h a n
politics anci r c f o r ~ uPe~sp.:T h e C i t y
9-1 7:20 am
M,T; W,Th,F
Old Main 73
HIS 3483
Russia and the Soviet
Anderson
U n i o n i n the 2 0 t h Century
This cc~u~se
f~icuseson events from the Russian
Revolutions 11f1917 thn,ujih tlic collapse ( i f the
Soviet U n i u l i and the cmelgcncc o f the Russian
Rcpuhlic. Pel-sp : lntcrcultural Awn~encss1
6-9 pm
M, T; W,Th
Old Main 73
INS 1053
Introduction t o American
Indian Studies
Jacobson
A n ovcrvien~o f the A n ~ e r i c a nIndian sti~diesCLIriculu~n-history and litcrciture, fede~alIndian
policy, land issues, reservation and LII ban issues,
c ~ o s s - c u l t u ~~nfluenccs,
al
art, music, and langi~age.
( R c q u i ~ e dfc11 American Indian studies mi no^)
P c ~ s p: I n t e ~ - c u l t ~Awareness
~~al
1
6-9 pm
T; Th
Old Main 18
INS 2603
Contemporary American Indians
Kiahna
This c~iurseexamines the si(uatio11of Amellcan
Indians in the United States since the Indian
Re<,rganization A c t (1934). Emphasis is tin
current issues o f tribal st~\;ereignty,treaty rights,
and educaticin. T h e tension o f cultural change is
lhighlipl~ted Persp : lntercultural A\\,arcncss 1
6-9 pm
M, w
Old Main 29
I N S 199-S/399-S
Internship
Olson
A wo~k-hasedleallling cxpcricnce i n which a student designs a learning agreelnent plan that links
tlie ~ ~ p o r t i ~ n ~ t i e s a
responsihilitics
and
found in the
placement w i t h specihc learn~ngobjectives that
al-e evaluated for academic credit T h e internship
placement and learning plan must be approvccl hy
the faculty supervisol-. P/N g~ading.
Arranged
'Note: Internships may also be
arranged with individual faculty. Contact the academic department directly to make arrangements.
SPA I l l - S
Beginning Spanish 1
Farrell
Aims to develop four hasic skills: i~nderstanding,
speaking, reading, and writing o f elementary
Spanish. Introduction to the culture of the
Spanish-speaking world. Laboratory w o ~ kis an
integrd part o f this cotuse. Persp.: Intercultural
Awareness 2
1-3:20pm
M,T;W,Th,F
Old Main 29
POL 1703
L a w in the U n i t e d States
Underhill-Cady
A n intrc~ductic~n
to A n ~ e r i c a nlaw and legal
pr<icesscs Theories o f law; law and society; roles
o f courts, police, lawyers, and juries; the U.S
Constitution as "supreme" law; and law as politics.
Pcrsp.: Social World 1 111 2
'
?Id Main 13
'-3:20 pm
M,T; W,T t
PSY 3 6 2 3
Abnormal Psychology
Hanson
An intnxiuction tc~psychokigical disorders.
(Prcreq : PSY 102 or 105)
6-9 pm
M,T;W,Th
Old Main 25
REL 3 5 7 3
Giants of the Faith
Tranvik
A study o f the lives and tlicokigy o f well-known
Chi istian thinkers. Inclucled are figures like
Augustinc, Bonhoeffer, and Dorothy Day. Persp.:
Christian Faith 2 or 3
9-1 1:20 am
M,T;W,Th,F
Old Main 76
srttcn, CUMM~NIUAI IUN
IWD THEATRE ARTS
SPC 1 11-S
Public Speaking
Groven
T h e coulse focuses on speech preparation, organization, audience analysis, style, listening, and
overccming speech fright. (Note: Students lnay
take either SPC 111 or SPC 112 for credit, hut
n o t hoth) Graduation Skill: Speaking
Old Main 29
9-1 7:20 am
M, T; W,Th,F
r
d
term two
h
june 28 to au
I 5
M I S 175-S
I'rinsiplcq c ~ fCoin
7-S
Ura
ill gr.1
Dra,
cilh. Suhjccts il
intcri(>rr and c
Pc~dap.:A c s t h e ~
6-9 pm
.
c v c l ~ > ip~ n d c n t ~ ~ n i l ~ n g
skills i n
1-c (\Vi11cioivh, W , ~ t ~ i ,
-life hgu~'cs, huiWinC
<Ic s l > c r ~ ~ u c n rwork.
;il
h~~si~ic~.i-~clatccI
;a l ~ d
pecihc
.
Old Main 17
1
Student? 5v1
ART 11 8 - S
Paint
prrr
6-9 pm
J, Th
Foss 42
J, Th
ART 1 3 2 3
Photography
T h e camera i v i l l he 11scd.
'
.
ECO315-S
M o n e y and Banb ,,
Gupta
F u ~ i c t i o t u ~oi gf the n u ~ n c ~ n ;inJ
r y I~ankin:: syatcluc,
11x1-t~cularly
c o ~ i u u c ~ - c h.ink\,
~.ll
[he Fcdcr.rl
R c s c ~ v cSyatcni ancl its role 111 relation tti aggrcc ~ t c c o n < ~ l ~acrlvity.
iic
E~ilphnsispl;lceii o n mollcr.11-y t l i c ~ l l yancl policy- (I'rercq.: ECO 112)
3-6 pm
M.W
Old Main 10
EDS 3 9 1 3
LnDnca
Teaching Mass Media (.50 credit)
T h i s cti~lrbcIS for E n c l i s l ~ - c L i ~ l c n majols
t i ~ i ~ ~ \ell11
plan to tcnch h i g h \ch<~<,l
English. Sruclcnts w i l l
explore the n w t ~ ~ or cf mccli;i as "con.cilirlsl~csc
indus~rics,"cs;i~iiininl:the whys lit' ~ c ~ i c h i n g
m c d ~ ; i l,i l ~ \ r to
' En ahc~ilti t citccti\,cly, lint k i n d 11i
a*\ulupti,int m c d ~ aciluc;ition \\-,is h,lsc~l011 i n the
past, ;incl li<,\v t ~ ,incci~pc]~,;~tc
liicilin cduc.~tion
i n t o rhc English c111riculu111. S t ~ l d c n t \\.ill
?
hcct~~llc
i n \v111
h ~ m i l i a rw i t h ;ill iol-~nsn l m l r s ~ u c ~ l;ind
~ ~ n d c ~ - \ r the
a n Jinipwcr o f mc<lia ( i n t l i c ~ lI~vc.;.
uwrh
Stildcnts w i l l Icarn ho\v L<I he cliacr~~nin;ltin::ii~~iti~iji
[if mass mcdi.1 ;lnd lhcn\' tc> tcncli ntlic~.; to Ihc the
aaluc. (l'rcl-cil.: PPST and ;~dmissionLO rc;~clicr
cduc;~rl~]n
pn)graiii)
Sverdrup 1
M
6-9:30 pm
HIS4403
Topics in W o r l d H i s t o r y : F r o m H i t l e r to the
Anderson
Fall o f thc B e r l i n W a l l
T h i s c o i ~ r \ cp ~ o v i c l c historic;~l
\
pcrspccti\,c n n
slime o f the security, I x ~ l i t i w l ,and c c o n o ~ i ~ pmhic
lclus f x i n g ELIIN>~X
.it t l i c end o f the millcnnitllu
c~
the
~ l ~ l i iili ct t c ~ i l p t i l i gto nrscs and u n ~ l .;rnncl
f i ~ t t ~ (if
r c NATO, the possibilitic\ ,if.i U n i t e d
, 'iugc>slav p ~ l i h l c m and
,
the
Strites (if E u ~ . ~ i l wthe
rclati<insh~p
o f Russi;l ,ind the U n i t e d States to
EU~CI~C.T h e coLIr\c h c g i n ~wit11 ii c o ~ ~ s ~ d c t i iotfi ~ i ~ i
tic
LVc~rld\Vari I ancl II w i t h i n a c l ~ p l ~ ~ m acc>ntcst
.ind includcr c n a ~ i i ~ n a toi ~
f the
~ n ~ i i o t i v c stor West
Europe111cco110111icnnd Ipolitic.~l i n t c g r . r t i < i ~ ~ .
6-9 pm
J, Th
Old Main 13
usl'~ls~~iq
;~ti\,it, m i exp-c?.i<ui
~11itc1h
.-.
tojirapliic prc~ce~sci.
Stuclcntb 11
cccks to a
35m1n, single-lens reflex camel
i l i ~ a t c i co\t
l
of
t i l ~ u ctc.:
,
$2110-225. Pcrhp.: Aeathcticc
6-9 pm
M. w
Old Main 4
ACC 2223
Kader
Principles o f A c c o u n t i n g 11
A conrinllarion <if A C C 221. lntrc,duction t,,
Ihusincss ,ictivitic.;, a c c o u ~ ~ t for
i ~ ~co~.p,ir:itions.
g
n.ls~c cnnccpts nlul fllnd;l~ncnr,ils o f mnn:igc~-~;ll
acccinnting, 1il;lnning and cc>ntr<>ll~ng
prc~ccsscs,
~ I ~ ~ i ~ ~ ~ l i - alicl
~ i l hcIi;i\,iolh,i1
a k i l i ~ , considcr.lti~ln\.
(Prcccil.: A(:C 22 1 )
9-10:45 am
M,J,W,Th
Foss 2 1
B U S 340-S
H u m a n Resoorce Management
Cerrito
,
Pcl:c<~nnclfilnctic~nin business, n c q i ~ i \ i t i o n and
utiliz;itic~no f h i ~ m a nrcsriul-cch; ~lcsir,il>lc\\,<irking
rel.~ti~~n.;hipz;
cftccrlvc intcjir.ltion <IF the \vc>~-kc~.
w i t h the gc,;il\ ( i f tlic tirill and x>cicty. ( P r c ~ ~ c l . :
nus 242)
6-9 pm
1; Th
Music 22
BUS 4403
Operations Management
cerrito
Concepts nnil principles r c l ; ~ t c ~t i[i the IiYnnagcnwnr (if cilwr.~tingh l i i c t i ~ ~ nt;iught
s
fn111i a liiann ~ c r l aviewl>oint
l
\\,it11 cxn~ulilcsfrom varicltl\
industries and scctcxa. (Prcrcq.: R U S 242 ,11~concent o f i n r r ~ ~ l ~ c t ~ i ~ ~ )
6-9 pm
M, W
Music 22
EDE 3 7 7 3
Kindergarten-Elementary C u r r i c u l u m :
Science (.25 credit)
Stan~I
(IF ~nntc~.l;ll\;and
Ex,imin;ition ; ~ n dpl-elwr,lti<~l~
r c \ < ~ ~ ~ l .hci cr \science at the k~nclcr.;~~.~cn nil clcnlcntnry Icvcl. (PI-crcq.: PPST ;inLl ;iiilnission to
r ~ ; l c I i c rcduc;ltio11prclgl.;ilu)
6:30-8:30 pm
T,Th
Science 315
EDS 3 9 0 3
C o m ~ n u n i c a t i o nSkills i n the
English Classrooln
LaDuca
nmjors w h o
TI115 ~ , ~ L I I . A ~ic for E11glisli-cdl1c;1tii111
plan 111 tc;icl~Ihiuli c l i o < i l English. I t 1s dcsijinccl
to Improve atllilcnt.;' b k ~ l l s111p ~ l h l i cspeaking, 111:11
i ~ l t c r p r c t a t ~ o li\rcning,
n,
and sui.~llgrcillp cli\cuscil~~~ics
hio115, CIS \\,ell as to cxl>lorc ~ i ~ c t l ~ ~ ~ c l for
\kills i n the hioh
tcachinc anil ~ n c ~ i r l i i i r a [ i nthc\c
c
\ c l u l ~ i lEllfili.;li c u r ~ ~ i c u l u l i(Prcrcq:
i.
PPST ;unil
a<luiiasi~into tc;ichcr c<lucatil~np ~ t i # r . i ~ n )
6-9:30 pm
T, Th
Sverdrup 20
E N G 282-S/382-S
Topics: T h e C i t y :
Garden and Wilderness
Griffin
T h e p ~ ~ \ (if
v et ~l ~ cclry to 1 1 c i l 1 1 i\h 01- c o ~ r u p tthe
lu~m,lns r i l ~ lIS ;ithcuic i n 11ii1cl1\VCI~CIIIIitcr.1turc. In Alncric,in ~iiyrIiol~,gy,i t appeils i n the
nlctal>lion ( i f rhc g.11dcn and rlic wilclcrnc\\. 7111s
ctiursc cxplo~.cs tlicsc t l i c n i c i ;as thcy ;~plw.ivi n
~ i i ~ , ~ l cAnlcric;in
rn
puctly, nc>vcls,plays, tilnb, ;~lud
essays. W c w ~ l turn
l
t c s t i 111tucspcricncc ;111d
cspcl-icncc i11Lc1 Lcxtr; w.ilking c ~ c u ~ s i o ni na
\YIII S I I ~ ~ ~ ~ C I I ~ C IcliissI~
M i n n c , i l x ~ l ~;ilal
s St. P,~LII
suIiject\ fol > t ~ ~ i l c ~ i t s '
r(111111i i i s c t ~ \ s ~ oiiliil
l ~ s f~11.1i1sl1
" u r l u n c\r,iy\ " P c ~ s ~ >T.h: e C i t y
Old Main 10
6-9 pm
M, W
I N S 199-S/399-S
Internship
Olson
A \ v o r k - l ~ a r c Ic.lrning
~i
csper~cncci n n d ~ i c lstili
dents clc>ign a learnin?: ; ~ g ~ c c l n c nwt ~ t h;I 6c~culty
mc~iil,cl- that link5 thc i~lc;i\;ind 111etlloilbo f their
in the ~>l;icc~ i i a j o rrci rlic o p l x m t ~ ~ n i r ~
Foi~ncI
c\
mcnt. ~ ; i r t i c i l i a r i o n111 a scmin'll I chpcctccl.
(1,nsult iiist~.i~ctc>r
for cl.irihcntion, Pcrbp.: T l l c
City
Arranged
*Note: Internships may also be arranged with
individual faculty. Contact the academic department to make arrangements.
INS 1053
I n t r o d u c t i o n to American
l n d i a n Studies
Jacobson
E N G 361-S
Thi, c , ~ i ~ r sisc an i n t ~ c ~ d u c t tci
l r i the
~ ~ content
Clayton
Studies in M o d e r n F i c t i o n
.iI.ca.i o f the A ~ u c r ~ c . lInl ~ d i a l,tililies
i
curriculu~ii,
c>nc o n t c m p ~ ~y ~20th-,~~
T h e ~ L I L I ~focusca
*~
century prclrc \vt,rks. I t inclucics N;iti\,c A ~ i i c ~ ~ c a n including ;111 ovcrvicw n f A l i ~ c r i c , l nIndian
history, Amcricnn I ~ i ~ l i al itr ic l n t u ~ e ,fcclc~,ll I n i l ~ ; r n
,ind Eu~c~pc;in
\vriLcrs, \\,it11 a n cmpliasls 011
policy, lancl ~ssucs,r c c c ~ v ; ~ r i <;anti
~ n ilrh.ln Icrucs,
nun-Wcstcrn (ASI;ILI and Af1ic;ln) hctio11.
cniss-cultillal intlucnccs, art, mucic, .ind I;inguagc.
(l'relcil.: EN(; 245 or cclnwnt o f instructor)
(Rcqrlircti for Auicl-ic;ln 1nill;ln studies ~ i i l n u r . )
I. (;ladu;iti<~n
Pcrsp.: l n t c r c u l t u ~ ; ~Awal-cncss
l
1
Pclrll-: 1ntcrcultur;ll A\\J,~I-cncs\
Skill: W r i t i n g
Science 212
6-9 pm
J, Th
6-9pm
J, Th
Old Main 10
_
T
25-S
uctiol.
wrbe i
-
ne 28 to a
Kader
~ x ~ i c t i c ~Mnugs l i ~ ut , ~
lust 5
=
Spb
I I to
~
non-Muslim.;.
: ~ ~ l i ~ g ~f<1~1~ici,it101ia
c;il
T l i c co~lrsc\
[IF Islam, its
PSY 3 5 2 3
Adolescrnt and Young
A d u l t Developlnent
Hanson
Cons~~lcr.itic~n
o f rc\carcli anil tlicc~ly~clatcclto
i l c v c l ~ ~ ~ x i iduring
cnt
the a ~ l ~ i l c s c c; ~~int dy ~ ) ~ ~ n g
ailulr y c ~ l ~ s(P~*cl-eq.:
.
PSY 102 (11. 105)
6-9 pm
M, T; W,Th
Old Main 25
Farrell
skilla: t~nderbtan~l-
:prs and tenets, Islamic 1;1\\,
m ~ > < ~ ~ i ~ii~i~l
i c p < ~ l i ~ i csysal
(Sliari'ali), 1
tculs, : ~ n dI.;]
<Ilk.T l i c r c \\,ill alacl
Ihc ii c o ~ ~ s i ~ l c
crcncca hct\vccn the
Islamic
cftll,l't t8
hctn.cc
d ivr~tin:: ( i f c l c m c n r ~ i ~ - ~
<IF the
the cult~l~.c
'
.... . .- ,
..
is a n
I~LI~<II
M, T; W,Th
SOC 3 5 6 3
C r i m e and C o ~ n ~ n u n i t y
Bloom
An;ilysi\ ( j f c t ~ ~ c c t i oplojirmis
~~il
aliii c c i ~ i i ~ ~ i u n ~ r y
Icsponacs. Lecture, ~ l ~ s c u s \ i o n
kind
, i r e visits t11
priscins, curlrts, and colluuunity agcncics. Spcci.il
c i r i \ ~jujticc.
c
; ~ t t e n t i o nto c<>nccprsof Icttc>~
(Prcrcq.: Sos 121 )
1-4:30 pm
J, Th
Old Main 18
Main 29
REL 1 1 1 3
H\v;lrcncss 1
6-9:30 pm
T; Th
'Id Main 16
h
MAT 1 0 5 3
A p p l i e d Algebra
Staff
;II~
i i i t ~ o ~ l ~ ~ to
c r;il~
::cl;n.s
o n . ~ n i ira
i uppliP~,t~vidcs
c,~rionsto tlic x ~ c i ; i l ,natul-'11,and p I i ~ s i c . ~acil
cnccs; hukincss; nil cvc~yclaglife. Tc>liica cri\,crcd
incluclc ~ ~ n ~ l e r s r a n dand
i n g sol\,in:. linc.~r,i l r l a d ~ a t ic, slid csponcntl;~l cqu;~ti,~na,rhc ct,~uicctic,ns
hctwccn c i l ~ ~ ~ ~ rg~-;iphc,
i ~ l n s , nr~nthcrb,nnd rllc a i t ~ ~ ; r t~c>nr
they clc.;cnhe, ,inJ the IIW of;^ scicntihc c.11culat<~r.(I'rcrcil.: MIJ(; 2 <,Iciinhcnt o f in\tructoi.)
6-9 pm
M, w
MAT 1 7 3 3
M a t h o f Interest
Kaminsky
Learn h < ~ \ to
v d e t c r n ~ i n cthe ~ n o n t h l yp a y ~ i i c n t \
or car. F ~ l uol u Iulrv
~
~ i i i ~ c~ lOi I I nccil tc,
o n ;I I~<ILIX
he stocking ;l\e,iy 11ow to have a m i l l i o n \ehcn y,,~
~ t c t ~ r cLC.I'-I
ho\~
;11ill~1itics,
pcrpctr~itics,and 11fc
~ n \ r ~ r a n c\v111'k,
c
ancl morc. Ev;ilua~ion\ r ~ ~hc
ll
hnbccl on cla\ctrx~mp a ~ ~ t i c i l ~ a t i q~~izzcs,
c~n,
and ;i
hnal cx;~~run;~ti<>n.
(P~.crcq.: MPC; 3) C;r,iJ~~:irion
S k i l l : Qu.ln~it;lti\~cRcnsoning
6-9 pm
J, Th
Science 205
MUS 2953
Topics: l n t r l
T h e o r y & Tec
t o Recording Studio
10.50 credit)
Mudge
ry, micn~pliones,unclc1st.ind111gnlr~sicalInstuu~iicnrc,s i j i ~ ~fl<~n,,
n l studio ~ ~ p c r . ~ ~t ~i nni cg c d u r c ,
rec~1nl111g
cons<~lc
~ p i r t and
\
f c ~ ~ ~ c t i o tn:c~,p c
c
~
I.cc,,l~~illg
tcc~lllieluca.
,11,,1
lu;lc(1incs,
111
i ~ l c l r ~cliissr~x1~ii
~ic~
Iccrurc, g r o ~ ~\v0rk<l101)s
l>
sclio<il f . ~ c ~ l ~ r i a
c co,~ \r,o~.ksIiol>
l
visits to .I pl-<,ks-
,
s i ~ l i i i f,iciIitY.
l
Lillllr: I 5 strIdellr~
Cont,lct the ~ l u ~ sdcPirrlncnt
ic
at (61 2) 330-1265
iClr
fill ther LICt;l~IC.
6-9 pm
W
Music 27
POL 2823
A s i a n Americans and
the Politics o f I d e n t i t y
Aoki
This cour\c f<>cuacs( i n ch.inginr: cc~nditlon.; filli\ nnitll conAa1;11i A~ncl-icans,P r i ~ i i a qconccrn
~
~ C I I ~ ~ O I ~ C IpI ~
~ l i t i c sillid tlic i l t ~ e a t i o OF
~l Asii~n
A~ue~.ic;iniilcntity. LVc n ~ i lc<in.;~dc~.Asinn
l
A ~ u c r i c . i n \ grtnving
'
politic.~l infltlclicc . ~ n dthe
role rhcy play I n i l e t c r ~ n i n i n gt l ~ cilynamics o f
Alilcrican p ~ ~ l i r i ci ns tlic 2 1st century. W c \r,ill
cs;iliilnc the i n f l ~ ~ e n coef Asian Anrcrlcnn illuiiia ' . * of itaclf. Pclrp.:
grant5 ,117 A ~ u c ~ ~ c i~n;lgc
I n t c ~ r u l t r ~ rAw.i~.cncss
al
1
6-9 pm
M. w
Old Main 29
~
~
~
SPC 3 2 9 3
I n t r o d u c t i o n to Theology
Holt
Intercultural Co~nlnunication
Gaetano
An ~ n t ~ r ~ i l u c t oi t tlic
~ n ; ~ c a c l c ~ uci~\cil>lrnr
~c
of
T h i s corl~sccspl~jrcshot11 the pnIhlclus ;and
thccilogy a ~ i cto
l the clialoguc hct\vccn the c l i ~ ~ ~ c h ~ i c > r c n t ~( ;~~clfo ~ u ~ i i ~ ~ n i c , .imonji
t r i o ~ i pe1~111s
of ilif.ind the wc~rldt h i t cC,nccllis (:hris~ial~c l ~ ~ cinc.
tl
fcrcnt culti11.1lgrc~ups.F.ictc~l-ssuch ;ir ctI1nocc11Pc~q'.: Cluisti;in F'iith 2 01 3
Lriam, stcrcorypcs, pl-cjudicc, ~ ~cspcctatic~nr,
l c
3-6 pm
M. W
Old Main 18
v,ilucs, l a ~ ~ g i ~and
; i ~nc~n-ve~-l,.~l
,
aynthols ;11-c
csa1ni11c~l.
Pc~sp.:I n t e l - c u l t u ~ aA\r.i~-cnccj
l
1
REL 4 7 2 3
6-9 pm
M.W
Old Main 16
P a u l the Apostle
Quanbeck 11
A s t ~ l i l y(if the Apcirtlc P.iul, ~nclucling,ippn,pri,1tc
SPC 480-S
\vitli the
histt~ricalIh.~cl\jirot~~~<l,
PiitllS I-CIB~~~IIISIIIP
P u b l i c Relations1
early c h t ~ ~ c ni;ijor
h,
thc111csI n Ilia \vriLin:,,
a~ul
Promotional Communication
Lapakko
I-cflcctit~n
concclllilig the Ica*on\ l'i1~11~ e ~ i i iill1
~ ~ ~ i s Puhlic ~ r c l ; ~ t ~ oInnsthe n i c ~ d c ~\r,(~l-lil
n
o f culiimrlnlirnlxxtiint hgrlrc .mi rliinkcr i n Christinn tlicoloof
catic,n, m n r k c t i l ~ g ancl
,
husincs. All ~ > v c r v i c w
C l i r ~ s t ~F; a
~ ~ ti hI <>I3. (;~.ICI~I,~~IC)~
gy. Pctq~:
lpt~I>l~c
~ c l ; ~ t i o,I>
~ i ;\I C;IIC~I '11icI :I Yilr\,ey o f lh,i<ic
Skill: C ~ i t i c aThinking.
l
I v o ~ ~ i o t i o n ;comnu~nicati<rn
il
i n p ~ < > t;inLl
i t Inon3-6 pm
T; Th
Old Main 76
IY-<+r 01g.1n iz.itions.
6-9 pm
T; Th
Old Main 29
~
SWK 2603
H u m ; ~ n sDeveloping
Rooney/Phan
T h i s ct,ur.*c p t ~ ~ v i ~ai nc s~lnclcrstandin:: 11f human
o f the s c ~ c ~ c ~ c u l t ~hio~~..~l,
gnnvtli t l i n ~ ~ ~IlFc
g l i;~lul
I~lgical,and psyclu>lo::ic,il f;1ctt,1s tli,~t i n f l u c l ~ c c
l s f;~niil~cs.(;i~)\\,tli
tlic g~?,wtli 1,F ~ n d ~ v l d u ; l ;uid
rcl.itc<l t c ~clivcrsc p o l x ~ l a ~ i c ~
nncl
n s gl<>rlpa(11- spcc ~ nsl t ~ c \ r c \IS nlro ,I f ~ ~ c uPr .c I ' ~ ~H. :~ l i i i ~I dl ic l i t ~ t y
6-9 pm
J, Th
Science 319
S O C 265-S
Culture: Ethnicity, Gendcr, and Race Gcrasimo
A c o ~ ~ fIlcs~gnecl
ic
tt, luok nt gnwps o f I X O I ~\vh<>
I~
for rc;isons o f Ihirtli, a c c i d c n ~ appearance,
,
or
Iiclii~vio~
have
.
hcen "act aslde" and d e l i ~ ~ a\
e~l
gradin::
"clificrcnt" by tllc larger s ~ ~ c i c t(PIN
y.
~ ~ n l Perbp.:
y)
I n r c ~ c u l r u ~A\r:;ucncsr
;~l
I
6-9 pm
M, w
Old Main 13
THR 116-S
Creative D r a m a
Engel1
A s t ~ ~ iof
l y \8.11101~\
i ~ > r uotl ~
i l ~ . ~ l u a t im<,\,c~ncnr,
c
p,iutc>~ilirnc,anel pI;iy t l u c ~ u g ;ictivity,
l~
rc.idi~~g,
E ~ i l l i h a s ~011
s iliip~c~\,i~ i h s e ~ ~ \ ~ , ;lit~~l coi ~I\CLI\\II)I~.
~i,
>,itional t c c l u ~ i q t ~ c;ind
s active ~ ~ a r t i c i p ~ t i u n .
L)cvclopnicnt o f clh,i~iiaric ~picccji1,1111 written,
auJthlc sources. Scioic iilnda\,c~-l>.il,visual, iili~l
;lctlng
~
~ i ~ c ~ ~I tIn
l s ale inrlil<luced. Pcly,.:
Acsthctics
6-9 pm
M, W
Foss 21
- H
center for
global education
other summer s1
Paideia Institute for Socratic II .
Great Ideas for Teaching in a New Millennium
June 14-18, 1999
Contact John Schmit tor rcgist~.;ltion,(612) 330-1083.
upcoming programs:
Marginalized Voices in Guatemala an'
April 25-May 9, 1 9 c
th Hiram College)
&
hiapas
1
ssues in the Post-War P
Guatemala: Indiger
May 16-27, 1999 (with St. Mary's.
The Bristol International Program in Social Work
Bristol University, U.K.
June 26-July 10, 1999
SWK 257-B
Exploring Human Services: International Program
ronteras:
Close of the 20th Ce
versity)
Dinis
This course is an orientation to human services in an international context
with many visits to human service agencies, lectures, and seminars. Full
orientation takes place at Augsburg for two sessions before the course. Credit
is transcripted through Augsburg. T h e course is also available for graduate
credit with a research component.
Cost: $2,800 includes tuition, all ground transportation in the U.K., all accommodations, and most meals. Airfare is N O T included (approximately $900).
Students must make their own flight arrangements. For further information,
contact Maria Dinis, (612) 330-1 704.
Department of Religion and
Augsburg Youth and Family Institute
Norwegian Teacher Academy in Bergen, Norway
May 27-June 12,1999
REL 316 Church and Culture in Context
Crossing BordersICruz
~ i c a r a e i aand the U@
inks
I
The Environmf
Lcxas A&M-Commerce)
Social Justice in Nicaragua
June 19-27, 1999 (wi;
y of Mary)
Cuernavaca, Mexico (Augshurg MAL credit availahle), Virgi
June 19-July 2, 1999
South Africa after Mandel
June 19-July 3, 1999
Anderson
A study of Norwegian culture, church life, and the contemporary religious
situation in Norway. Emphasis will be o n experie~lcesof the church in
era. This is an intergenerational
Norway and the U.S.in a post-Cl~ristendo~n
course for students, clergy, and other church professionals. Participants will
meet for a one-day course orientation May 26 at Augsburg College.
Cost: $2,835 includes ailfare, accommodation, meals, tramportation in Norway, and
entrance fees (except Bergen International Music Festival) . Twenty $1 000 scholarships available to At~gsburgColkge s t d n t s . $350 non-refundable deposit is required
to register. For more information contact David Anderson at (61 2) 330-1569.
El Salvador and Nicaragua:
Exploring Debt Issues and Reconstruction after Hurricane Mitch
July 6-17, 1999
Mexico: Education for Social Justice
A Faculty Development Seminar in Cuernavaca, Mexico
July 10-17, 1999
For information and other possible educational opportunities, contact the Center for
Global Education at (61 2) 330-1 159 or e-mail, <globaledQaugsbur~~d~~>.
Show less
2010-2011 Undergraduate Catalog
www.augsburg.edu
Augsburg College Undergraduate Catalog
2010-2011
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College undergraduat... Show more
2010-2011 Undergraduate Catalog
www.augsburg.edu
Augsburg College Undergraduate Catalog
2010-2011
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies
in the catalog are the College policies in force at the time of publication. It is the responsibility of each student to know the
requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic
Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or
telephone inquiries.
Published 2010
www.augsburg.edu
A college catalog is a wonderful text, full of detail and data that offer all
of us a map to our lives together as a college community.
What has prompted you to study this map of Augsburg College? If
you’re already enrolled at Augsburg, I trust that you will continue to find
here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a
lifetime. I also hope that you find in this map signposts of the progress
you have made in your vocational journey and that you will continue
to believe that you have rightly chosen Augsburg as the community in
which you will spend time for the next several years.
If you are studying this map to find out more about Augsburg
College and an Augsburg education, welcome. I believe you will find
it not only tells you about the character and essence of our institution,
A Greeting from the President
but also about our mission of service, particularly about those whom
we serve in a modern, vibrant city. Augsburg is located in the heart of
the Twin Cities of Minneapolis and St. Paul, and it is in the city that our
College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in
which you will be able to share your own talents and skills. Augsburg’s
challenging academic environment is enhanced by both education and
service experiences that transform theory into action and unite the
liberal arts with the practical in preparing students as faithful citizens in
a global society.
The experience you are undertaking at Augsburg — or thinking of
undertaking — will occur on a small campus in the core of a great city; it
will be led by faculty preoccupied with your welfare and the emergence
and refinement of your vocational plans.
As you join Augsburg College, or consider doing so, please know
that those of us who await you here find the College an exciting place,
full of diversity and yet possessed of a community dedicated to higher
learning and good living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
4
I Augsburg College 2010-2011
Table of Contents
Academic Calendar – 6
Directory – 8
Introducing Augsburg – 10
Facts and Figures – 15
Undergraduate Admissions – 17
Weekend College – 17
Financing Your Education – 20
Student Life – 26
Academic Information – 36
Graduate Programs – 47
Departments and Programs (majors, minors, and course descriptions) – 64
Board of Regents – 245
ELCA Program Unit for Vocation and Education – 246
Faculty and Administration – 247
Maps – 263
Index – 264
Augsburg College 2010-2011
I5
2010-2011 Academic Calendar
Day Program (and PA program)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information
at www.augsburg.edu/registrar.
Fall Term 2010
Summer . . . . . . . . . . . . . . . . . . . .
September 5-7 . . . . . . . . . . . . . . . . .
September 8 . . . . . . . . . . . . . . . . . .
October 29 . . . . . . . . . . . . . . . . . .
November 8-24
. . . . . . . . . . . . . . .
November 25 . . . . . . . . . . . . . . . . .
November 29 . . . . . . . . . . . . . . . . .
December 10 . . . . . . . . . . . . . . . . .
December 13-16 . . . . . . . . . . . . . . .
First-year registration
New student orientation
Classes begin
Mid-term break (one day only)
Registration for spring
Thanksgiving recess begins
Classes resume
Classes end
Final exams
Spring Term 2011
January 18 . . . . . . . . . . . . . . . . . . Classes begin
March 14 . . . . . . . . . . . . . . . . . . . Mid-term break begins
March 21 . . . . . . . . . . . . . . . . . . . Classes resume
April 4-15 . . . . . . . . . . . . . . . . . . . Registration for fall
April 22 . . . . . . . . . . . . . . . . . . . Easter break begins
April 29 . . . . . . . . . . . . . . . . . . . Classes end
May 2-5 . . . . . . . . . . . . . . . . . . . Final exams
May 7 . . . . . . . . . . . . . . . . . . . . Baccalaureate/Commencement
The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar.
Please note that future years are subject to change.
6
I Augsburg College 2010-2011
2010-2011 Academic Calendar
Weekend College and Graduate Programs (not including the PA program and MBA)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information
at www.augsburg.edu/registrar.
Fall Term 2010
Class Weekends:
September 10-12
September 24-26
October 8-10
October 22-24
November 5-7
November 19-21
December 3-5
December 10-12
Winter Term 2011
Class Weekends:
January 7-9
January 21-23
January 28-30
February 11-13
February 25-27
March 4-5 (MSW only)
March 11-13 (no MSW)
March 18-20 (MSW only)
March 25-27
Spring Term 2011
Class Weekends:
April 8-10
April 15-17
April 29-May 1
May 13-15
May 20-22
June 3-5,
June 17-19
June 24-26 (MSW only)
NOTE: For Rochester programs, reference the registrar’s webpage at www.augsburg.edu/registrar.
Augsburg College 2010-2011
I7
Directory
Area Code
612
Access Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1749
Academic Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1025
Academic Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1165
Academic Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1024
Admissions Offices
Office of Undergraduate Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1001
Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-788-5678
Office of Graduate Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1101
Augsburg for Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1782
Alumni and Constituent Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1178
Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-260-6590
Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1249
Campus Activities and Orientation / SOAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1111
Center for Learning and Adaptive Student Services (CLASS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1053
Classroom Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1219
College Pastor/Campus Ministry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1732
Counseling and Health Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1707
Development (financial gifts to the College) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1613
Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-273-0617
Enrollment Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046
Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-458-1721
Event and Conference Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1107
Facilities Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1041
Financial Aid (scholarships and other aid) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046
General Information (other office numbers; business hours only) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1000
Fax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1649
Graduate Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1101
Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1058
Lindell Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1017
Lost and Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1000
Parent and Family Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1525
President’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1212
Registrar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1036
Residence Life (housing) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1488
Rochester Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .507-288-2886
StepUP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1405
Strommen Career and Internship Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1148
Student Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1160
Student Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1110
Summer Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046
TRIO/Student Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1311
Weekend College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1101
8
I Augsburg College 2010-2011
Introducing Augsburg College
About Augsburg
About Augsburg
History
At Augsburg College, we believe that the college experience
should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal
arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow.
Augsburg graduates will be able to demonstrate not only the
mastery of a major field of study, but also the ability to think
critically, solve problems, and communicate effectively.
Augsburg was the first seminary founded by Norwegian
Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530.
Augsburg opened in September 1869, in Marshall, Wis., and
moved to Minneapolis in 1872. The first seminarians were
enrolled in 1874, and the first graduation was in 1879.
Discovering Your Gifts and Talents
The heart of an Augsburg education is the Augsburg Core
Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for
Meaning” courses, students explore their own unique gifts
and interests and find where their own talents intersect with
the needs of our global society.
At the same time, courses across all disciplines stress the
skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime location in the heart of a
thriving metropolitan area, many courses are able to offer
rich and varied learning opportunities in real-life situations
through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an extended campus for
Augsburg students.
Early Leaders Establish a Direction
August Weenaas was Augsburg’s first president (1869-1876).
Professor Weenaas recruited two teachers from Norway—
Sven Oftedal and Georg Sverdrup. These three men clearly
articulated the direction of Augsburg: to educate Norwegian
Lutherans to minister to immigrants and to provide such
“college” studies that would prepare students for theological
study.
In 1874 they proposed a three-part plan: first, train
ministerial candidates; second, prepare future theological
students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is
also practical.
Augsburg’s next two presidents also emphatically
rejected ivory tower concepts of education. This commitment
to church and community has been Augsburg’s theme for
more than 130 years.
Education for Service
Augsburg offers more than 50 majors—or you can create
your own major, either on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See page 40 for a complete list of majors and minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while a full-time student at Augsburg.
The ACTC includes Augsburg College, St. Catherine
University, Hamline University, Macalester College, and the
University of St. Thomas.
Weekend College offers 17 majors and a number of
certificate programs.
Keeping the vision of the democratic college, Georg
Sverdrup, Augsburg’s second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education
for Service.”
In the 1890s, Augsburg leaders formed the Friends of
Augsburg, later called the Lutheran Free Church. The church
was a group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the
small Lutheran body. The college division, however, was still
important primarily as an attachment to the seminary.
Mission Statement
The Focus Changed
Students who graduate from Augsburg are well prepared to
make a difference in the world. They stand as testaments to
the College motto, “Education for Service,” and mission:
This attitude began to change after World War I. In 1911,
George Sverdrup, Jr., became president. He worked to
develop college departments with an appeal to a broader
range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of
longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character:
ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard
Christensen, an erudite and scholarly teacher, to be president
(1938-1962). His involvement in ecumenical and civic circles
Selection from over 50 Majors
“Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by
an engaged community that is committed to intentional
diversity in its life and work. An Augsburg education is
defined by excellence in the liberal arts and professional
studies, guided by the faith and values of the Lutheran
church, and shaped by its urban and global settings.”
10
A College of the Church
I Augsburg College 2010-2011
About Augsburg
made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous
efforts to expand and improve academic offerings. Now the
College was a larger part of the institution than the seminary
and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the College was achieved in 1954.
A study in 1962 defined the College’s mission as serving
the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological
Seminary (now Luther Seminary) in St. Paul in 1963 when
the Lutheran Free Church merged with the American
Lutheran Church. Subsequently, the American Lutheran
Church merged with two other Lutheran bodies in 1988 to
form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (19631980) Augsburg became a vital and integral part of the city.
The College began to reach out to nontraditional student
populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall,
Mortensen Hall, Urness Hall, Christensen Center, Ice Arena,
and Murphy Place.
Dr. Charles S. Anderson led the College from 1980 to
1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment
and programs, and a curriculum that draws on the resources
of the city as extensions of campus and classroom. Some of
the accomplishments during his tenure include instituting
two graduate degree programs, hosting national and international figures at College-sponsored forums and events,
increasing accessibility, and the addition of the Foss, Lobeck,
Miles Center for Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the James G. Lindell
Family Library.
Dr. William V. Frame became president in August 1997
and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students
both the theoretical learning and the practical experience to
succeed in a global, diverse world.
Dr. Paul C. Pribbenow became president in July 2006.
Under his leadership, the College aims to educate students
of all ages — in the midst of a great city — to be faithful
citizens of the world.
• An Augsburg education should be preparation for service
in community and church;
• Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the College’s work today is lived out in the
phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a
complex global society.
In addition to Augsburg’s undergraduate program of
liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician
assistant studies, and social work. The College’s first doctoral
program, in nursing practice, has been approved. For information on graduate programs, go to www.augsburg.edu/grad.
Undergraduate education is offered both on weekday
semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester
schedule.
In addition to its Minneapolis campus, Augsburg
has a branch campus in Rochester, Minn. and a center in
Bloomington, Minn.
Weekend College
Augsburg’s Weekend College (WEC) provides an educational
opportunity for adults who want to earn a baccalaureate
degree and work or have other commitments during the
week. It is a means by which men and women can gain skills
for professional advancement, prepare for a career change, or
pursue a personal interest in one or more areas of the liberal
arts.
Weekend College began in 1982 with 69 students taking
courses in three majors. Eight courses were offered in the
first term. Today, with approximately 1,000 students enrolled
each term and a variety of majors in the liberal arts and professional studies, WEC is one of the largest programs of its
type among Minnesota private colleges.
The Adult Learner
Augsburg’s Weekend College is based on the assumption that
adult students are mature, self-disciplined, and motivated
learners who seek a combination of classroom experience
and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent
study and class preparation.
Augsburg Today
Alternate Weekends
Augsburg continues to reflect the commitment and dedication of the founders who believed:
To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four
Augsburg College 2010-2011
I 11
About Augsburg
hours on either Friday evening, Saturday morning, Saturday
afternoon, or Sunday afternoon. Laboratory sections or
additional class hours may be scheduled during the week.
WEC students may take from one to four courses each term.
The WEC academic year is divided into three trimesters (fall,
winter, and spring), so that students may complete three
terms in the traditional nine-month academic year.
A Community of Learners
Essential to the goals of Augsburg’s Weekend College is
participation in a community of adult learners. This community is enriched by the presence of men and women with a
variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages WEC students
to make use of College facilities, such as Lindell Library, and
to participate in academic and co-curricular activities, such
as the student newspaper, travel seminars, student organizations, fine arts, networking events, workshops, and convocations. The WEC student body elects its own leaders through
the WEC Student Senate.
Augsburg for Adults
Through the Augsburg for Adults program office, Augsburg
continues its tradition of innovation to meet the needs of
adult students by creating new programs, providing faculty
and staff development in adult learning, and serving adult
and non-traditional students.
Students are recognized as adult learners from age 25 to
60-plus whether they take courses in the traditional day program, the Weekend College program, or any of the graduate
programs. To learn more about graduate studies at Augsburg,
go to www.augsburg.edu/grad.
Weekend College Faculty
The heart of any educational institution is its faculty, and
the WEC faculty are full-time Augsburg professors as well as
adjunct faculty who bring professional experience to their
teaching. Most faculty hold a doctorate or other terminal
degree, and all consider teaching to be the focus of their
activities at the College. Professors are involved in social,
professional, and a variety of research activities, but these
support and are secondary to their teaching. Faculty are
actively involved in a dynamic faculty development program
that introduces them to best practices in teaching and learning techniques and theories.
Weekend College’s small classes facilitate the College’s
tradition of close involvement between professors and
students. Faculty act as academic advisers and participate
regularly in campus activities.
Rochester campus
Augsburg’s branch campus in Rochester was established in
1998 as a natural extension of the College’s mission and
its expertise in teaching working adults. In Rochester, six
undergraduate majors, plus a certificate program in business
management, are offered.
12
I Augsburg College 2010-2011
The Rochester campus classrooms and offices are located
at Bethel Lutheran Church (ELCA), a few blocks south of the
heart of the city. Rochester, a city of about 100,000 residents,
enjoys a rich ethnic diversity and superior technological
resources.
Augsburg classes in Rochester meet on a trimester
schedule, on weekday evenings and on occasional Saturdays,
making them accessible to working adults. Several complete
degree programs are available through the Rochester campus.
In addition, students may work on a variety of other majors
through a combination of Rochester-based courses and
courses taken in the Day or WEC program in Minneapolis.
Students at the Rochester campus are Augsburg College
students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to
the use of online course management software. Information
about the Rochester campus is available at www.augsburg.edu/
Rochester or by calling the Rochester office at 507-288-2886.
Partner Hospitals Program
Also within Weekend College, Augsburg offers a bachelor’s
completion degree in nursing for registered nurses at three
area hospitals, making their education convenient to their
workplace. Classes are taught at United Hospital in St. Paul,
with video conferencing of these classes to classrooms in
Mercy Hospital in Coon Rapids and Unity Hospital in Fridley.
College of the Third Age
Augsburg demonstrates its commitment to lifelong learning
in part through its College of the Third Age. College of the
Third Age is a teaching-learning service founded more than
30 years ago to serve older adults by encouraging lifelong
learning, fostering interactive discussion, and to introducing
new topics and subjects related to an ever-changing world.
A roster of more than 40 retired, semi-retired, and working
professors teach non-credit seminars for the program, based
upon their areas of expertise.
College of the Third Age partners with organizations
and facilities that serve older adults in the Twin Cities metropolitan area, including churches, synagogues, community
centers, and senior residences. The current catalog lists more
than 200 classes available for group study at partner organizations and facilities. To obtain further information about the
program or to request a catalog, call 612-330-1139 or visit
www.augsburg.edu/thirdage.
Campus Location
Augsburg’s campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the oldest of 170 parks in
Minneapolis. The University of Minnesota West Bank campus
and one of the city’s largest medical complexes—University
of Minnesota Medical Center, Fairview—are adjacent
to Augsburg, with the Mississippi River and the Seven
Corners theater district just a few blocks away. Downtown
Minneapolis and St. Paul, home to a myriad of arts, sports,
entertainment, and recreational opportunities, are just min-
About Augsburg
utes west and east of campus via Interstate 94, which forms
the southern border of the campus. (See map on Page 263.)
Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away
from two Hiawatha Line light rail stations.
Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International
Airport, and bus or train connections can be made from all
areas of the United States.
Facilities and Housing
Instruction facilities and student housing at Augsburg are
conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower dormitories, the five buildings
on the Quadrangle, plus Music Hall, Murphy Place, Lindell
Library, Oren Gateway Center, and the Foss, Lobeck, Miles
Center for Worship, Drama, and Communication.
Admissions Offices—The Office of Undergraduate Admissions
is located on the first floor of Christensen Center. The Office
of Graduate Admissions is located on the second floor of
Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson,
president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies;
the Strommen Career and Internship Center; and the Office
of Marketing and Communication.
College of the Third Age and Inter-Race—This house, located at
620 21st Avenue, provides office space for these two programs.
Counseling and Health Promotion—The Center for Counseling
and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal
development and well-being. The center occupies the house
located at 628 21st Avenue.
Christensen Center (1967)—The College center, with admission offices, student lounge and recreational areas, the
Commons dining facility and A-Club Grille, two art galleries,
copy center, and offices for student government and student
publications.
Edor Nelson Field—The athletic field, located at 725 23rd
Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and
Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The TjornhomNelson Theater, Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which provides space for
campus ministry, the drama and communication offices,
and the Center for Learning and Adaptive Student Services
(CLASS).
Ice Arena (1974)—Two skating areas provide practice space
for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center—Completed in 2007 as a three-story addition
to Melby Hall and named for Dean (’75) and Terry Kennedy,
it features a state-of-the-art wrestling training center, new
fitness center, classrooms for health and physical education,
and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and
information technology center houses all library functions
and brings together the computer technology resources of the
College. The library is located on the corner of 22nd Avenue
and 7th Street.
Luther Hall (1999)—Named for theologian Martin Luther,
Luther Hall is a three-story apartment complex along 20th
Avenue, between 7th and 8th Streets that houses juniors and
seniors in units from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of
men from 1920 to 1942, basketball coach, and head of the
Christianity department). It provides facilities for the health
and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general
auditorium purposes. The Ernie Anderson Center Court was
dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen
(dean of women from 1923 to 1964), it has 104 one- and
two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas.
Murphy Place (1964)—Located at 2222 7 1/2 Street, Murphy
Place is the home of the Office of International Programs:
Augsburg Abroad, Center for Global Education, International
Partners and International Student Advising. It is also home
to the four ethnic student support programs: American
Indian Student Services, Pan-Afrikan Center, Pan-Asian
Student Services, and Hispanic/Latino Student Services.
Music Hall (1978)—Contains Sateren Auditorium, a 217-seat
recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the
Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the
National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and
alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and
Parent and Family Relations Offices, Augsburg for Adults
Office, and substance-free student housing. It also houses
the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage
Family Art Gallery, and the Johnson Conference Center.
Augsburg College 2010-2011
I 13
About Augsburg
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized
auditorium; faculty offices, administrative offices, and various other program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth
president, it contains the Enrollment Center and Academic
Advising, as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a dormitory
and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources,
and other administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew
Urness, this tower provides living quarters for 324 first-year
students. Each floor is a “floor unit,” providing 36 residents,
housed two to a room, with their own lounge, study, and
utility areas.
Associated Support Organizations
Augsburg College has a commitment to programs that
increase both individual and group understanding and
achievement.
Inter-Race: The International Institute for Interracial
Interaction—Inter-Race facilitates interracial understanding in
families, schools, places of work, communities, and society.
The institute provides training and consultation, research,
education, resource centers, publications, public policy, and
legal study in five centers. Inter-Race is located at 620 21st
Avenue.
Policies
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital
status, status with regard to public assistance, or disability in
its education policies, admissions policies, scholarship and
loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide
occupational qualification. Augsburg College is committed to
providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg’s compliance with
federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College,
2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058.
The College and its faculty subscribe to the Statement
of Principles on Academic Freedom as promulgated by
the American Association of University Professors and the
Association of American Colleges.
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I Augsburg College 2010-2011
Accreditation and Memberships
Augsburg College is accredited by the Higher Learning
Commission of the North Central Association of Colleges
and Schools and the National Council for the Accreditation
of Teacher Education (Secondary and Elementary). Our programs are approved by the
• American Chemical Society
• American Music Therapy Association
• Commission on Collegiate Nursing Education
• Council on Social Work Education (B.S. and MSW)
• National Accrediting Agency for Clinical Laboratory
Sciences (NAACLS)
• National Council for Accreditation of Teacher Education
• Accreditation Review Commission on Education for the
Physician Assistant (ARC-PA)
Augsburg College is an institutional member of the:
• American Association of Colleges and Universities
(AACU)
• Association of Physician Assistant Programs
• Council of Independent Colleges (CIC)
• National Association of Schools of Music (NASM)
We are members of the Associated Colleges of the Twin Cities
(ACTC), Lutheran Education Council in North America,
Minnesota Private College Council, National Society for
Experiential Education, and Campus Compact.
Augsburg College is registered as a private institution
with the Minnesota Office of Higher Education pursuant to
sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may
not transfer to all other institutions.
Facts and Figures
Augsburg College
Facts and Figures
Location—Augsburg College was founded in 1869 in
Marshall, Wis. The College moved to Minneapolis in 1872.
Religious Affiliation—The Evangelical Lutheran Church in
America (ELCA). Although the highest percentage of students are Lutheran, 16 percent represent the Roman Catholic
Church, and 25 percent represent other denominations and
religions.
Accreditation—The Higher Learning Commission of
the North Central Association of Colleges and Schools,
National Council for Accreditation of Teacher Education,
Accreditation Review Commission on Education for the
Physician Assistant (ARC-PA). Approved by the American
Chemical Society, Council on Social Work Education,
American Music Therapy Association, National Association
of Schools of Music, and the Commission on Collegiate
Nursing Education.
Member—Associated Colleges of the Twin Cities, Lutheran
Education Council in North America, Minnesota Private
College Council, CIC, AACU, AAHE. Registered with the
Minnesota Office of Higher Education, as described on
page 14.
Enrollment (Fall 2009)—4,054 students from 40 countries.
Graduates—More than 20,000 graduates from 1870 through
present.
Student/Faculty Ratio—14 to 1. Undergraduate class size
averages 13 (WEC)-17 (Day).
Campus—18 major buildings with special emphasis on campus accessibility.
Accessibility—Augsburg is now one of the most accessible
campuses in the region. A skyway/tunnel/elevator system
provides access to 12 major buildings without going outside.
Degrees Granted—BA, BS, BM, MA, MBA, MS, MSW, DNP
Financial Aid—Over 90 percent of the students receive some
form of financial aid from the College and many other
sources.
Library—Over 190,000 items, direct access to over 2,500,000
through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in
September 1997.
School Year—Two semesters from September to May, and
summer school sessions. For Weekend College, Rochester
campus, Bloomington Center, and most graduate programs:
three trimesters, September to June.
Majors—More than 50 majors in 35 departments and programs.
Off-Campus Programs—The Office of International Programs
offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and
International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs
(HECUA).
Athletic Affiliation—Minnesota Intercollegiate Athletic
Conference (MIAC), and National Collegiate Athletic
Association (NCAA), Division III.
Non-Discrimination Policy—Augsburg College, as affirmed in
its mission, does not discriminate on the basis of race, color,
creed, religion, national or ethnic origin, age, gender, sexual
orientation, gender identity, gender expression, marital
status, status with regard to public assistance, or disability
in its educational policies, admissions policies, employment,
scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a
bona fide occupational qualification or to comply with state
or federal law. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
Augsburg College 2010-2011
I 15
Undergraduate Admissions
Undergraduate Admissions
Undergraduate Admissions
Augsburg College strives to create a strong, rich, and vibrant
campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and
cultures.
Selection of students for Augsburg College is based
upon careful consideration of each candidate’s academic
achievement, personal qualities and interests, participation in
activities and employment, and potential for development as
a student and as a graduate of Augsburg College.
Visit the Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, first-year and transfer applicants are encouraged to visit the campus and meet with an
admissions counselor. Arrangements may be made to meet
with a member of the faculty and to attend classes when
school is in session.
Augsburg’s undergraduate admissions staff is ready to
help students and families with college planning. Call any
weekday between 8 a.m. and 4:30 p.m.—612-330-1001
or toll-free 1-800-788-5678. We’ll answer your questions
and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate
Admissions is located on the first floor of the Christensen
Center and serves traditional and non-traditional students.
Application Procedures
Day College First-years
Application for Admission—Applicants should complete the
application for admission and the essay and return them to
the Office of Undergraduate Admissions together with the
non-refundable $25 application fee. Students may apply
online for free at www.augsburg.edu/day/apply.html.
Transcripts—An official transcript from the high school is
required of first-year applicants. First-year applicants who are
still high school students at the time of application should
have their most recent transcript sent, followed by a final,
official transcript upon graduation. If the student has taken
college courses, an official transcript from the institutions
should also be sent. General Education Development (GED)
scores may be presented instead of the high school transcript.
Test Scores—First-year applicants are required to submit
results from a college entrance examination. The American
College Test (ACT) is preferred; results from SAT are also
accepted. Test scores recorded on the official high school
transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
Recommendations—Two letters of academic recommendation are required. If the applicant has been out of school
for several years, a letter may be submitted by a supervisor,
employer, pastor, or co-worker.
Additional Information—If there is personal information that
may have affected the applicant’s previous academic performance, it may be included with the application or discussed
personally with an admissions counselor.
On occasion, the Admissions Committee may defer a
decision on a candidate’s admission until other information
has been received. For example, more recent test scores,
results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed,
the Office of Undergraduate Admissions will inform the
candidate.
Notification of Admissions Decision—Augsburg College uses a
“rolling” admissions plan. The first offers of admission are
made in mid-September. After that, students are notified of
the admissions decision usually within two weeks after the
application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of Admission—Accepted students are asked to
make a $150* enrollment deposit to the Office of Under
graduate Admissions. Those students who wish to live in
College housing must also submit a $200 nonrefundable
housing deposit along with the housing contract to the
Residence Life Office.
*Nonrefundable after May 1.
Weekend College
Applicants should complete the application form and return
it along with the $25 nonrefundable application fee to the
Office of Undergraduate Admissions. Students may apply
online for free at www.augsburg.edu/weekend/admissions/.
Transcripts—Official transcripts from all previous postsecondary institutions should be sent directly to the Office of
Undergraduate Admissions. Applicants with less than one
year of previous transferable college work should also have
their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript.
Test Scores—First-year applicants are required to submit
results from a college entrance examination. The American
College Test (ACT) is preferred; results from SAT are also
accepted. Test scores recorded on the official high school
transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
First-year applicants who have been out of high school
for more than five years do not need to submit an official
test score.
Additional Information—If there is personal information that
may have affected the applicant’s previous academic performance, it may be included with the application or discussed
personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee
Augsburg College 2010-2011
I 17
Undergraduate Admissions
before an admission decision is made. On occasion, the
Admissions Committee may also defer a candidate’s admission until other information has been received. For example,
test scores, results of current coursework, additional letters
of recommendation, or writing samples may be requested by
the committee. If any additional credentials are needed, the
Admissions Office will inform the candidate.
Notification of Admissions Decision—Augsburg College uses a
“rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application
file is complete and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the
College, is sometimes necessary. Please check with an admissions counselor and department sections of this catalog to see
if admission to the major is required.
Transfer Students
A cumulative grade point average (GPA) of at least 2.50 (on
a 4.0 scale) in previous college work is recommended for
admission to the College. No student who falls below the
standards for automatic admission to the College will be considered for admission by the Admissions Committee after the
month prior to the start of the term. Information regarding
transfer credit policies is found in the Academic Information
section of the catalog, beginning on page 36.
Former Students
Day students who have interrupted attendance at Augsburg
College for one semester or more, and WEC/United/
Rochester students who have interrupted attendance at
Augsburg College for three trimesters or more, must apply
for re-admission through the registrar’s office to resume
attendance. Students who have attended other institutions
during their absence from Augsburg must have an official
transcript sent from each institution to the Office of the
Registrar. Returning students do not pay the application fee.
Special Students (Non-Degree)
In some circumstances, people may be admitted as special
students (non-degree) and granted the privilege of enrolling
in courses for credit. Students may request a change in their
degree status by submitting a petition to the registrar’s office.
Students regularly enrolled at another college may take
coursework at Augsburg College as a special student (nondegree). An application form for special-student status is
available from the Office of Undergraduate Admissions. To
apply for admission as a special student, submit the completed admission application and academic transcripts to the
Office of Undergraduate Admissions.
Students who have graduated from Augsburg who are
returning to complete a second major will not be awarded
a second degree unless it is a different degree from the first
awarded. Minors are not noted on the transcript if they are
completed after a baccalaureate degree has been awarded.
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I Augsburg College 2010-2011
Special Students (Second Degree)
Students who have completed a four-year degree at an
accredited college or university may complete a second
degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at
Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by a previous degree.
Depending on the student’s previous degree, completion of a
second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. (See International Student Advising on page 32.)
International students should contact the Office of
Undergraduate Admissions for an international student
application and financial requirements. All applicants must
provide proof of financial solvency. Applications must be
completed two months prior to the start of the semester:
June 1 for fall, December 1 for spring.
For more information, call 612-330-1001 or 1-800-7885678 (toll-free); e-mail admissions@augsburg.edu; or write to:
International Student Admissions
Campus Box 143
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside
of the United States will need to obtain a foreign credential
evaluation by contacting World Education Services (WES).
WES is a nonprofit organization with more than 30 years
experience evaluating international credentials. WES will
examine your transcript(s) and prepare a report that will help
Augsburg College understand how your international course
work compares to courses and grades in the United States.
Augsburg College will use this information in its admissions
review and will grant transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311
Fax: 212-966-6395
Financing Your Education
Financing Your Education
Financing Your Education
Other Special Fees (Nonrefundable)
All students receive financial help indirectly, since a quality
liberal arts education costs more than tuition and fees cover.
The College raises that difference in gifts—from alumni,
faculty, staff, parents, churches, friends, foundations, and
endowment income.
However, the primary responsibility for paying for a college education rests on students and their families. Financial
aid is intended to supplement those resources.
Student Activity Fee (part-time students) . . . . . . . $90
Late Registration . . . . . . . . . . . . . . . . . . . $200
Petition fee for waiver of registration
deadlines (non-refundable) . . . . . . . . . . . . . . . $50
Lifetime Sport (part-time students) . . . . . . . . . . $220
Newspaper Readership . . . . . . . . . . . . . . . . . $20
Technology Fee (per credit) . . . . . . . . . . . . . . $50
Overload Fee (per course credit over 4.5, Day and WEC/
Rochester/United combined) . . . . . . . . . . . . $3,460
Private Music Lessons, per semester
(14 lessons—.0 cr. or .25 cr.) . . . . . . . . . . . $390
(14 lessons—.5 cr.) . . . . . . . . . . . . . . . . $780
Student Teaching (per course for full-time students) $155
Student Teaching (per course for part-time students) $215
Study Abroad (in approved non-Augsburg programs) $425
Zero-credit seminar (part-time students) . . . . . . . $1000
College Costs 2010-2011 Day College
The Board of Regents has approved the costs listed below for
the 2010-2011 academic year. The board reviews costs annually and makes changes as required. The College reserves the
right to adjust charges should economic conditions necessitate.
Day College Tuition, Fees, Room, and Board
Tuition (full-time enrollment) . . . . . . . . . . . . . . . $28,240
This rate applies to all full-time students attending in
September 2010. Students are considered full-time when
they take three or more course credits during the semester.
The charge includes tuition, general fees, facility fees, and
admission to most College-supported events, concerts, and
lectures. The amount is payable in two equal installments at
the beginning of each semester.
Tuition (part-time enrollment)
per one-credit course . . . . . . . . . . . . . . . . . . . $3,460
This rate applies to students taking fewer than three courses
in a semester. Part-time students taking lifetime sports are
charged $180 for that course.
Audit Fee (for part-time students)
per course . . . . . . . . . . . . . . . . . . . . . . . . . . $1000
Full-time students—see audit policy on page 59.
Room Rent (average starting price) . . . . . . . . . . . . $4,010
(Detailed room rates and housing options are available
through the Office of Residence Life.)
Meal Plans
15 Plus . . . . . . . . . . . . . . . . . . . . . . . . . $3,840
(15 meals a week; 100 points a semester)
10 Plus . . . . . . . . . . . . . . . . . . . . . . . . $3,740
(10 meals a week; 150 points a semester)
5 Plus . . . . . . . . . . . . . . . . . . . . . . . . . $3,420
(5 meals a week; 345 points a semester)
Other board plans are available as defined in the housing
contract booklet available from the Office of Residence Life.
Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $651
(ACTC bus, student activity, technology, newspaper readership, wind energy fee, MPIRG)
20
I Augsburg College 2010-2011
Fees Billed on Student Account
Fees Payable by Check/Cash
Application (new and/or special students) . . . . . . . $25
Locker Rental . . . . . . . . . . . . . . . . . . . . . . $40
Student Parking Lot Permit
car . . . . . . . . . . . . . . . . . . . . . . . . $220
motorcycle . . . . . . . . . . . . . . . . . . . . $110
Transcript Fee
Regular service . . . . . . . . . . . . . . . . . . . . $6
Next day . . . . . . . . . . . . . . . . . . . . . . $10
On demand . . . . . . . . . . . . . . . . . . . . . $16
Special Examinations, Cap & Gown Costs
(Schedule on file in registrar’s office)
Books and Supplies
These costs are estimated to average $125 per course.
Deposits
Enrollment Deposit (nonrefundable) . . . . . . . . . . . . . $150
Required of all new students after acceptance. If the student
attends Augsburg College, the deposit is considered initial
payment toward their first term tuition and fees. Should the
student not attend, the enrollment deposit may be forfeited.
For more information, contact the Office of Undergraduate
Admissions.
Housing Damage Deposit . . . . . . . . . . . . . . . . . . . $200
Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained
against damages and/or fines and is returned to the student
account (less all charges for damages and/or fines) at the end
of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by
following the conditions delineated in the housing contract.
The resident will be responsible for all costs incurred due to
late cancellation or lack of proper notification as specified in
the housing contract.
Financing Your Education
College Costs 2010-2011
Weekend College
Application Fee (payable once,
non-refundable) . . . . . . . . . . . . . . . . . . . . $25
Tuition (per course credit) . . . . . . . . . . . . . $1,725
Tuition (per summer course 2010) . . . . . . . . . $1,675
Activity Fee (per trimester) . . . . . . . . . . . . . $11.50
Facilities Fee
(includes parking permit; per trimester) . . . . . . . . $35
Audit Fee (per course) . . . . . . . . . . . . . . . $1000
Lifetime Sports: Fee for Weekend
College Course . . . . . . . . . . . . . . . . . . . . $220
Lifetime Sports: Fee for Assessment
of Previous Learning . . . . . . . . . . . . . . . . . $150
Nursing Clinical Fee . . . . . . . . . . . . . . . . . $250
Supplementary Student Teaching
Fee (per course credit) . . . . . . . . . . . . . . . . $215
Late Registration Fee . . . . . . . . . . . . . . . . . $200
Transcript Fee
Regular service . . . . . . . . . . . . . . . . . . . . . . $6
Next day . . . . . . . . . . . . . . . . . . . . . . . . . $10
On demand . . . . . . . . . . . . . . . . . . . . . . . $16
Petition Fee for waiver of registration
deadlines (non-refundable) . . . . . . . . . . . . . . . $50
Zero-credit seminar . . . . . . . . . . . . . . . . . . $1000
Payments
Day college
Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Student Financial Services
Office is sent to the student.
Payment Options—Augburg College offers payment plan
options for Day Program students. Information about payment plan options is mailed annually to each student’s
permanent address.
Weekend College
A statement of tuition and fee charges and estimated financial
aid will be mailed to each registered student prior to the start
of each term. For tuition and fee information, please refer to
the financial aid website.
Payment Options—(1) Payment in full at the start of each
term. (2) Employer Reimbursement: Students on this plan
must file an employer reimbursement application form
each academic year, prior to the start of the first class. Once
enrolled in the employer reimbursement payment plan,
students have until 60 days after the end of each term to pay
their term costs in full. There is a $20 per term fee associated
with this payment option. The student is responsible for payment of the balance should the employer not reimburse for
any reason. If the employer offers partial reimbursement, the
non-reimbursed portion of tuition and fees must be paid in
full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan
or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such
as the G.I. Bill. (more details can be found at www.augsburg.
edu/enroll/accounts.html)
Financial Policies
A finance charge is applied at a simple rate of .67 percent per
month on any account with an open balance of 30 days or
more.
Registration is permitted only if the student’s account
for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved payment plan.
Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student
accounts are paid in full or, in the case of student loan funds
administered by the College (Federal Perkins Student Loan),
are current according to established repayment schedules and
the loan entrance and exit interviews have been completed.
Refunds
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges based on the
appropriate refund schedule. Financial aid may be adjusted
for those students who withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from Augsburg should
complete the Withdrawal from College form available
online through the registrar’s website. It must be filled out
completely, signed and turned in to the Enrollment Center.
Students who properly withdraw or change to part-time, who
are dismissed, or who are released from a housing contract
will have their accounts adjusted for tuition and/or room
(except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing
contract and/or the appropriate tuition refund schedule.
Students are responsible for canceling courses through
the Enrollment Center (or online) in order to be eligible for
any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible
for all charges. Financial aid may be adjusted based on the
student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed.
The Augsburg College Refund Policy for Day, Weekend, Rochester,
Bloomington, and Graduate Studies.
The refund schedule is based on the percentage of class time
remaining on the date of the student’s official withdrawal
from class. This applies to all students who drop one or more
courses during each term.
Augsburg College 2010-2011
I 21
Financing Your Education
Percentage of class time remaining
after official drop or withdrawal:
Amount of refund:
100% to 90% remaining . . . . . . . . . . . . . . . . . . Full refund
(minus $100 administrative fee)
89% to 80% remaining . . . . . . . . . . . . . . . . . . . . . . . . . 80%
79% to 70% remaining . . . . . . . . . . . . . . . . . . . . . . . . . 70%
69% to 60% remaining . . . . . . . . . . . . . . . . . . . . . . . . . 60%
59% or less remaining . . . . . . . . . . . . . . . . . . . . No refund
This refund schedule is effective whether or not a student
has attended classes. Please allow two weeks for tuition and
possible financial aid adjustments to be finalized. If a credit
balance remains on the student’s account, a credit refund will
be issued at that time.
The refund of charges calculation used is the Augsburg
College Refund Policy stated above.
Students may appeal refund decisions through the
Financial Petition Committee. Petition forms are available
online through the registrar’s website.
Medical refund
If a student is forced to withdraw from one or more courses
in a term due to illness or an accident, the refund will
include the normal refund percentage (based on the regular
refund schedule), plus one-half of the remaining tuition
and fees. This extra medical refund will be considered upon
submission of documentation from the attending doctor, on
letterhead, verifying the medical circumstances. Requests
for medical refunds should be made through the Financial
Petition Committee.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed.
If courses are not completed (e.g. unofficial withdrawal,
stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or
Augsburg refund policies based on the last recorded date of
attendance. Students are responsible for the entire cost of the
term including the portion previously covered by financial
aid should they stop attending. Students are strongly urged
to follow guidelines for complete withdrawal from college.
If there are extenuating circumstances, a petition to have
the cost of tuition refunded can be made. Petition forms are
available online through the registrar’s website.
A student who registers, does not attend any classes, and
does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of
term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the
student never attended, or documentation of attendance for
the term at another college or university. If approved, grades
of W will be recorded and charges for the term dropped. The
administrative cancellation fee is $300.
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I Augsburg College 2010-2011
Financial Aid
All students who wish to be considered for financial assistance
must establish financial aid eligibility on an annual basis. This
includes completing the application process as outlined below
and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make
satisfactory academic progress toward the attainment of their
degree or certificate as stipulated in the College catalog and as
published on the Academic Progress Standards for Financial
Aid Recipients webpage www.augsburg.edu/finaid/sap.html.
Financing higher education could be the most significant
investment a person or family makes in a lifetime. Proper
planning and wise choices are important, not only in choosing
a college, but also in the methods used to pay for it. Augsburg
College, through its Enrollment Center, will help students and
their families protect access to a quality Augsburg education
in a time of increasing financial challenge.
Financial assistance awarded through Augsburg may be
a combination of scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal,
state, church, and private agencies in providing various aid
programs. During the 2009-2010 academic year, more than
eight out of ten students at Augsburg received financial
assistance.
The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA),
current tax documents, and the Augsburg Aid form help
determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial
factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement
needs, and special considerations.
How to Apply
The following are required to process your financial aid
application:
1. Be admitted to Augsburg as a regular student or be a
returning student in good academic standing with the
College.
2. Complete the Free Application for Federal Student Aid
(FAFSA) or the Renewal FAFSA. Students are encouraged
to file the FAFSA electronically online at www.fafsa.ed.gov.
Students and their parents may sign the FAFSA electronically
using a PIN issued by the U.S. Department of Education.
Instructions for requesting a PIN can be found at www.fafsa.
ed.gov. Be sure to include the Augsburg College code, 002334,
on your application. Submit your application to the processing agency after January 1. Applications must be filed by
March 1 for priority consideration.
3. Complete the current year Augsburg Aid form, available
at www.augsburg.edu/finaid, and submit it to the Enrollment
Center.
Financing Your Education
4. Submit copies of federal 1040 tax forms for the preceding year (e.g. tax year 2009 to be considered for financial aid
for 2010-2011). Tax forms are required for the student and
parents of dependent students, or spouse of student if filing
separately.
What Happens Next?
December 1 for spring. Selection is based on high school
GPA and national test scores.
Transfer Regents’ Scholarship—Transfer Regents’ Scholarships
are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by
May 1 for fall or December 1 for spring.
Once all documents are received, we review the financial
aid application to determine financial aid eligibility for all
available programs. A financial aid award letter will be sent
to the student. This letter details the financial aid award and
includes information regarding:
Augsburg Legacy Award—These scholarships provide tuition
• institutional financial aid programs and requirements for
continued eligibility,
• federal and private loan programs (students must complete a loan application to receive loan funds), and
• payment plans/options for the current school year.
Science Scholarship—The Courtland Agre and Theodore
Hanwick Science Scholarships recognize incoming first-year
students of high academic science achievement. The renewable award of $10,000 per year is awarded to all eligible proposed chemistry or physics majors. Students must be in the
top 30 percent of their high school class or on national tests
(ACT or SAT), have a grade point average of 3.0 or above in
the proposed science major, have completed intermediate
algebra or pre-calculus, and be a full-time student in the day
program. No scholarship application is required. Students
who receive a science scholarship will not receive a Regents’
award. Deadline: Accepted for admission by May 1 for fall
enrollment.
Kinds of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted). The various forms of aid available are
listed here for information only.
In addition to aid administered by Augsburg College,
students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company
or business employing parents or spouses, high schools,
service clubs, and fraternal organizations for information on
aid available to students who meet their requirements. In
addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for
Veterans, Educational Assistance for Veterans’ Children, and
other sources.
Academic Excellence Scholarships
President’s Scholarship—Awarded to incoming first-year
students, the President’s Scholarships are awarded based
upon competition. The applicant must have a minimum of
3.50 GPA in core academic courses or a 27 or greater ACT
composite (or a combined SAT score of 1210 or greater).
Separate applications are required. The application must be
postmarked by January 30.
Phi Theta Kappa Scholarship—These scholarships are awarded
to selected transfer students with a 3.50 GPA. The application
deadline is August 1 for fall enrollment and December 15
for spring. Call Undergraduate Admissions for information,
612-330-1001.
Achievement Scholarships
Regents’ Scholarship—The Regents’ Scholarships are awarded
to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or
awards to full-time day students working toward their first
bachelor’s degree who are children of Augsburg graduates or siblings of current Augsburg students or children or
spouses of current ELCA pastors. Deadline: May 1 for fall or
December 1 for spring.
ACAP Scholarship—Awarded to incoming first-year students
who have participated in a college preparatory program such
as Admission Possible, TRiO, MMEP. Deadline: Accepted for
admission by May 1.
Leadership, Service, and Performance Scholarships
Ethnic Leadership Scholarships—Ethnic Leadership
Scholarships recognize returning Day program students with
demonstrated scholarship and a record of, and/or potential
for, leadership. Eligible students must be full time in the
day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and
another individual knowledgeable about the student’s extracurricular activities. The application deadline is March 1. For
more information and an application, contact:
• American Indian Student Services 612-330-1144
• Hispanic-Latino Student Services 612-330-1309
• Pan-Afrikan Student Center 612-330-1022
• Pan-Asian Student Services 612-330-1530
Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts.
Separate application and portfolio or audition are required.
The application deadline requires a postmark of January 25
for fall or November 1 for spring.
Lutheran Congregational Scholarship Program
Augsburg Corporation Scholarship—Recognizes students
who are members of an ELCA congregation within
Augsburg College 2010-2011
I 23
Financing Your Education
the Minneapolis Area Synod, Saint Paul Area Synod,
Southeastern Minnesota Synod, or Northwest Synod of
Wisconsin. These four synods constitute the Augsburg
Corporation. The scholarship is awarded at point of admission for $1,000 per year.
PRIME Scholarship—Students who receive a scholarship from
their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Application and
payment from the sponsoring organization should be submitted to the Enrollment Center.
Gift Assistance (Need-Based)
Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record.
Minnesota State Scholarship and Grant—Eligibility requires
Minnesota residency and enrollment of less than four years
(or its equivalent) at any post-secondary school. This grant is
also based on financial eligibility.
Federal Supplemental Educational Opportunity Grant—Whenever
law and funds permit, SEOGs are awarded to students who
demonstrate exceptional financial need. Preference is given
to students eligible for the Federal Pell grant.
Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and
are based on financial need as defined by program guidelines.
Maximum grant for 2009-10 is $5,350.
Bureau of Indian Affairs/Tribal and State Indian Scholarship—
Bureau of Indian Affairs/Tribal and State Indian Scholarships
and Augsburg American Indian Scholarships are available to
Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State
Indian Scholarships, students must be a quarter degree
Indian ancestry and be enrolled with a federally-recognized
tribe. Eligibility criteria for Augsburg American Indian
Scholarships vary. Contact the director of the American
Indian Student Services Program. American Indian grants
supplement all other forms of financial aid. Questions may
be directed to the director of the American Indian Student
Services Program or to your local BIA, Tribal, or State Indian
Education Office.
Loan Assistance
Federal Perkins Student Loan—A federally-funded program
administered through Augsburg College for students who
demonstrate financial eligibility. No interest accrues nor do
payments have to be made on the principal at any time you
are enrolled at least half time in school. Simple interest of 5
percent and repayment of principal (at the minimum of $40 a
month) begin nine months after you leave school. Repayment
may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for
undergraduate study is $20,000.
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I Augsburg College 2010-2011
Federal Stafford Student Loan—Subsidized Stafford Loans are
need-based loans that the federal government subsidizes by
paying the interest while the student is in school and during
the grace period.
For the Unsubsidized Stafford Loan, interest begins
accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to
make payments while in school or may defer payments and
allow interest to accrue and be capitalized (added to the balance of the loan).
The interest rate for new borrowers through the
Subsidized Stafford Loan and the Unsubsidized Stafford
Loan, as of July 1, 2009, is a fixed rate of 5.6% and 6.8%,
respectively.
The following borrowing limits apply to the Stafford
Loan program after July 1, 2009:
• First-years: $5,500 annually (Combined Subsidized and
Unsubsidized Stafford)
• Sophomores: $6,500 annually (Combined Subsidized and
Unsubsidized Stafford)
• Juniors/Seniors: $7,500 annually (Combined Subsidized
and Unsubsidized Stafford)
• Aggregate maximum: $31,000 (Combined Subsidized and
Unsubsidized)
Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent
children. Parents may borrow up to the cost of attendance
(minus all other student financial aid). Repayment begins
within 60 days of final disbursement; the interest rate is
a fixed rate of 7.9% and a minimum payment of $50 per
month.
Further information about all student and parent loan
programs can be found online at the Financial Aid website.
Student Employment
Augsburg College provides work opportunities for students.
Assignment is based on financial eligibility and potential
competence in performing the duties assigned. Part-time
work provided by the College is considered financial aid, just
like scholarships, loans, and grants. A maximum of 15 hours
of on-campus employment per week is recommended.
All on-campus work is governed by policies stipulated
in the work contract issued to the student employee for each
placement. Payment is made monthly by check to the student
employee.
Federal College Work Study Program and Minnesota State Work
Study Program—Under these programs the federal or state
government supplies funds on a matching basis with the
College to provide part-time work opportunities.
Student Life
Student Life
Student Life
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part
of college life, but learning and development also occur in
formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add
dimension to their education.
Campus Ministry
As a college of the church, we are concerned about spiritual
as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and
provide for students to explore their own faith.
Because our campus is comprised of individuals from
many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness
of tradition. Bible studies, growth groups, outreach teams
and community outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are examples of the
wide variety of activities on campus.
This ministry finds its most visible expression in chapel
worship where students, faculty, and staff gather each day
to give thanks and hear the Gospel proclaimed by a number
of speakers and musicians. Each Wednesday night students
gather for Holy Communion. Weekend College Chapel is
held each Saturday morning when classes meet. On Sundays,
Trinity Lutheran worship services are held on campus, with
many other churches within walking distance.
We seek to develop a free and open environment where
people are encouraged to use and discover the gifts and sense
of call and vocation that God has given them. As a college
of the church, we encourage students to form values guided
by our Christian heritage, which will be the basis for the
kind and quality of life that reaches beyond their years at
Augsburg.
The college pastor, associate college pastor, and campus
ministry staff have offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication and are available
for spiritual guidance, counseling, support, or information.
Vocation
Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all
people can use their individual gifts to serve God’s purposes
in the world and that each person’s contribution is uniquely
valuable.
In the spring of 2002, with the generous support of
the Lilly Endowment, Augsburg created a program called
Exploring Our Gifts that was designed to help students,
staff, and faculty explore the connections between faith,
learning, service, and work. Over the years, the program has
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I Augsburg College 2010-2011
helped embed vocational themes into the curriculum and
has sponsored a wide variety of short-term projects that offer
rich opportunities for reflection on how to live with purpose
and meaning. These ongoing projects include internships at
nonprofit organizations, off-campus service projects, international seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students
interested in exploring service to the community, ministry, or
church leadership.
Because Exploring Our Gifts will end in the summer
2010, the College recently created a permanent center—the
Augsburg Center for Faith and Learning—that will keep
vocation at the core of Augsburg’s vision well into the future.
This new center will continue many of the current initiatives
and will carry on the work of promoting discovery of gifts
and discernment of calling among the students, faculty, and
staff at Augsburg as well as members of the larger community.
For further information on how to participate in
Augsburg’s vocation programming, visit the Lilly Resource
Center, Memorial Hall, room 231, or the Augsburg Center for
Faith and Learning, Oren Gateway Center, room 106.
Student Government
The Augsburg Day Student Government and the Augsburg
for Adults/Weekend and Evening College Student Senate
organizations support and advocate for student concerns,
needs, and activities. These student government groups serve
as the primary voice and liaison between students and the
administration, faculty, and staff of Augsburg College.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) strives to create
innovative programming that fosters individual and community development and creates an environment where students
can connect, engage, and invest in the Augsburg community.
CAO programming works to enhance and supplement the
liberal arts instruction at Augsburg College through quality
transitional programs for new students as well as through
leadership education. CAO is made up of five program areas.
These include:
Campus Activities—CAO offers several programs and activities throughout the academic year designed to connect and
engage students with the Augsburg community, as well as
with the broader Twin Cities community.
LBGTQIA Services—LBGTQIA Services works to improve
the campus environment for all students, staff, faculty, and
visitors at Augsburg College by developing and supporting
inclusive understandings of gender and sexuality, as well as
fostering a community that honors and affirms the wholeness
of all identities.
Student Life
Student and Group Leadership Development—
Emerging Leaders Program (ELP)—ELP is an initiative designed to develop new leadership at Augsburg.
Emerging leaders learn skills necessary to be effective in
leadership roles through intentional learning opportunities and relationships with upper class mentors.
Student Group Development—CAO provides student
groups with advising and skill-building workshops
focusing on recruitment, event planning, meeting facilitation, conflict resolution, and other pertinent areas of
development.
Orientation Programs—
SOAR—SOAR is a required two-day, overnight orientation experience for incoming first-year day students which is designed to help with the transition to
Augsburg College. Students will meet fellow classmates,
faculty, and staff; learn about college resources and
services; obtain fall semester schedules; and get a taste of
life on campus.
Parent SOAR—Parent SOAR is an optional two-day
orientation experience for the parents and guardians of
first-year day students that runs concurrently with the
students’ SOAR session. Parents will obtain important
information about the campus, meet fellow parents, faculty, and staff; learn about college resources and services;
and get a taste of what life will be like for their students
on campus.
TRANSFER-mation—TRANSFER-mation is a required halfday orientation experience for transfer students designed
to help with the transition to Augsburg College. Students
will learn about college resources and services, hear
about academic programs, and discover why being a part
of the Augsburg community is so rewarding.
Auggie Days—Auggie Days is a required on-campus
orientation experience for incoming first-year day students that is designed to complement SOAR. It provides
opportunities to enhance academic and personal success
and offers a helpful advantage in starting at Augsburg
College.
Student Center
The Christensen Center, the Augsburg student union, serves
students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union
provides a central gathering place for the diverse populations
of residential, commuter, Weekend College, and graduate
students at Augsburg through the merging of curricular and
co-curricular programs and activities.
The Christensen Center also houses several student
services, such as Undergraduate and Graduate Admissions,
Campus Activities and Orientation, Event and Conference
Planning, the Copy Center, Shipping and Receiving, the
Information Desk, A’viands Food Services, Mail Services, the
A-Club Grille, and Cooper’s Coffee Shop.
The Auggies Nest, located on the ground floor of the
Christensen Center, serves as the student group office area
and houses the Augsburg Day Student Government and
Augsburg for Adults/Weekend and Evenings College office,
the ECHO (campus newspaper) office, the Augsburgian
(student yearbook) office, and the KAUG (campus radio)
office. Cubicles, lockers, and additional work spaces are also
available in this area for student group use.
Fine Arts
Students have many opportunities to participate in music and
drama. In addition to appearing on campus and in the city,
the Augsburg Choir, Concert Band, and Orchestra perform
on national and international tours. Many other ensembles
are available to cover the entire range of musical styles and
previous musical experience. Students stage several plays
on campus each year under the direction of the Theatre Arts
Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals.
Anne Pederson Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg
College offers a variety of programming for Augsburg students (women and men) and is a meeting place for students,
faculty, and staff alike. It houses a women’s studies library
(including current magazines), a seminar room for films and
discussions, and a lounge space for studying, relaxing, and
just hanging out. The Women’s Resource Center sponsors
numerous programs and activities (including regular social
times, Feminist Film Fridays, spa days at the end of each
semester, and the Koryne Horbal Convocation Lecture), and
provides a safe place on campus for discussions, explorations, and women’s advocacy. The resource center is located
in Sverdrup Hall 207.
Athletics and Sports
Intercollegiate Athletics—Augsburg is affiliated with the
Minnesota Intercollegiate Athletic Conference (MIAC) and
is a member of the National Collegiate Athletic Association
(NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball,
track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
swimming, track and field, and golf.
Intramurals—Every student is urged to participate in some
activity for recreation and relaxation. An intramural program
provides competition in a variety of team sports as well as
individual performance activities. Broomball has been an
especially popular coed sport. Check schedules for times
when there is open use of the gymnasium and ice arena.
Augsburg College 2010-2011
I 27
Student Life
Sports and recreation—At Augsburg, sports are for all students
as well as the intercollegiate athlete. The campus offers on
a space-available basis a double-rink ice arena, gymnasium,
tennis courts, a fitness center with workout machines and
weight room, and an air-supported dome over the athletic
field for winter fitness use by walkers and runners. (See
Fitness Centers on page 32.)
Gage Center for Academic Achievement
The Gage Center assists all Augsburg students in setting and
achieving optimal academic goals here at the College and
beyond. The center consists of five collaborating units:
Academic Advising—Academic Advising orients new Day and
Weekend College undergraduate students to the academic
policies and procedures of the College and assists students
on initial course selection. This office also provides interpretation of core curriculum requirements, administers entrylevel skill assessments, interprets graduation requirements,
provides degree-planning materials, and answers questions
on student academic progress. Academic Advising functions
as a supplement to the faculty advising system at Augsburg
College, and is located in the Enrollment Center.
All current students are assigned to a faculty adviser.
Prior to the end of their sophomore year, when they have
completed 12 or more credits, students are required to
declare their major and select a faculty adviser. Majors and
minors are declared online through Augnet Records and
Registration. Students select a faculty adviser from their
major area of study using the declaration form. All Day students are required to meet with their assigned faculty adviser
each term prior to registration. Both Day and weekend
college students are encouraged to meet with their faculty
adviser as often as is necessary.
Center for Learning and Adaptive Student Services (CLASS)—The
Center for Learning and Adaptive Student Services (CLASS)
provides individualized accommodations and academic
support for students with documented learning, attentional,
psychiatric, and other cognitive disabilities. CLASS has been
recognized as a leader in its field, helping these students gain
full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and
challenging, yet supportive, liberal arts education to students
with diverse backgrounds, preparations, and experiences.
Each term disability specialists work directly with
students to discuss their disabilities and determine a plan
for academic access. Typically, meetings are held weekly and
discussions may include:
• Accommodations for testing and coursework (e.g.,
extended time, note-taking)
• Referrals to other campus resources (e.g., tutoring, general
technology assistance, academic advising, counseling,
financial aid)
• Training and use of assistive technology through the
Groves Computer Laboratory
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I Augsburg College 2010-2011
• Assistance with academic, organizational, and time management skills
CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty,
staff, or administration to support each student as they work
toward success. Taking advantage of those opportunities,
however, remains the student’s responsibility.
These services are available to any Augsburg student
who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for
Documentation of a Disability can be obtained by contacting
the CLASS Office. CLASS also provides informal screenings
for students who suspect they may have a learning-related
disability. These screenings are meant only to help students
determine whether they should seek a thorough evaluation
by a qualified professional.
These services are made possible in part through endowment support provided by the Gage family and the Groves
Foundation.
Academic Skills Office (ASO)—
The Academic Skills Office provides comprehensive academic
support (e.g. time management, note-taking, reading, testing, motivation/procrastination) for all Augsburg students
through individual and group appointments. In addition, the
academic skills coaches address affective needs and aid in
the transition to college life. Coaches also refer students to
campus resources.
The Academic Skills Office coordinates several programs
to support students:
• Tutoring/Supplemental Instruction Services: ASO coordinates free tutoring for most classes and supplemental
instruction in specific courses.
• Conditional Admit Program (CAP): A limited number
of students are admitted conditionally through the CAP
program. Students must fulfill CAP requirements or they
will be continued in the CAP program or dismissed. See
the “Academic Progress, Probation, and Dismissal” section
of the catalog for a description of dismissal procedures.
• Probation Advising: Students placed or continued on
probation are required to meet with an approved academic
advocate. Registration is prevented until the student
completes the probation requirements as specified by their
academic advocate. Students who do not meet with their
academic advocate and/or do not fulfill the probation
requirements will be continued on probation or dismissed.
See the “Academic Progress, Probation, and Dismissal”
section of the catalog for a description of dismissal procedures.
• Augsburg Advantage at St. Kates (AASK): The Augsburg
College Admissions Committee selects students for the
AASK program, based on their application for admission
to Augsburg. The AASK program is a collaborative effort
between St. Catherine University (St. Kate’s) and Augsburg
to assist students in the transition from high school to
Student Life
college with specific courses and supportive programming.
The program provides participants with the opportunity to
complete similar coursework that first year students complete
at Augsburg. Students attend courses on the Minneapolis
campus of St. Catherine University and have access to both
campuses for support, resources, and activities.
Upon successful completion, students are guaranteed sophomore status (minimum of 7 course credits) and will have
fulfilled many of the first-year Augsburg requirements.
In order to complete the program, students are
required to:
• Complete all required courses (30 semester credits)
including Foundations in Fitness (at Augsburg) with a
minimum 2.5 GPA and no course grade below a 2.0 or P.
• Satisfactory completion on Critical Competencies
• Attend all seminars and transition events at Augsburg and
St. Kates
• Complete transition application and recommendation
process with adviser at St. Kate’s by March 15.
• Completen the Summer Transition Program (one course
and all programming) in Summer I at Augsburg after year
at St. Kate’s.
TRIO Programs—TRIO programs are federal grant programs
funded by the U.S. Department of Education, which seek to
help students overcome class, social, academic and cultural
barriers to higher education. TRIO programs are designed
to help students prepare for college, adjust to college life,
and attain good academic standing. They also help students
improve their likelihood of transfer and graduation from
a four-year degree program in addition to preparation for
graduate school.
TRIO/Student Support Services—Student Support Services
(SSS) is a TRIO program designed to help students persist
in college and graduate in a timely manner. The program
serves students who are low-income, first-generation college
students (neither parent has a four-year degree) and students
with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree.
Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need
for program services, and be committed to succeed in college.
Augsburg TRIO/Student Support Services serves 160
students from the point of admission through graduation,
including transfer students. TRIO/SSS typically admits 40
new students to the program each year.
Major components of the Augsburg College TRIO/SSS
program include:
• Individual academic advising and support, including
appropriate goal attainment strategies and self-advocacy
skill-building
• Academic program planning, including pre-registration for
each term, major and career decision-making, and longterm course planning
• Preemptive tutoring during the first seven weeks of the
semester.
• Financial aid counseling and education, financial aid
literacy education
• Academic progress monitoring, weekly progress meetings
for students on academic probation
• Academic success workshops, group academic skill development
• Graduate and professional school information and application assistance
• Social and cultural activities and student-led events
• Five-week residential Summer Bridge program including
free summer-term college coursework, academic seminars,
adjustment-to-college workshops, and advising for 25
incoming first-year students
• Need-based scholarships for students actively participating
in TRIO/SSS
Students may apply for TRIO/SSS anytime after admission to
Augsburg College; however, preference is given to students
who apply within their first term of enrollment. For more
information, an application, or to make an appointment with
a TRIO/SSS adviser, contact TRIO/SSS program staff at 612330-1311, or Science 152.
TRIO/McNair Scholars Program—The McNair Scholars
Program, a federal TRIO program funded by the U.S.
Department of Education, is designed to prepare participants
for doctoral studies through involvement in research and
other scholarly activities. The goal of McNair is to increase
graduate degree attainment of students from underrepresented segments of society and to encourage these students
to consider becoming college professors.
McNair Scholars enroll in the program during their
sophomore or junior year. Students must be enrolled full
time (or will be enrolled full time) at Augsburg College,
demonstrate strong academic potential, and have an interest in pursuing doctoral studies. To qualify as eligible for the
program, the student must be low-income AND first generation OR a member of a group underrepresented in graduate
study—African American, American Indian, Alaskan Native,
or Hispanic/Latino. The Augsburg McNair program serves 25
students per year.
A major component of the Augsburg McNair Scholars
Program is a summer research experience in collaboration
with a faculty mentor. For research, scholars receive a $2,800
stipend plus $1,500 for room and board and research supplies. Stipends are also available for attending and presenting their work at a professional conference (up to $1,000).
Students will also participate in:
• Social and cultural activities to enrich participants’ academic lives and perspectives
• Conference travel and professional presentation of participants’ original research
• Graduate program exploration and application assistance
• Financial aid exploration, as well as application and GRE
fee waivers and other financial incentives, such as McNair
designated fellowships
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Student Life
• Intensive preparation for the Graduate Records
Examination (GRE), the test required for admittance into
most graduate programs
• Tuition-free academic credit courses, Discourse in the
Disciplines and Introduction to Research
• Sharpened writing, library, technology, and oral presentation skills
• A motivated, diverse, and supportive learning community
Office of Undergraduate Research and Graduate Opportunity
(URGO)—The Office of Undergraduate Research and Graduate
Opportunity is a resource for Augsburg students seeking
research, scholarship, and graduate and professional school
opportunities. URGO also supports faculty and staff in their
work to engage students in these areas. Services include help
securing national fellowships and research opportunities on
and off campus, graduate and professional school advising,
GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference
travel. In addition, URGO awards special research funding
and support for low-income and first-generation college students and their mentors.
Services for Students with Disabilities
Access Center—The Access Center provides support and
specialized services to students with documented physical
disabilities. These may include TBI, chronic illness, mobility
impairments, and vision, hearing, or speech impairments.
The Access Center is committed to providing equal
and integrated access for students with disabilities to the
academic, social, cultural, and residential programs that
Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual
potential. Areas of assistance include but are not limited to:
• individual meetings with the physical disabilities specialist
on a regularly scheduled basis
• Determination of academic accommodations
• Assistance with time management issues
• Academic advising and assistance
• Advocacy with faculty and staff
• Use of assistive technology
• Assistance with community support services and other
non-academic issues
Housing accommodations are provided on an individual basis
for students with physical disabilities based on the review of
appropriate documentation. The nature of the disability and
the amount of equipment and personal care needed are also
considered in housing placement.
Academic accommodations are intended to ensure access
to educational opportunities for students with disabilities.
The mandate to provide accommodations does not, however,
extend to adjustments that would “fundamentally alter” the
basic nature or essential curricular components of an institution’s courses or programs.
Weekend College and graduate students with docu-
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I Augsburg College 2010-2011
mented physical disabilities are encouraged to contact the
Access Center for assistance. Every effort will be made to
schedule a meeting time that works for all involved.
Center for Learning and Adaptive Student Services—(Supports
students with learning, attentional, psychiatric, and other
cognitive disabilities. See page 28.)
TRIO/Student Support Services—(Students with disabilities may
be eligible to apply for TRIO/SSS. See page 29.)
StepUP® Program
The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success,
and thrive in a residential community of accountability and
support. The culture of StepUP is shaped by its values: recovery based on spirituality and the 12-step model; personal
responsibility, integrity, and living a balanced life; educational
success; giving back through servant leadership; thriving in
a community that is an alcohol- and drug-free environment;
and developing healthy minds, bodies, spirits and emotions.
Students live in on-campus recovery housing, have
individual support meetings with licensed alcohol and
drug counseling staff, and participate in team and community building activities. Students have access to academic
skills specialists and other support services on campus.
Participation in the program offers students leadership
opportunities within the program, on campus, and in the
greater Twin Cities community. In StepUP, students join
together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the
friendships and bonds students form while participating in
the StepUP program last a lifetime.
In order to qualify for the program students must be
committed to a 12-step abstinence-based recovery program,
have a minimum of six months of continuous sobriety, agree
to abide by the StepUP contract, and live in StepUP housing.
Ethnic Student Services
American Indian Student Services—The American Indian
Student Services program has been assisting American
Indian students to further their academic careers at Augsburg
College since 1978. The program’s mission is to recruit,
retain, and graduate Native students by providing academic,
financial, emotional, and cultural support and advocacy in a
comfortable and friendly environment. Some of the services
provided include:
• Assists students with the admission process and financial
aid application
• Nurtures students’ identification as an American Indian
and provides opportunities for students to learn about
their heritage
• Provides opportunities for the campus community to learn
about the variety of American Indian people and cultures
Student Life
• Provides academic advising and course plans
• Provides opportunities to network with other American
Indian students, faculty, staff, and alumni
• Provides a number of different scholarships including
the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional
assistance in seeking and applying for other outside/tribal
scholarships
• Offers community and professional referrals, networking
opportunities within the Native community and information about jobs and internships
Hispanic/Latino Student Services—The Hispanic/Latino Student
Services program offers students individualized attention in
many areas, including academic support, counseling, and
advocacy.
Day, WEC, and graduate students find assistance in
admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement
referrals.
The program advises Latino student organizations
(such as the Spanish Club and the Allied Latino/a Augsburg
Students) and supports academic, social, and cultural events/
activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of
the unique aspects of Hispanic culture.
Pan-Asian Student Services—The Pan-Asian Student Services
program was created in 1992 to recruit and retain AsianAmerican students and to enhance the quality of their total
experience while at Augsburg College. The program seeks to
create opportunities where Asian students can be involved in
and contribute to all aspects of academic and student life.
The program provides assistance in the admissions and
financial aid application process, orientation, registration
and coursework selection, career development, academic
and non-academic pursuits, and employment and placement
referrals.
The Augsburg Asian Student Association is affiliated
with the program. The association organizes various activities
during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and
the surrounding community.
Pan-Afrikan Student Services—The Pan-Afrikan Center (PAC)
traces its roots to an event held in 1968 called “One Day in
May” when Augsburg hosted a series of interactive programs
with the community. As a result, Black Student Affairs was
born. It has evolved, over the years, into the PAC.
PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, preprofessional and transitional support for students of Afrikan
descent. This service enhances the recruitment, retention,
and graduation of Pan-Afrikan students and enables their
learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the
community through a variety of programming and advises
the Pan-Afrikan Student Union.
The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students
of Afrikan descent to share their diversity and collectively
express their fellowship with the Augsburg community. PASU
sponsors a variety of social and cultural activities. The offices
of PAC and PASU are located in Murphy Place 208 and 209.
Scholastic Connections—Scholastic Connections is a scholarship and mentorship program for achievement-oriented
students of color who are continuing Augsburg undergraduate students. The goal of the program is to form a mentoring
community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure
their success at Augsburg and beyond.
Each year five new scholars are selected as program
participants via an application process. Scholars receive a
$5,000 scholarship for the academic year and are paired with
a mentor who is an alum of color and is successful within
their chosen profession. Working with the Ethnic Services
directors, scholar/mentor pairings are formed that, ideally,
match ethnic group and field of interest.
Eligible scholars have:
• A GPA of 2.5 or higher
• Demonstrated financial need
• Demonstrated leadership ability or potential
• Demonstrated community involvement both on and off
campus
Program objectives are to:
• Support scholars as they continue at Augsburg
• Frame the questions: Who am I? Where do I belong?
What are my gifts? How can I best serve the world?
• Assist in discerning vocation
• Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements
are eligible to continue with the program each successive
year until graduation.
LGBTQIA Services
Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex,
and Asexual (LGBTQIA) Services works to improve the
campus climate for all students, staff, faculty and visitors at
Augsburg College by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering
a community that honors and affirms the wholeness of all
identities.
LGBTQIA Services provides student advocacy and
educational opportunities for the entire campus through a
variety of programs and ongoing initiatives. Ally Trainings;
the Soup, Gender, and Sexuality series; and the LGBTQIA
Newsletter offer learning and networking opportunities for
the entire campus on issues around gender and sexuality.
In addition, the department honors LGBTQIA and allied
Augsburg College 2010-2011
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Student Life
students each year during Lavender Graduation, where the
recipients of the LGBTQIA Student Leadership Award and
Karen Neitge Scholarship are honored.
For more information, visit www.augsburg.edu/cao/
lgbtqia.html.
Health and Fitness
Center for Counseling and Health Promotion
Counseling—Personal counseling offers a confidential and
supportive place for students to discuss personal life challenges with professional mental health counselors. Through
counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new
relationship and coping skills, and increase awareness of
values and choices. Counseling services to students include
individual counseling, group counseling, assessment and
referral to campus and mental health resources, educational
workshops, and consultations in the case of concern for
another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship
concerns, grief and loss, roommate issues, intimacy and
sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns,
cultural identity, self-esteem, sleep difficulties, and other
concerns. Professional counseling can help increase student
academic success both by increasing the opportunity for
increased self-understanding and personal growth, and by
directly addressing potential barriers to academic success.
Health Promotion—Health Promotion offers activities and
events that increase awareness of health issues and assists
students in adapting new behaviors for a healthier lifestyle,
such as weekly pilates and yoga classes. Health promotion
also includes an active group of student peer health educators (EP!C) who are available to present an interactive
alcohol education program to groups requesting the program.
Health promotion also works with various campus organizations and student groups to foster positive change within the
campus environment.
Health Insurance
Augsburg College does not require that students have health
insurance, with the exception of international students and
student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and
Health Promotion for more information on student health
insurance plans.
Health Clinic Services
The College offers basic health care services to students
through a contract with UFP – Smiley’s Clinic. These services
are limited. For students without health insurance, Smiley’s
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I Augsburg College 2010-2011
Clinic provides certain clinic health services with a minimal
co-pay at the time of the visit. Emergency services of any
kind are not covered through the contract between Augsburg
and Smiley’s Clinic. Students with health insurance can also
access Smiley’s Clinic for a variety of clinic or other health
services. A student’s health insurance provider will be billed
for medical services and the student will be responsible for
any co-pays or deductibles associated with their insurance.
For more information regarding counseling, health
promotion, health insurance, or health clinic services, call
612-330-1707 or visit www.augsburg.edu/cchp.
Fitness Centers
Located on the lower level of Kennedy Center and Melby
Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout
machines. They include a weight room with universal and
free weight systems. All staff, students, and faculty may use
the centers; some hours are reserved for classes.
International Student Advising (ISA)
ISA’s mission is to serve the educational and personal development needs of the international student body in a way that
embraces our common humanity and cultural diversity.
The director of International Student Advising is responsible for:
• Fulfilling duties of Principal Designated School Official
(PDSO) for F-1 student visa program and Responsible
Officer (RO) for J-1 student/scholar exchange program
• General advocacy for international students
• Advising the International Student Organization
• Facilitating intercultural skill-building sessions for students, faculty, and staff
• Celebrating diversity of cultures by increasing awareness
of international/intercultural issues
New international students participate in an orientation program that provides practical information on housing, health
insurance, taxes, banking, local transportation, and applying
for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture
and education system.
The International Student Organization (ISO) provides a
forum for the interests and concerns of international students and fosters productive interaction among them, the
college administration, and U.S. students. This mission is
accomplished through yearly programming of events such
as International Education Week, sponsorship of forums on
international issues, and outings to sites of interest in the
community. Information on how to get involved is available
through ISA.
(Also see Study Opportunities Abroad on page 42 and
Student Teaching Abroad on page 42.)
Student Life
Residence Life Program
Students who choose to make Augsburg their home find a
friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and
classmates. They are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice arena, fitness center,
and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by
name.
Augsburg recognizes the importance of the residential
experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly
higher grade point average. Department of Residence Life
staff are professional and student team members available to
support students in their academic and co-curricular experiences. Through their efforts residential community members
become acquainted with life at Augsburg through educational
and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to
welcome students to the community, including dances, movie
nights, open mic nights, and weeks devoted to special themes
or issues.
Resident students have access to a 24-hour computer
lounge, wireless internet, study lounges, 24-hour security,
laundry facilities, and vending. All rooms and apartments are
equipped with hook-ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of
Urness Hall and Mortensen Hall to Christensen Center and
Oren Gateway Center to the Lindell Library keeps students
out of the weather on the way to class.
To secure housing on campus, students need to submit
the following items by May 1:
• Enrollment deposit
• Housing deposit
• Housing contract
Students submitting deposits and the housing contract after
May 1 will be placed in housing as space is available. During
spring semester, current Augsburg students are provided with
information on the process to secure housing for the next
academic year.
Urness Hall—One home to new Auggies and upper-class
resident advisers, this nine-story high-rise houses 324 students. Each floor is considered a house-unit providing 36
students (two to a room) with their own lounge, study, and
utility areas. In Urness Hall, rooms are furnished with a bed,
dresser, desk, and chair. Linens are not provided.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students.
Mortensen Hall is carpeted and contains kitchenette units. It
is furnished with beds and dressers.
Anderson Hall—Contains four types of living units: twobedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 students, including
new Auggies, upper-class students, and the special interest
housing program. All rooms are furnished with beds, dressers, desks, and chairs.
Luther Hall—Opened in 1999, this apartment residence
includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided.
Underground parking is available at an additional cost. Meal
plans are optional. This building is designed to provide an
environment for upper-class students.
Oren Gateway Center— The new “front door” to the Augsburg
campus, Oren Gateway Center offers substance-free living
connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the
StepUP first-year and upperclass community and upper-class
students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed,
desk, and dressers. Meal plans are optional.
Special Interest Housing—Special interest housing is available
to students who are interested in creating a living/learning
environment by designing their own house system. All house
members meet to determine their program focus, educational
goals, and community agreement guidelines. Examples of
programs of past special interest housing include PASU,
Fellowship of Christian Athletes, Youth and Family Ministry,
Urban Studies House, Hawthorne House, Pre-Professional
Health Association, and the Cross-Cultural House.
Food Service
A-Club Grille—Located on the ground floor of Christensen
Center, the A-Club Grille provides a sports flair and features
grill items, pizza, soups, sandwiches, salads, desserts, and
beverage.
Commons—Situated on the top floor of Christensen Center,
this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for
easy conversation overlooking the College quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons.
Cooper’s Coffee Shop—On the main level of Christensen
Center, Cooper’s Coffee Shop sells coffee, smoothies, sandwiches, and snacks.
Nabo — This eatery is located in the Oren Gateway Center.
Pronounced ‘náh-bu’, with the accent on the first syllable,
featured food options include salads, cold and hot sandwiches, a pasta bar, pastries and beverages.
Augsburg provides a variety of board plan options for
those living in College houses or nearby apartments.
Augsburg College 2010-2011
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Student Life
College Policies
Student Standards of Behavior, Complaints, Records
The College has adopted a statement of standards for student
behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are
in the Student Guide.
The College operates in compliance with the Family
Educational Rights and Privacy Act. Students have the right
to inspect certain official records, files, and data that pertain
to them and that are maintained in the registrar’s office and
the placement office, and to challenge inaccurate or misleading information.
Information on these policies is found in the Student
Guide available on the website at www.augsburg.edu/
studentguide.
Official Notices
Students will receive official notices via the student campus
mail system (student campus box), the A-Mail publication,
and the student’s Augsburg e-mail account. Students should
check their campus mailbox and their student e-mail account
regularly. The A-Mail is a daily online publication on Inside
Augsburg.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act (FERPA) of
1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required
to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in
this catalog on page 62 and in the Student Guide distributed
annually to students.
Augsburg College understands that no information other
than “directory information” can be released without the
written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg.
This means that faculty or others cannot write letters of
support/recommendation or nominate students for awards
unless explicit written permission is given by the student to
release non-“directory information.” It is not sufficient to ask
for letters of recommendation.
Complete information about Augsburg’s procedures with
regard to FERPA are available from the Office of the Registrar.
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Discrimination Complaints
For inquiries or grievances in any of the following areas,
contact the director of human resources, ground floor,
Memorial Hall 19, 612-330-1023.
Affirmative Action—for matters based on race, creed, national,
or ethnic origin
Section 504—for matters based on physical or mental
handicap
Title IX—for matters based on gender or marital status
Employment—All correspondence should be addressed to
the Office of Human Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
Academic Information
Academic Information
Academic Information
Augsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually,
and physically. To act effectively, human beings must have a
broad grasp of the world from which they have come as well
as the world in which they live. By providing courses in the
humanities, fine arts, natural sciences, and social sciences,
the general education curriculum introduces students to the
breadth and complexity of knowledge and culture.
Required Search for Meaning courses are designed to
acquaint students with the Christian tradition, introduce
them to other faith traditions, and encourage them to
reflect upon the importance and meaning of spirituality in
their lives. Recreation courses offer students opportunities
to develop skills for participation in exercise and sporting
activities.
Students choose from more than 50 major areas of study
to gain a depth of knowledge in a discipline and to prepare
for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life
and religious life, an Augsburg College education strives to
educate its students in a real world for the real world.
Degrees Offered
Augsburg offers the bachelor of arts, the bachelor of music,
and the bachelor of science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and education), the
master of business administration, the master of science (in
physician assistant studies), the master of social work, and
the doctor of nursing practice degrees.
Academic Calendar
The Augsburg day program follows the semester calendar,
with fall and spring semesters of approximately 14 weeks.
Full-time students normally take four course credits each
semester.
The day program calendar is coordinated with those of
the four other colleges of the Associated Colleges of the Twin
Cities, so students can take a course on another campus during the regular term.**
Weekend College classes typically meet on alternate
weekends and the program follows a trimester calendar.
Some classes may meet on weekday evenings. The fall trimester is held from early September through mid-December.
Winter trimester meets from January through early April.
Spring classes are held from mid-April through the end of
June. There are 7-8 class sessions each trimester, and classes
meet on weekends for 3.5 to 4 hours. (Refer to the program
schedule for weekday evening meeting times.) Students may
take from one to four classes each term.**
The Rochester campus operates on a trimester calendar.
Classes are held on weekday evenings and meet alternate
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I Augsburg College 2010-2011
weeks. Similar to Weekend College, Rochester’s fall trimester
begins in September, winter trimester begins in January, and
spring trimester begins in April. There are 7-8 class sessions
each trimester with each class meeting for 3-1/2 to 4 hours.
Students may take one to four classes each term.**
**See Registration on page 48 and Calendars on page 6
Courses and majors offered through Weekend College
and the Rochester campus are the same as their Day College
counterparts. However, the curriculum is limited to selected
liberal arts courses and majors.
Augsburg offers two summer school sessions, plus two
summer online options. Select graduate-level courses may be
made available in a separate summer term. The summer session schedule is available in March of each year.
Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate
Programs on page 47.)
Faculty
The heart of any educational institution is its faculty.
Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate
or the highest degree in their field, and all consider teaching
to be the focus of their activity. Faculty are also involved in
a variety of professional and research activities that support
their teaching. They are actively involved in an exciting
faculty development program that introduces them to current
thought in many fields, but especially in teaching techniques
and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in
campus activities. Every first-year is assigned an Augsburg
Seminar adviser and, later, chooses a major adviser. In this
close interaction, faculty act as both mentors and models for
students.
Library and Information Technology
Services
The James G. Lindell Family Library opened in 1997. The
four-level, 73,000-square-foot facility houses all library and
information technology functions of the College. In addition
to the 190,000 volume main collection, the Lindell Library
includes special collections and archives, curriculum library,
a computer lab and student computing help desk, library
instruction classroom, and facilities for media viewing and
listening. Skyways link the library to Oren Gateway Center
and Sverdrup Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides
Academic Information
science, economics, mathematics, physics, political science,
psychology, sociology.
assistance in research and the use of technology as well as
spaces for collaborative learning. In the Learning Commons
multimedia lab, students can create digital audio and visual
projects.
Professional Studies—Business administration, education,
health and physical education, nursing, social work.
Library Resources
Majors and Minors
Students can search a wide variety of local, regional, national,
and international databases. They have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the library holdings of the seven private liberal arts
colleges in the Twin Cities. Lindell Library has a large collection of media resources. A service-oriented staff provides
students and faculty with research assistance and instruction
in the use of information resources. Arrangements are made
for access by students with physical limitation and special
needs.
Information Technology Resources
Augsburg College has built a reputation as a leader in its
commitment to provide students with the best access to
information technology and training. Visit the Student
Technology website, www.augsburg.edu/techdesk, for more
on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. There are both PC and Macintosh desktop computers
available in the Lindell Library Learning Commons and
computer lab and in the 24-hour Urness computer lab. The
College has six computer classrooms and 41 technologyenhanced classrooms. The circulation desk in the Lindell
Library has 40 wireless laptops available for use in the
Library.
Several computer clusters are available for more specific
student use within academic departments. A high-speed
fiber optic campus network provides access to AugNet
online services, printing, and to the Internet and Internet2.
Network-ready student machines can connect to the campus
network from dormitory rooms or any building on campus
using WiFi. All of the AugNet online services and several of
the registrar’s student services are available securely on and
off-campus.
Academic Organization and Programs
Divisions and Departments
The College curriculum is offered by 26 departments that are
grouped into three divisions for administrative and instructional purposes.
Fine Arts and Humanities—American Indian studies, art, communication studies, English, history, languages and crosscultural studies, music, philosophy, religion, theatre arts,
College librarians.
Natural and Social Sciences—Biology, chemistry, computer
Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors before they
enter college. Others explore a variety of disciplines before
deciding.
A major at Augsburg shall require no more than 13.0
credits from any one academic department. The Academic
Affairs Committee may amend this credit maximum in
support of industry or professional accreditation standards.
Students may complete non-required electives within the
department beyond the 13.0 credit limit.
The College requires students to declare a major by the
end of the sophomore year, and earlier in some disciplines.
Details of majors and minors are in the course description
section. Unless otherwise indicated, majors are part of the
bachelor of arts degree.
Students are not required to complete a minor for graduation; however, minors completed prior to graduation will be
listed on the transcript. Minors are not noted on the transcript if they are completed after a bachelor’s degree has been
awarded.
Student-Designed Major
Students may design their own major with the assistance and
approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic
Affairs Committee (AAC). A student-designed major allows
flexibility in selecting major courses. Any student wishing
to design a major must complete a proposal, submit it with
approval and supporting letters from three faculty advisers,
and obtain AAC approval of the program. Students should
seek AAC approval as early as possible so that any changes
suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The
deadline for initial submission of the program design to AAC
is the first term in which the student has achieved junior
status; the final version must be approved the term before the
student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three
faculty advisers from relevant fields, who together constitute
the Review Team. All advisers must sign the proposal cover
sheet and submit supporting letters of approval to AAC.
Supporting letters should assess both the student’s ability to
complete the proposed major and the validity and value of
the proposed major, including (in at least one of the letters)
the proposed capstone course. The advisers’ signatures and
supporting letters represent their approval of the program,
including the capstone course, and their commitment to
Augsburg College 2010-2011 I 37
Academic Information
oversee the student’s progress.
2. Develop a student-designed major program proposal that
includes:
a. A statement of learning goals and objectives.
b. A list of proposed courses (minimum of nine, no more
than one of which is a lower-level language course and at
least five of which are upper division) and a discussion of
how the courses are related to the program goals. Indicate
how the proposed courses collectively support a specialized
and cohesive plan usually associated with a college major.
Proposals must include research describing comparable
programs of study at a minimum of three other academic
institutions. In addition, students should consult with the
Strommen Career and Internship Center for additional
information regarding career objectives. The proposal should
provide information showing how the Augsburg Core
Curriculum requirements (including graduation skills) are to
be fulfilled.
c. A description of the student-designed major capstone to be
taken sometime during the senior year. The student should
devise the capstone in consultation with advisers. It should
require an integrative project/paper that draws together the
coursework up to that point and/or prepares one for further
study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his
or her supporting letter, though approval of the studentdesigned major program by all advisers presumes their
approval of the capstone course.
3. Submit the completed proposal and supporting documentation to the dean’s office.
If AAC approves the proposed major program, the student will be expected to complete the program designed and
still meet all of the other Augsburg degree requirements as
stated in the college catalog.
Students who design their own majors will meet with
their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved
student-designed major may be made through the normal
petition process to the Student Standing Committee with
adviser approval.
ACTC Majors—It is possible for full-time day students to
complete other majors through the Associated Colleges of the
Twin Cities (ACTC). Students who wish to complete a major
or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to
the Augsburg registrar’s office. This form must list all ACTC
courses required and be signed by the ACTC school adviser.
Some majors may not be available or may have a competitive
application process with acceptance determined by the major
department.
Weekend College is not part of the ACTC consortium,
and weekend students may not register for ACTC courses
or complete ACTC majors under the terms of the ACTC
consortium agreements.
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I Augsburg College 2010-2011
Other Study Programs
Teaching Licensure
Several teaching licensure programs are offered at Augsburg.
Licensure is available in kindergarten-elementary or K-6
license. A middle school endorsement is available in one of
the following: mathematics, science, communication arts/
literature, social studies. A preprimary endorsement (3- to
5-year-olds) is also available. Licensure is also available in
the following middle school/high school fields: life sciences,
chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people
to teach in grades 5-12. Students seeking licensure in one
of these areas obtain an appropriate subject area major and
complete secondary licensure coursework. Specialist licenses
are available in art (K-12), vocal music and instrumental
music (K-12), and physical education (K-12). The licenses
prepare people to teach in grades K-12. Students seeking
licensure in one of these areas also obtain the appropriate
subject area major and complete the secondary licensure
coursework. (See Department of Education on page 117 and
subject area departments for more information.)
K-12 special education majors and licenses in
Emotional/Behavioral Disabilities and in Learning Disabilities
are also available. These majors and licenses are offered only
through Weekend College.
Students seeking elementary licensure and special
education licensure have education department advisers.
Students seeking 5-12 and K-12 licensure have advisers in
their subject area major and in the education department. It
is very important that students work closely with their advisers throughout their programs.
Certificate Programs
Augsburg offers undergraduate certificates through the
departments of Art and Business Administration (see departments and programs section on page 64). Certificates are
available to non-degree seeking students or students who are
completing a degree from a different academic department.
A student may declare degree seeking status after earning a
certificate.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering
can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to
graduate schools or seminaries be reviewed and the course
of study at Augsburg planned accordingly. A faculty adviser
is available in each field to assist students in their planning.
Students who want to plan a pre-professional program should
contact Academic Advising prior to or early in their first year
to arrange for faculty advising.
Pre-Dentistry—These courses are recommended to fulfill the
minimum requirements of the School of Dentistry at the
Academic Information
University of Minnesota: ENL 111, 220; BIO 151, 152, 253,
369; CHM 115, 116 (or 105, 106), 351, 352; MAT 114 or
163; PHY 121, 122; PSY 105. Requirements at other universities may vary.
Pre-Engineering—See engineering degree and major requirements on page 126.
Pre-Law—Students considering a career in law should examine the handbook published by the Association of American
Law Schools. Students may wish to take law-related courses
to help determine their interest in law. Pre-law students
should major in a discipline of their own choosing; most law
school entrance requirements will be satisfied with a record
of solid achievement coupled with an acceptable LSAT score.
Pre-Medicine—A major in chemistry and biology is not
required in order to apply to medical schools, but many
students with an interest in the health sciences choose to
major in these fields. The competitive candidate typically
has substantially more training than the minimal course
requirements. Students should review requirements and
recommended courses of each program being considered
for application and consult early and frequently with a prehealth science adviser. Coursework that is required by most
medical schools includes: one to two semesters of English
composition such as ENL 111, 220; CHM 115, 116 (or 105,
106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146,
163; PHY 121, 122. Courses recommended in preparation for
MCATs: BIO 355, 473, 476; CHM 361.
universities may vary.
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best.
We offer a friendly and welcoming atmosphere for students
committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors
program in the nation because it gives students the resources
and freedom to build their own ideal higher education.
Students have the opportunity to create their own courses,
edit and write for the Augsburg Review of Undergraduate
Scholarship, participate in an intramural debate league,
belong to an Honors House, and learn through small reading
groups, research projects, and travel around the world.
Each Honors course has been specifically created for
Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial,
or attending music, theatre, and art performances. Honors
courses bring in professors from several different departments so you can learn from talented professors teaching
their specialties.
For information, contact Robert C. Groven, Honors
Program director, at honors@augsburg.edu. Also see the
Honors Program in the departments and programs section on
page 148.
Pre-Occupational Therapy, Pre-Physician Assistant, and PrePhysical Therapy—Coursework in preparation for these
programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy—Augsburg has a program designed to fulfill
minimum requirements of the College of Pharmacy at the
University of Minnesota: BIO 151, 353, 476; CHM 115,
116 (or 105, 106), 351, 352; COM 111 or 115; ECO 112
or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two
courses in Behavioral Sciences such as PSY 105 and SOC 121.
Requirements at other universities may vary.
Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history,
philosophy, English, psychology, sociology, or religion.
Recommended preparation includes REL 100, 200; at least
two semesters of history (Western civilization); one or
more courses in the history of philosophy, and Greek in the
junior and/or senior year. The Center for Faith and Learning
(Memorial 231) provides resources and support, including
scholarship opportunities, for students considering seminary.
Pre-Veterinary Medicine—To meet minimum requirements
of the College of Veterinary Medicine at the University of
Minnesota, the following courses are required: ENL 111, 220;
MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM
115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional
liberal arts courses are required. Requirements at other
Augsburg College 2010-2011 I 39
Academic Information
Majors and Minors
Listings that are in bold type are offered through both the day
program and Weekend College. Listings indicated by asterisks
are also offered through both the day program and Weekend
College, but may include completion of weekly evening
courses for some requirements. Students are encouraged to
discuss scheduling rotation of major courses with their faculty
adviser. Weekend/Rochester/Partner Hospitals students may
choose a major offered in the day program if they wish, but
must adhere to crossover registration policies and limitations. They may also take as many courses as possible through
Weekend College, then finish the major as a day program
student. A change of program is allowed once each academic
year, and will take effect the following term.
Majors and Areas of Emphasis
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies*
Art*
Art History
Studio Art*
Biology (B.A. or B.S.)
Life Sciences (B.A.)
Biopsychology
Business Administration
Economics/Business Administration
Marketing (WEC only)
Music Business
Chemistry (B.A. or B.S.)
Clinical Laboratory Science (B.S.)
Communication Studies
Communication Arts/Literature
(Teacher Licensure Major)
Human Relations
Marketing Communications
Mass Communication
Organizational Communication
Professional Communication
Public Relations and Advertising
Supervisory Management
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (Teacher Licensure Major)
Education
Education Studies (non-licensure)
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I Augsburg College 2010-2011
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (B.A. or B.S.—
licensure)
Special Education: Emotional/Behavioral
Disabilities (WEC only)
Special Education: Learning Disabilities
(WEC only)
Secondary (non-major, licensure only)
Engineering 2
English*
Creative Writing*
Literature, Language, and Theory*
Media Writing*
Environmental Studies
Film
Finance
Health Education (B.A. or B.S.)
Health Fitness
History*
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies 1
Cross-Cultural Studies
French
German
Norwegian
Spanish
Management
Management Information Systems
Marketing
Mathematics (B.A. or B.S.)
Medieval Studies
Metro-Urban Studies
Music
Music (B.A.)
Music Business (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.—Evening program offered through
Weekend College only)*
Philosophy
Computational Philosophy
Physical Education (B.A. or B.S.)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Political Science/Economics (Teacher Licensure Major)
Psychology
Psychology and Law
Social Psychology
Religion*
Academic Information
Youth and Family Ministry
Social Work (B.S.)
Sociology
Student-Designed
Theatre Arts
Directing/Dramaturgy Concentrations
Performance Concentration
Technical Design/Technology Concentration
Women’s Studies 1
Minors
Accounting
American Indian Studies*
Art
Architecture
Art History
Studio Art*
Biology
Business Administration
Chemistry
Communication Studies
Computer Science
Economics
English*
English Literature, Language, and Theory
Writing
Writing–Creative Emphasis
Writing–Media Emphasis
Environmental Studies
Film
Health Education
History*
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Norwegian
Spanish
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Middle East Studies 1
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion*
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
Women’s Studies
1 Cooperative program of the Associated Colleges of the Twin Cities and
agreements with the University of Minnesota. It is possible for students to
take beginning/intermediate/advanced language courses not available at
consortium colleges. Consult with the ACTC office for specific program
options. Students register directly with the ACTC office.
2 Dual-degree programs with the University of Minnesota Institute of
Technology and Michigan Technological University.
Augsburg College 2010-2011 I 41
Academic Information
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in
the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)—Through CLIC, the
Twin Cities private colleges library consortium, the Augsburg
community has direct access to over 2,500,000 volumes and
media resources.
Associated Colleges of the Twin Cities (ACTC)—Full-time day
students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas
may elect to take one course each semester (fall and spring)
at one of the other campuses. No additional fee is required
for such an exchange, except for private instruction in music
or approved independent studies. Exchange courses are not
transfer courses, and thus courses taken through ACTC are
considered Augsburg College courses and do not impact the
residency requirement. The permanent record of courses for
which a student has cross-registered is kept in the Office of
the Registrar at Augsburg College, not the host ACTC institution. Students may elect to participate in the cooperative
program to gain new perspectives, to get better acquainted
with the other schools, or to undertake a specific course or
major not offered on the home campus. A regularly scheduled
bus shuttles students between the campuses.
Weekend College is not part of the ACTC consortium,
and weekend students may not register for ACTC courses or
complete ACTC majors under the terms of the ACTC consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)—
Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Norway, Northern
Ireland, Latin America, and the Twin Cities. (See HECUA
programs on page 163.)
McNally Smith College of Music—Augsburg College fulltime students may elect to take one course each semester at
McNally Smith College of Music providing that they meet all
McNally Smith College of Music requirements. This program
is open to sophomores through seniors. There is no additional fee for this program. Students should consult with their
advisor to confirm if the classes will count toward graduation
requirements. In no instance may a McNally Smith course be
used as a substitute for any Augsburg course specifically listed
within a degree program.
Exchange courses are not transfer courses. Courses taken
through the Augsburg–McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which
a student has registered for through the exchange is kept in
the Office of the Registrar at Augsburg College, not McNally
Smith.
Air Force ROTC—Augsburg day students may participate in
the Air Force ROTC program at the University of St. Thomas
under the ACTC consortium agreement. Students are eligible
42
I Augsburg College 2010-2011
to compete for two- and three-year AFROTC scholarships.
ROTC credits serve as electives at Augsburg. For more
information, contact the Office of the Registrar, or call the
University of St. Thomas at 651-962-6320 or 1-800-328-6819,
x6320.
Army ROTC—Augsburg day students may participate in the
Army ROTC program at the University of Minnesota under an
agreement between Augsburg, the University of Minnesota,
and the program. ROTC credits serve as electives at Augsburg.
For more information, contact the Office of the Registrar.
Augsburg Abroad
Augsburg Abroad is the front door for students and faculty
interested in study abroad. Services include:
• Study abroad program selection advising
• Financial and academic advising for study abroad
• Registration and billing for study abroad
• Pre-departure and re-entry support (application, orientation, etc.)
• Faculty-led, short-term program coordination
About half of Augsburg undergraduate students are studying
abroad. Graduate students also find short-term programs as
part of their curriculum. Students abroad will find themselves
in a variety of locales and studying a variety of disciplines:
studying gender issues in Central America; acting with masks
in Norway; interning with community organizations in
Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in
New Zealand; and learning a language where it is spoken.
Academic Requirements and Credit
Students fulfill the Augsburg Experience requirement on
approved programs. Courses taken abroad can also fulfill
graduation requirements including major, minor, language,
liberal arts foundation, lifetime activity, and internship
requirements. This is determined prior to departure when
students fill out the required Credit Agreement form that is
signed by academic advisers and appropriate staff and faculty
approving courses.
Students should be aware of the following policies related
to study abroad:
• Students can study abroad more than once.
• Students can study abroad at any point in their academic
career.
Semester and Summer Programs
• Courses taken on off-campus programs during the senior
year will meet the Augsburg residency requirement.
• You must take a full load of credits while abroad on semester programs.
• You must take courses A-F while abroad.
• Grades received on affiliated and non-Augsburg programs
are reported as transfer credit on your transcript, and thus
are not figured into your GPA.
Academic Information
• A “C” equivalent or higher must be received for the credit
to transfer to Augsburg.
Faculty-led Short-term Programs
• Students must register for all courses required by the shortterm program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office.
Any courses removed by the student without Augsburg
Abroad permission prior to the start of the program will be
re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be
awarded.
• Overload Fee Exemption for faculty-led January and Spring
Weekend College (WEC) programs: January and spring
WEC faculty-led programs are placed within the spring
semester. However, full-time Day students will not be
billed an overload fee if an additional 4.0 or 4.5 credits are
taken in the regular spring term. A student taking minimal
credits in the spring can use the January or Spring WEC
faculty-led short-term program as a spring term course in
order to be considered part-time or full-time.
• Crossover Policy Exemption: The crossover policy does
not apply to study abroad students. WEC students who
do a study abroad program placed in the Day program do
not count that as their crossover course. The same policy
exemption is valid for Day students doing a study abroad
program scheduled in a WEC term.
Eligibility and Application
The following are Augsburg College’s requirements for study
abroad:
• Minimum 2.5 GPA at the time of application. Individual
programs may require a higher average. Students with
lower averages should consult with Augsburg Abroad.
• Be a sophomore, junior, or senior standing by the time you
study abroad. Short-term, faculty-led programs will allow
participation as a first-year if the student receives approval
from the faculty-leader.
• Transfer students must complete one semester at Augsburg
before they may study off campus.
• Not be on academic or disciplinary probation. Students
placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program.
The student is responsible for all non-recoverable program
costs incurred.
• Not have an outstanding balance on your student account.
• Be aware that students applying to faculty-led programs,
who meet the above criteria, are accepted on a rolling basis;
space is limited on these programs so applying early is
important.
Application deadlines for semester programs are:
October 1: Spring semester study abroad and January
faculty-led programs
February 1: Spring WEC term and Summer Session
faculty-led programs
March 1: Fall semester and non-faculty led summer study
abroad programs
Program provider deadlines vary; students need to meet all
deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study
abroad to be sure to do appropriate research and meet all
deadlines.
Students are accepted to study on faculty-led programs
on a first applied, first accepted basis.
ACCESS/CLASS Abroad
Students should be prepared for the fact that disability may
be culturally defined. Attitudes toward disability and levels
of accessibility can vary greatly from country to country.
The Americans with Disabilities Act mandates equal access
to university-sponsored programs and services to students
with disabilities. However, providing access by US standards
can present unique challenges in international settings. The
expectation on the part of US students and institutions is that
reasonable accommodations will be made. Depending on the
country and culture, there may be different ways to define
accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged
work closely with Augsburg Abroad/CLASS/ACCESS.
Students are responsible for requesting accommodations
abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work
closely with the student, CLASS, and /or ACCESS offices to
determine needs and make appropriate and possible accommodations abroad.
Costs and Financial Aid
The cost of study abroad is comprised of program fees that
generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. These
costs vary from program to program. Augsburg College pays
the program provider on the student’s behalf and then bills
the Augsburg student account. This allows students to access
their financial aid for study abroad. Students will always pay a
minimum of Augsburg tuition when studying abroad.
Students who receive financial aid, scholarships, and/
or grants to study at Augsburg can use that entire package
to cover their study abroad program costs. Students receiving Augsburg institutionally-funded aid (e.g., Presidential,
Regents, Legacy, Promise and other Augsburg scholarships,
and tuition remission benefit) may use their scholarships
to study abroad multiple times on Augsburg Programs (see
below in Study Abroad Program section). However, institutionally-funded aid may be used only once toward study
abroad costs on an affiliate or non-Augsburg program. Cost
estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to
students studying abroad.
Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad
experience. At the moment of notification non-recoverable
Augsburg College 2010-2011 I 43
Academic Information
costs will be assessed and charged to the student account.
Depending on the time of notification of withdrawal students
may owe nothing, the study abroad fee, the deposit, or some,
or all, of the program fee. Students are also subject to the cancellation and refund policies of their program provider.
Study Abroad Programs
Students have over 200 programs in over 90 countries from
which to choose. In addition to the below Augsburg College
programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg
experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each
year.
If students cannot find a program that meets their needs
from the Augsburg College or Augsburg-affiliated options
then they can apply to do a non-Augsburg program. Students
with a strong academic or financial reason, faculty support
(as shown on the Credit Agreement form), and who choose a
good quality program, may be approved.
The Center for Global Education
The mission of the Center for Global Education at Augsburg
College is to provide cross-cultural educational opportunities
in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Central
America, Mexico, and Namibia. Students experience three
distinct types of living situations: living with other students
in a community house, spending several days in a rural
setting, and several weeks living with host families. In the
Mexico and Namibia programs, students travel together on
two-week seminars — from Mexico to Central America, and
from Namibia to South Africa. The cost of these programs is
equivalent to full tuition, room, and board for one semester
on campus, plus airfare. (Some travel scholarships are available for Augsburg students.)
Crossing Borders: Gender and Social Change in Mesoamerica
(Mexico)—Fall
Learn about the central issues facing Mesoamerica, with
emphasis on the experience and empowerment of women.
Students will engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El
Salvador; explore the interconnectedness of race, class, and
gender; and learn first-hand from both women and men who
are involved in struggles for sustainable development and
social change. The program offers credit in religion, political
science, women’s studies, and Spanish. Internships and independent studies are also available in nine different disciplines.
The program includes a two-week educational seminar in El
Salvador, as well as rural travel within Mexico and four-day
seminar in Mexico City. Students stay in guest houses while
traveling, in Augsburg approximately six weeks, and with
Mexican host families for four to six weeks. Prerequisite: one
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I Augsburg College 2010-2011
college-level Spanish course or its equivalent.
International Business and Global Citizenship (Mexico)—Fall
The largest immigrant group in the United States is composed
of people born in Mexico, and Mexico is front and center
in debates about globalization and U.S. immigration policy.
This program, designed for international business majors,
will study the important role that Mexico plays in the U.S.
in relation to trade issues, how to conduct business in and
with Mexico, and use it as a lens to learn about international
business topics that are relevant in many different countries.
Students will have the opportunity to study Spanish at levels
from beginning to advanced, live with a host family for four
weeks, and develop closer relationships in the community and
improve their international business background by completing an internship in a local business or government office.
Prerequisites: ECO 112 or 113, and BUS 242 or MKT 252, or
consent of instructor.
Nation-Building, Globalization, and Decolonizing the Mind: Southern
African Perspectives (Namibia)—Fall or Spring
This program examines the crucial issues of nation-building,
globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won
its independence in 1990 after decades of apartheid under
South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build
nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s
world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is
available in history, religion, political science, and interdisciplinary studies. Internships are also available.
Sustainable Development and Social Change (Guatemala, El
Salvador, Nicaragua)—Fall or Spring
This is an intensive semester of study and travel designed to
introduce students to the key issues facing Central Americans.
Students will explore the history, culture, and struggles of
the people of Guatemala, El Salvador, and Nicaragua, as well
as study approaches towards social and economic development. Course credit may be earned in Spanish, religion,
history, women’s studies, and political science. Students spend
the first five weeks in Guatemala, the next four weeks in El
Salvador, and the final six weeks in Nicaragua. Prerequisites:
one college-level Spanish course or its equivalent is required.
Migration and Globalization: Engaging Our Communities
(Mexico)—Spring
This is an intensive program that explores issues of migration,
immigration, and globalization. It is ideal for students who
are interested in working with Spanish-speaking populations
in the United States, as it includes intensive Spanish language
classes, an internship or independent research opportunity,
and courses that help students understand the connections
between globalization and migration while learning from
diverse communities that are organizing for positive social
change around issues of race, ethnicity, socio-economic class,
Academic Information
gender, sexuality, economics, and the environment. Credit is
available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living
in Augsburg housing and approximately six weeks living with
Mexican host families.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work
professionals with a global perspective by providing a semester of transformative, experiential learning focused on social
and economic justice. It includes Spanish language study and
social work courses. Social work field placement is also available for qualified students. Students live with Mexican host
families for six weeks.
International Partners and Exchanges
The Office of International Programs offers a broad range
of semester and academic year programs in China, Finland,
Germany, Norway, and Slovenia. Students can choose from
several options in diverse disciplines: liberal arts programs,
group programs, “tailor-made” individual study programs,
and practical professional experiences. All coursework is in
English. Travel scholarships are available for some locations.
For further information on programs in Finland, Germany,
and Norway, contact the International Partners office. For
exchange programs in China and Slovenia, contact Augsburg
Abroad.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities,
offers full semester programs in Norway, East and Central
Europe, Ecuador, Northern Ireland, and the Twin Cities. All
HECUA programs explore civic engagement, community, and
social change, and emphasize internships and field study. For
more information on international HECUA programs, see the
listings under International Studies; and for HECUA programs
in the Twin Cities, see Interdisciplinary Studies.
Scandinavian Urban Studies Term: Norway—Fall
A quarter of Oslo’s residents are not ethnic Norwegians.
Students investigate changing Northern Europe using
Norway’s welfare state and Scandinavian national identity as
case studies. Coursework and an internship provide unique
perspectives on how the Norwegian social democracy and
Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity.
Students choose an independent study project or Norwegian
language courses.
Divided States of Europe—Spring
Ten former communist nation-states have recently joined the
European Union. From three different locations – Norway,
Romania, and Hungary – students examine the complex
dynamics of European integration via issues such as labor
migration, minority politics, right-wing populism, prostitution, and human trafficking. Together, Hungary and Romania
encompass some of Europe’s most pressing social justice
issues and constitute its primary geographic and cultural
bridge between East and West.
Community Internships in Latin America: Ecuador—Fall and Spring
This interdisciplinary program, based in Quito, Ecuador,
enables the student to combine intense involvement in a
community-based organization with study of the community
development process. A home-stay and a hands-on internship develop Spanish and other skills. The program addresses
globalization, the environment, oil politics, and other local
and international issues.
Northern Ireland: Democracy and Social Change—Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of
conflict in Northern Ireland, the prospects for peace, and the
progress being made. Through a seven-week internship, students get hands-on experience with organizations working for
social change. Field seminars focus on human rights, conflict
transformation, and education for democracy. The program is
located at the UNESCO Centre at the University of Ulster in
Coleraine.
Student Teaching Abroad
Selected education department students may participate in the
International Student Teaching Abroad program coordinated
through the University of Minnesota-Morris. Students who
teach abroad will also do part of their student teaching under
direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher
director.
May/Summer Abroad
May and summer courses to many parts of the world enable
students to earn credit through short-term travel. Contact
Augsburg Abroad for the most current list of programs.
Clair and Gladys Strommen Career and
Internship Center
The Strommen Career and Internship Center is a comprehensive resource center emphasizing the importance and value
for all students to engage in internships, career development
and the exploration of vocation throughout their college
years. The integration of “knowing and doing” adds breadth
and depth to the curriculum and assists students in making
more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective
preparation for life, meaningful work, and active citizenship.
Career Services
Career Services provides opportunities, programs, and career
counseling to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple
with questions of vocation and purpose in a changing world.
This process is viewed as an important part of a student’s
Augsburg College 2010-2011 I 45
Academic Information
development while attending college. To aid in this process,
professional career staff provide career assessments and individualized career planning and coaching. Staff assist students
with choosing majors, locating internships, preparing for
internship and job searches, graduate school applications,
and making connections to community, business, and alumni
resources.
Internships
Academic Credit
An internship for credit is a carefully planned, work- or
service-based learning experience where a student focuses
on specific learning objectives that connect concepts of the
major to the experience. An academic internship is approved,
supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship
credit. A learning agreement plan, negotiated with the faculty
supervisor and work supervisor, outlines the academic related
objectives, strategies, and evaluation methods for receiving
credit. Students often do internships in nonprofits, small and
large businesses, government agencies, museums, schools,
and churches.
Internships for credit are available in all majors and can
be taken during a semester, Weekend College trimester or
summer sessions. Inter-disciplinary (INS) internships are also
available. For extension of an internship beyond one term
see Evaluation and Grading on page 58. Internships can be
registered for 1 course credit or .5 credit. One course credit
involves a minimum time commitment of, on average, 10
hours per week or 140 total hours. Internships for .5 credit
require a minimum of 80 total hours. A maximum of four
courses of internship may count toward the total courses
required for the degree.
Internships completed off-campus for credit will
automatically fulfill the Augsburg Experience graduation
requirement.
Non-Credit and Transcript Notation
Non-credit internships related to a student’s major or career
interests can be registered for a zero-credit transcript notation.
The goal is for students to apply theory to practice in a work
setting and reflect on the experience. Work opportunities
typically are part-time during the academic year and/or full
time during summer and can begin and end anytime. Students
must set learning goals and evaluate their experience. The
director of the Strommen Career and Internship Center supervises non-credit internships and transcript notation work
experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement.
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I Augsburg College 2010-2011
Sabo Center for Citizenship and Learning
Service-Learning and Community Engagement/
Community Service-Learning
Augsburg’s Community Service-learning Program provides
students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community-service-learning is reflection on and analysis of
community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the City,
Augsburg students deepen their understanding of abstract
course concepts while learning about pertinent and related
community issues. This dynamic and interactive educational
approach employs reciprocal learning between students and
their community. Service-learning components are embedded
in most academic disciplines.
Examples of community service-learning sites include:
homeless shelters, cultural and environmental organizations,
tutoring programs and literacy centers.
Campus Kitchen Project and Community Garden
The Campus Kitchen Project connects the campus community with the larger community by using food as a tool
to nourish bodies, develop leadership, and educate students
through service-learning. To accomplish these goals, three
separate programs exist:
1) FOOD TO SHARE—Surplus food from the Augsburg Dining
Service is donated, reheated and served by student volunteers
to neighborhood partners including: homeless shelters, youth
and senior programs, and others.
2) FOOD TO GROW—On the corner of campus, Augsburg staff
and students manage a community garden composed of 70
individual plots where community and campus members can
grow their own food. The garden staff also hosts classes on
healthy living in which neighborhood youth learn to grow
and cook healthy food.
3) FOOD TO BUY—A farmer’s market and CSA delivery is
available weekly at Augsburg College and the Brian Coyle
Community Center in order to increase access to healthy
foods. Surplus produce from the market and CSA shares are
donated to the Campus Kitchen meal delivery program.
Bonner Leader Program
In November of 2008-2009, Augsburg College launched its
first year of the Bonner Leaders program, funded through the
National Bonner Foundation. Through the Bonner program
at Augsburg, students develop deep community relationships
and engage in long-term policy advocacy throughout their
four years at Augsburg College. Those selected to be a part of
the Augsburg College Bonner Leaders program were largely
first-year students, with diverse ethnic and geographical backgrounds, and unique experience with community-leadership
Academic Information
roles. Through service placements with partner nonprofit
community organizations, students worked an average of 200
hours over the course of the academic year in placements
supporting ELL classrooms, running an employment education computer lab, helping coordinate a low-income housing
program, providing community health outreach, and working
with a financial literacy program. Beyond their work-study
service internships, students participated in at least 100 hours
of volunteer hours with various community initiatives and
civic engagement projects on campus.
Through their participation with the Bonner Leaders
program, students engaged in monthly guided reflections
and leadership development training. The Augsburg Bonner
Community Leaders program is a successful campus model
to build on the college’s culture of community and civic
engagement and bring together existing community service
programs to take us to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the
community.
Augsburg Reads
The Augsburg Read Program is a federally funded literacy
and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community
organizations in the Cedar-Riverside neighborhood focused
on student achievement through after school programs.
Graduate Programs
Augsburg College offers seven graduate degree programs:
Master of Arts in Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of Business Administration,
Master of Science in Physician Assistant Studies, and Master
of Social Work. Consult the Augsburg Graduate Studies catalog for complete information.
The Master of Arts in Education offers initial licensure
coursework at the graduate level in elementary education,
secondary education, and special education: E/BD and LD.
The MAE also offers the pre-primary specialty and the K-12
Reading Teacher endorsement. Students are able to take up
to six licensure courses at the graduate level and complete
their licensure programs with a combination of graduate
and undergraduate coursework. Students can then apply
their graduate level licensure courses to complete a master’s
degree program. Students will complete their master’s degrees
through a combination of Master of Arts in Leadership coursework and graduate level education coursework. Licensed
teachers also can pursue special education: E/BD and/or LD,
as well as the K-12 Reading Licensure Endorsement and the
pre-primary endorsement at the graduate level. The program
is available through the Weekend College schedule, and the
admissions process begins with the Graduate Admissions
office. For further information about the programs, contact
the Education Department or the Graduate Admissions office.
The Master of Arts in Leadership is based on a liberal arts
approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches
to situations, issues, and problems relevant to organizational
leaders. Augsburg’s program recognizes that today’s leaders
need a broad spectrum of abilities to provide them with a
more comprehensive understanding of their world. Designed
for working adults, the program offers courses primarily on
alternate Saturdays. There is also a Monday evening cohort
offering of the program at Augsburg’s Bloomington site.
(Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA
certification and fulfill requirements for a BA in accounting
and an MA in leadership. See the Department of Business
Administration, accounting major section of the catalog for
further information.)
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing
health inequities among diverse populations. The program is
offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced
Nursing Administration through the American Nurses
Credentialing Center (ANCC), and/or Advanced Certification
in Transcultural Nursing through the Transcultural Nursing
Society (TCNS). Classes meet on a flexible schedule (every
other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Web-enhanced teaching is used
for all classes. Practicums include optional short-term study
abroad experiences. Students may choose to study in Mexico,
Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe.
The Master of Arts in Nursing program is accredited by the
Commission on Collegiate Nursing Education in accordance
with its accreditation standards and procedures.
Streamlined entry into the Master of Arts in Nursing—Students
with an ADN and a bachelor’s degree in a field other than
nursing can enter the Master of Arts in Nursing program as a
“bridge student.” This process requires acceptance to the MA
program and completion of three courses in the Augsburg
undergraduate nursing program.
Students in good standing in the Augsburg undergraduate nursing program can enter the MA in nursing through an
“expedited” process. After successful application to the MA
program while still a student in the undergraduate program,
students can take three designated courses in the Master
of Arts in Nursing, which will be applied to the M.A. at
Augsburg upon successful completion of the undergraduate
nursing degree.
The Doctor of Nursing Practice is a post-master’s program
for registered nurses (RNs) who currently hold a master’s
degree in nursing. The DNP at Augsburg will prepare nurses
to guide system level changes that improve health outcomes
of persons underserved by the current health system. The
program emphasizes transcultural nursing leadership to
Augsburg College 2010-2011 I 47
Academic Information
maximize health through peaceful, just, and collaborative
actions that uphold and improve human potential across
care settings with emphasis on health inequities in a global
context. In addition to emphasizing transcultural nursing, the
DNP curriculum also focuses on advanced community/public
health nursing and holistic health.
The Master of Business Administration is designed to give
students mastery of the skills and knowledge necessary to
advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening
per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program
encourages learning in a collaborative small-group environment and features a high level of interaction and attention
from the faculty. The program focuses on giving students the
ability to think critically and effectively manage in complex
environments. An intensive management consulting course
allows students to apply theory and classroom learning to an
actual business or organizational environment. Local businesses and organizations provide a laboratory for students as
they complete comprehensive projects in various disciplines
and functions.
The core program can be enhanced through participation
in a number of concentrations including finance, healthcare
management, human resource management, international
business, and marketing management.
The Master of Science in Physician Assistant Studies is
designed for students interested in careers as healthcare providers. The mission of the program is based on a foundation
of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory
and practice in primary care medicine. All physician assistants
must have a supervising physician to practice. The program
is three years long with classes held Monday through Friday
during the day.
The Master of Social Work, accredited by the Council
on Social Work Education, prepares students for entering
advanced social work practice. The program builds on the
liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world.
There are two concentrations: multicultural clinical practice (MCCP) or program development, policy, and administration (PDPA). Students choose one of the two concentrations
for their program focus. The curriculum emphasizes work
with diverse and oppressed groups, social justice, leadership
for social change, and a holistic, strengths-based, problemsolving framework. Graduate social work classes meet in
four-hour blocks on Friday evenings, Saturday mornings, and
Saturday afternoons.
The multicultural clinical practice concentration prepares
students to work with diverse peoples across the full range
of contemporary clinical social work practice settings. The
program development, policy, and administration concentration prepares students to actively seek equality and justice for
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I Augsburg College 2010-2011
clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress
people.
Two dual degrees are also available: a Master of Social
Work/Master of Theology or Divinity degree (MSW/MA/
MDiv) and a Master of Social Work/Master of Business
Administration degree (MSW/MBA). The MSW/MA/MDiv
dual degree is offered in collaboration with Luther Seminary.
It is designed to meet the educational interests of people
planning to serve the spiritual and social needs of families,
individuals, and communities. The MSW/MBA dual degree
is offered in collaboration with the Augsburg MBA program.
It provides students with the skills and expertise necessary
to build well managed and financially sound service organizations that serve diverse communities, both locally and
globally.
Other Programs
Continuing Education Program
The mission of Augsburg College continuing education
program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow
personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet
the needs of the community by offering credit and non-credit
programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between
academic and administrative departments of the College and
community organizations. These collaborations have included
the Departments of Business, Biology, Education, Nursing,
Religion, Social Work, the Center for Leadership Studies,
Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota
Department of Education, and the Midwest Regional Office
of the College Board. Augsburg College is a Lifelong Learning
Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The
program supports special events and conferences as well as
student internships and faculty activity in Canadian studies.
The goals of the program include community involvement,
increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from
Canadians through visits and exchanges.
Academic Policies and Procedures
Registration
A student must be registered for a course in order to earn
credit, and all registered courses will be reflected on a student’s AugNet page. Students are responsible for verifying the
Academic Information
accuracy of their registrations. Additionally, day students are
required to meet with their academic advisers prior to registration for the fall and spring terms.
Web registration through AugNet is the primary method
of registration, though the Enrollment Center is available
to process registration forms. Please reference the academic
calendar for the schedule of open registration dates.
Students who encounter a prerequisite issue when trying
to register for a course through AugNet should come to the
Enrollment Center for assistance.
The following registrations cannot be completed online
and must be processed at the Enrollment Center:
• Pass/No Credit (P/N) grade options
• THP courses (theatre practicum courses)
• MUP courses (variable credit music lessons)
• Student Teaching (Education department approval
required)
• Independent Study and Directed Study (separate form
available at the Enrollment Center; instructor and department chair signatures required)
• Internships
Full-time day students normally register for four course
credits per semester. Students registered for three or more
course credits in a semester are classified as full-time students.
Students registered for two course credits are classified as
half-time students.
To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the
Committee on Student Standing unless the following apply:
students with a cumulative GPA at Augsburg of 3.00 to 3.49
may take a total of 5.0 course credits or with a cumulative
GPA at Augsburg of 3.50 or greater may take a total of 5.5
course credits without petitioning. All overload registrations
must be done in person at the Enrollment Center. (Note:
There is an additional tuition charge for course loads over
4.5 course credits. This includes combining the credit load
from both the day and WEC programs. Spring day term will
include winter WEC and spring WEC.) auditing classes over
the 4.5 overload limit will also incur a tuition charge.
Official academic calendars for all programs are
available through the registrar’s webpage.
The last day to initially register for courses in the Day
program (semesters) is the Friday before the term begins.
After initial registration, Day students may add individual
classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11
through day 20, students may still petition the Committee on
Student Standing for permission to add a class. There is a fee
for this petition. Day 20 is the last day to petition for adding
a class.
Students registered for day program Time 1/Time 2 (T1/
T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the
start of the course. Changing grade option or withdrawing
with a W is allowed through the fourth week of T1/T2 classes.
Specific dates for each term are listed under “Academic
Calendars” at www.augsburg.edu/registrar.
Weekend College, Rochester, and Partner Hospitals program students typically register for one or two course credits
each trimester. Maximum credit load is 4.0 credits. Students
registered for at least two course credits in one term are
considered full time for that term. Students registered for one
course credit are considered half-time for the term.
The last day to initially register for courses in the
Weekend College and the Partner Hospitals program
(Weekend College) is the last business day before the term
begins. After initial registration, Weekend College students
may add individual classes to their current schedule or
withdraw without notation through Friday after the first
class weekend. The signature of the instructor is required to
add a class after the class meets. Students may petition the
Committee on Student Standing for permission to add a class
through the Thursday prior to the second class weekend.
There is a fee for this petition. The last day to petition to add
a class is the Thursday prior to the second class weekend.
Students registered for Weekend College T1/T2 courses
may add or withdraw without notation through the Friday
after the first weekend class meeting. Changing grade option
or withdrawing with a W is allowed through the Tuesday after
the second weekend class meeting.
The last day to initially register for courses on the
Rochester campus is the last business day before the term
begins. After initial registration, Rochester students may add
individual classes to their current schedule and/or withdraw
without notation through Monday after the first week of
classes. The signature of the instructor is required to add a
class after a class meets and it must be processed through the
Enrollment Center. Students may petition the Committee on
Student Standing for permission to add a class through the
Friday prior to the second week of classes. There is a fee for
this petition. The last date to petition to add a class is the
Friday before the second week of classes.
Students registered for Rochester T1/T2 courses may add
or withdraw without notation through the Monday after the
first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second
week of the class.
Separate rules apply to Summer School. Late course registrations may be subject to additional late fees.
ACTC school course listings are also available online and
should be checked to verify the correct meeting times and
room assignment. As some courses are offered only in alternate years, students should also consult with departmental
advisers when planning their academic program.
Summer session and graduate program courses are published in separate schedules.
Specific information on registration and help with registration on other campuses are available from these offices:
Enrollment Center—612-330-1046
Augsburg College 2010-2011 I 49
Academic Information
Academic Advising—612-330-1025
Augsburg for Adults—612-330-1782
Rochester Program—507-288-2886
Crossover Registration Policy
Every Augsburg undergraduate student is admitted to
a “home program,” either day, Weekend College, or the
Rochester Program. It is expected that students will complete
most of their degree requirements through their home program. However, full-time students may register for up to 1.0
credits per term outside their home program. Enrollment will
be based on class availability.
Students will be charged the rate of their home program
for courses in which they enroll outside their home program.
The rate will be based on the maximum credit load they are
carrying on any calendar date over the span of the two terms.
For example, a day program student taking 2.0 credits in the
day program, and 1.0 credits in the WEC program, will be
considered full-time and will be charged the full-time day
program tuition rate. A WEC student taking 2.0 credits in the
WEC program, and 1.0 credits in the day program, will pay
the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits will pay the day
part-time rate for any credits over 4.5 in their combined day/
WEC load (Spring day term will include both winter WEC
and spring WEC). The maximum number of credits that may
be included in the day full-time tuition rate for students who
cross-register is 4.5.
Students have registration priority in their home program. Crossover registration dates are published on the registrar’s office webpage. There is a special crossover registration
form that must be processed at the Enrollment Center. This
registration option is not available by Web.
The WEC, Rochester, and Partner Hospitals programs
are not part of the ACTC (Associated Colleges of the Twin
Cities) tuition exchange program. WEC/Rochester/hospital
students may NOT cross over to attend ACTC courses.
Students must have completed their undergraduate
degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception
is made for approved courses in the Department of Nursing
and the joint BA Accounting/MAL.) Undergraduate students
enrolled in graduate courses will pay the graduate rate for
those courses. Any student enrolled in an Augsburg graduate
level program wishing to take an undergraduate course will
pay the rate of the program in which the course is offered
(Day, WEC, or Rochester).
Change of Program
Students may apply to change their “home program” by filling
out a Change of Program form available at the Enrollment
Center. The change will take effect the following term.
Changes are limited to one each academic year. A Change
of Program form must be submitted before the term begins.
Students registered in spring Day may not do a change of
program into spring WEC.
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I Augsburg College 2010-2011
Withdrawal from College
Students are urged not to abandon courses for which they are
registered because this will result in a failing grade on their
official academic record. Cancellation of courses or withdrawal
from College must be completed in the Enrollment Center.
A Withdrawal from the College form may be obtained at the
Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a Withdrawal from College is
the last day of classes prior to finals week. Withdrawal from
college and any consequential adjustments in accounts are
effective as of the date the Withdrawal from College form is
returned to the registrar’s office. Students must be re-admitted
to the College when they are ready to resume their studies.
The Application for Readmission form is available from the
Enrollment Center or can be downloaded from the registrar’s
webpage.
Students are responsible for keeping the registrar’s office
informed of their current mailing address.
Military Called to Active Duty
Augsburg College will allow students to withdraw from
courses without penalty if they are called to active duty as
military reservists, National Guard, or for other military
service. This shall include a 100 percent refund of tuition and
fees upon verification of call to active duty. The student must
provide a copy of their orders to the registrar.
If the student is called to duty after the deadline to drop
a course, the registrar will place a W for the course(s) along
with a notation on the transcript that the student was called
to active duty. This is to assist the student with any financial
aid complications that may arise and also indicate that the
withdrawal was outside of the student’s control.
Alternatively, the College supports faculty in enabling
students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement.
Students who are able to complete some of their courses
would have their refund adjusted to reflect this.
Students who are being placed on active duty should contact the registrar and/or the dean’s office as soon as possible so
the College can notify all parties and aid in this process.
Student Standing Committee
The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers
requests for:
• Minor exceptions to academic requirements and/or
approval of transfer course substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes)
Note: Petitions for an exception to published registration
deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of
Academic Information
the petition. Petitions involving adding or dropping courses/
withdrawing from college after the deadline must be submitted within six months of the published registration deadlines
for the term involved.
For petitions requesting a late registration, any student
account holds must be cleared before submitting the petition.
Students who are allowed to add a course by petition after the
published petition deadline will incur a $150 late registration
fee per course.
In addition, the committee reviews students’ transcripts
in determining academic probation or dismissal from the
College on academic grounds. The committee also hears
appeals from students who have been dismissed for academic
reasons.
The committee reviews student requests for readmission
to the College after dismissal or returning after leaving while
on probation, or students readmitting to the College immediately after a term from which they withdrew from College.
The committee typically meets every other week throughout the school year (September-April), and once a month
during summer.
Petition Process
Step 1: Pick up a petition form at the Enrollment Center or
download from the registrar’s webpage, www.augsburg.edu/
registrar/.
Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser,
instructor, or department chairs sign and add comments
concerning your request. Petitions without comments from
faculty will be returned for completion. Note: If petitioning
for a change in registration, please submit a drop/add form
signed by both the instructor and student.
Step 3: Return the completed petition form to the Office of the
Registrar/Enrollment Center; include signed drop/add form
and $50 check if applicable.
Step 4: After the committee meets, a copy of the petition
with the committee’s decision is returned to the student. Day
students will receive this notice in their campus box. WEC
and Rochester student petitions will be mailed to their home
address.
Catalog Applicability
Students must fulfill the general education requirements that
were in effect when they matriculated at Augsburg. Students
may elect to satisfy the departmental major requirements of
any of the catalogs in effect during their years of enrollment.
However, students who are readmitted after more than six
years away from the College must complete the departmental
major requirements of the most current catalog at the time of
readmission or any one of the catalogs in effect during their
subsequent years of continuous enrollment at Augsburg.
Second Majors and Degrees
Students who graduated from Augsburg and are returning to
complete a second major will not be awarded a second degree
unless it is different from the original degree awarded. (BA,
BM, BS) Students cannot earn multiple degrees for the same
major, though it is possible to earn multiple degrees from
the same academic department if the majors are distinct. For
example, a student cannot earn both a BA in computer science
and a BS in computer science, but may earn a BS in computer
science and a BA in computational philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Office
of the Registrar and is based on a student’s official transcript.
College credit is granted for liberal arts courses completed
at regionally accredited institutions with a grade of 2.0/C
or better. Liberal arts courses are defined as courses similar
in nature, content, and level to those offered at Augsburg.
Augsburg does not grant transfer credit for developmentalremedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD,
or below do not transfer to Augsburg College. Competency
credits and exam credits issued by another institution may
and will be evaluated on a individual basis. The registrar’s
office evaluates coursework for credit and for applicability
toward Augsburg Core Curriculum requirements. Academic
departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The
College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence
Requirements section of the catalog.)
Augsburg operates on a course credit system rather than
semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer
credits that have been reported to Augsburg as semester or
quarter hours are converted to Augsburg course credits by
dividing by four or six respectively.
Augsburg College limits transfer credit from two-year
colleges. Students may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year colleges. Once a
student reaches this credit limit, no additional credits will
transfer from two-year institutions toward the minimum
number of course credits required for a bachelor’s degree.
However, courses taken beyond the credit limit can be used to
meet liberal arts and major requirements.
Courses and credits that are accepted in transfer are
reported on the student’s transcript. Grades and grade points
from other institutions are not transferred to Augsburg and are
not included in the student’s cumulative grade point average.
Students should consult with their faculty adviser and the
Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and
residency requirements. (Refer to the Residence Requirements
section of the catalog.)
Augsburg College 2010-2011 I 51
Academic Information
MnSCU Transfer Students
Completion of the Minnesota Transfer Curriculum (MnTC)
with a cumulative grade point average of 2.5 or higher will
satisfy Augsburg’s Liberal Arts Foundation requirements
and will reduce the Search for Meaning requirement to one
course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer
program, the MnTC must be completed prior to enrollment at
Augsburg.
Completion of the Associate of Arts degree with the
MnTC and a cumulative grade point average of 2.5 or higher
will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one
course (REL 300), and will waive one of two Lifetime Fitness
requirements. Students will be granted credit for transferable
courses graded C – or better. Transfer courses that equate
to Augsburg’s requirements of Effective Writing, entry level
math, and modern language must have a grade of C or better
in order for credit to be granted. To qualify for this transfer
program, the A.A. degree and MnTC must be completed prior
to enrollment at Augsburg.
Note: Additional prerequisite coursework beyond the AA
degree may be required in some Augsburg majors. Students
are advised to consult an academic adviser in the major
department to discuss major requirements. Courses with
C–grades or below will not be accepted as prerequisites or for
application to majors.
Admission to a major—a separate process from admission
to the College—is sometimes required. Please check with the
Office of Undergraduate Admissions and consult the departmental section of this catalog.
Advanced Transfer Students
Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for
advanced transfer students as outlined below:
• Complete REL 300 Bible, Christian Theology, and Vocation
instead of REL 100 and REL 200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entry-level Critical Thinking Assessment
• Waiver of one Lifetime Fitness requirement (depending on
transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned
above remain unchanged for Advanced Transfer Students.
*Waivers for Advanced Transfer are determined at the
time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to
the Office of the Registrar for transfer credit evaluation. A
military transcript will contain credit recommendations from
the American Council on Education (ACE) for training and
courses completed in the U.S. Armed Services. Augsburg will
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I Augsburg College 2010-2011
review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit
guidelines.
Army records maintained by AARTS:
http://aarts.army.mil
Navy and Marine Corps records maintained by SMART:
https://smart.navy.mil
Coast Guard records maintained by U.S. Coast Guard Institute:
www.uscg.mil/hq/cgi/ve/official_transcript.asp
Air Force Records:
Air University and Community College of the Air Force are
regionally accredited institutions. Students should submit
official transcripts from these schools during the admission
process.
Graduation Requirements
The responsibility for ensuring that all degree requirements
are satisfied rests with the student. All students are required to
file a graduation application with the registrar’s office one year
prior to graduation.
Faculty advisers, the Academic Advising staff, department
chairs, and the registrar staff are available for counsel and
assistance in program planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Office of the
Registrar about specific requirements for a second bachelor’s
degree or for the equivalent of a major. See page 18 — Special
Students (Second Degree).
Each student is required to apply for graduation at
the end of his or her junior year to confirm remaining
graduation requirements.
Application forms are available at the Enrollment Center
or on the registrar’s webpage.
All degree and course requirements must be completed
and verified in the Office of the Registrar in order for the
degree to be conferred. (There may be no incompletes or open
courses on the academic record.)
Requirements for Undergraduate Graduation
Degree requirements include completion of a minimum
number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework,
and residence.
1. Completion of 32 course credits—No more than these
maximums may be applied toward the 32 total course credits
required: two course credits by independent/directed study;
four course credits of internship; and six course credits with
a grade of Pass (P). To graduate with Latin honors, students
may take no more than two elective P/N graded course credits. Each department sets its own limitations on the number of
P/N graded courses that may be applied toward the major and
minor programs, but normally students may apply no more
than two course credits with P grades toward a major and no
Academic Information
more than one course credit with a P grade toward a minor.
The Department of Education is an example of a department
that allows students to apply more than two course credits
with P grades within the major program (two in major field
courses plus student teaching).
2. Completion of a Major—Requirements for each major are
listed under the departmental headings.
3. Completion of the Augsburg Core Curriculum —Requirements
for the Augsburg Core Curriculum are listed in the next
section.
4. Grade Point Average —Students must earn a minimum
overall grade point average of 2.00. Additionally, all majors
and minors require at least a 2.00 grade point average in
coursework for the major or minor. Some majors, licensure,
and certification programs require a higher grade point average or a minimum grade in each course. See the departmental
section for details about the grade and grade point average for
individual majors and minors.
5. Residence —A minimum of 8.0 course credits must be
completed through Augsburg College. Additionally, no fewer
than 6.0 of the last 8.0 course credits must be completed at
Augsburg or within an approved exchange program (ACTC,
McNally Smith, or Augsburg Abroad). Transfer courses and
Assessment of Previous Learning (APL) credits are counted
against the residency requirement. Therefore, students are
encouraged to complete transfer work and APL credits
prior to reaching senior standing. Some departments have a
minimum number of courses that are required in residence
within the major or minor. Consult the catalog description
of the major/minor or the chair of the department for further
information.
Augsburg College 2010-2011 I 53
Academic Information
The Augsburg Curriculum
The Augsburg Curriculum is comprised of three main components: the core curriculum (or general education requirements), major requirements, and electives. Some students
may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include
signature courses and experiences, a liberal arts foundation,
and skills development.
Entry Level Skills
Critical Thinking, Math, Writing (Assessments and
Placements)
Core Skills
Effective Writing
Modern Language
Lifetime Fitness
The Augsburg Core Curriculum
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning I and II
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
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I Augsburg College 2010-2011
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Graduation Skills
Critical Thinking
Quantitative Reasoning
Speaking
Writing
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare
students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
• Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills;
• Calls for common inquiry into questions of Christian faith
and the search for meaning; and
Academic Information
• Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world — vocatio and caritas.
The curriculum has three major components:
• The Augsburg Signature Curriculum
• The Liberal Arts Foundation
• Skills Requirements
Skills Requirements
Entry Level Skills Assessments
There are entry level skills assessments in:
• Critical Thinking
• Mathematics
• Writing
Placement in writing, math, and critical thinking courses is
determined by assessments. These assessments are a prerequisite for (not completion of) core and graduation skills course
requirements.
Critical Thinking Assessment and Requirement
Students identified as needing the entry level critical thinking
skill component, based on review of their past academic work,
are required to complete GST 100 with a minimum grade of
2.0 or better.
Mathematics Assessment and Requirement
All students are required to have their math placement group
(MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may
have their MPG determined by the registrar’s office. All other
students must take the Augsburg Math Placement Exam,
which is administered by Academic Advising. The exam
is given during College registration sessions and at other
announced times during the year. Practice questions and
other information are available from Academic Advising.
Based on the math assessment result, students will be
enrolled in the appropriate courses or advised on preparation
for retaking the math placement exam. Students may retake
the Math Placement Exam once during their first term of
enrollment. Students are required to take the Math Placement
Exam before registering for the first term and should achieve
MPG 3 by the end of their first year at Augsburg.
Students in MPG 1 must take MAT 103 to advance to
MPG 2. Students in MPG 2 must take MAT 105 to advance
to MPG 3. Students in MPG 3 must take MAT 114 to advance
to MPG 4. No other MAT course changes a student’s MPG.
A grade of Pass or 2.0 or higher is required to advance to the
next math level.
Students are encouraged to advance their MPG as soon
as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses
require MPG 2, 3, or 4 as a prerequisite.
Writing Assessment and Requirement
A writing sample is required of students to determine their
placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to
develop competence in composition skills—such as stating
and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in
Developmental Writing (ENL 101) where they receive more
individual instruction than is possible in Effective Writing
(ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of P, 2.0, or higher before enrolling in
Effective Writing (ENL 111).
Unless they have received formal approval of a course
equivalent to ENL 111 on their transfer evaluation, transfer
students must also take the writing placement exam. Students
entering Weekend College or the Rochester program do not
take the Writing Assessment.
Core Skills Requirements
Effective Writing
ENL 111 Effective Writing or ENL 112 Advanced Effective
Writing or the equivalent with a grade of 2.0, P, or higher, is
required. Attendance the first day of class is required.
Students should complete Effective Writing by the middle
of the sophomore year.
Modern Language
For students who have not previously studied a modern
language, completion of a two-course sequence in the same
language with a minimum grade of 2.0 or P in both courses is
required. For a language previously studied, placement into
the 211 level or successful completion (minimum grade of 2.0
or P) of 112 satisfies the graduation requirement. Placement
into French, German and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages
may seek a placement evaluation through faculty fluent in
the specified language at Augsburg or other ACTC schools.
Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not grant
course credit. Students may audit, but will not receive course
credit for any course taken below their placement level. The
Department of Languages and Cross-cultural Studies may
override assessment results as deemed appropriate.
Modern language courses accepted in transfer may be
applicable to this skills area for partial or full completion of
the requirement.
Students who have demonstrated competence in
American Sign Language by passing an approved course
sequence will have fulfilled the Modern Language Core Skill.
Students whose first language is not English and whose
score is below the minimum on the English Language
Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing
the ELL course(s) and achieving a score above the minimum
on the ELL placement exam. Students who complete the
ELL requirement fulfill the Modern Language Core Skill
Augsburg College 2010-2011 I 55
Academic Information
requirement. Contact Academic Advising or the English
Department for additional information. More information
about English Language Learners is found on page 92.
Lifetime Fitness
Two lifetime fitness courses are required. HPE 001
Foundations of Fitness is required of all students. The second
course may be chosen from a variety of different Lifetime
Activity courses (HPE 002, 003). Students may test out of the
activity course by demonstrating proficiency from a selected
lifetime activity. Proficiency exams are offered through the
Health and Physical Education Department each semester.
There is a fee to take the lifetime activity proficiency test.
Intercollegiate athletes and Health and Physical Education
majors may not test out of this requirement.
Foundations of Fitness and Lifetime Activity courses
are non-credit courses and are not included in the 32-course
credit graduation requirement.
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning
Augsburg’s Signature Curriculum takes seriously the College’s
identity as a college of the Evangelical Lutheran Church in
America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the College’s
related interest in asking students to think critically about the
concept of vocation.
Faculty who teach these courses make the following commitments to their students:
• You are welcome—whether you are Jewish or atheist,
Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran,
uncertain, disinterested, or someone who is “spiritual but
not religious.” Our Christian understanding is rooted in a
generous spirit of hospitality.
• We will treat each other with respect as we learn how to
engage in conversation with one another about our different values, commitments, convictions, and faith traditions.
• We will challenge and support one another to develop a
mature faith for our time—open to doubts and eager to
explore our questions and the realities of our world and
culture.
• We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about
Judaism, Islam, Hinduism, and Buddhism—their stories,
claims, and key concepts.
• We will deepen our study of Christianity, explore
Augsburg’s claim that “what we believe matters,” and invite
you to continue the process of developing your own lived
theology.
• We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as
neighbors. We will explore the idea that vocation is a model
and lens for viewing the connections between our basic
beliefs and the commitments and actions we make in life.
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I Augsburg College 2010-2011
The Augsburg First Year
In order to help them make the transition to college and
their new community, first-year weekday program students are required to take courses containing the following
components:
Augsburg Seminar
All students who enter the College as first-year students in
the weekday schedule program must satisfactorily complete
fall orientation and Augsburg Seminar (AugSem), a first-year
learning community in their major or related area of academic interest. AugSem’s purpose is to help first-year students
embrace the expectations and benefits of being a member of a
learning community at Augsburg College by:
• Encountering the community
• Engaging the learning process
• Exploring the self as scholar
AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them
succeed in future college work.
Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s
national leadership in experiential education as well as its
commitment to its urban location. The course linked with
their AugSem introduces students to the city as a resource
for intentional learning, typically through civic engagement,
cultural engagement, or service learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see core skills
requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes
of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach
skills and methods that promote successful communication
between diverse writers and readers.
Augsburg Experience
All students must complete at least one approved Augsburg
Experience as a requirement for graduation. Augsburg
Experiences highlight the College’s commitment to experiential education and active participation in the broader
community, both locally and globally. Five categories of
approved experiential learning opportunities are recognized
as Augsburg Experiences: internships (including fieldwork,
practicums, and student teaching), faculty-student research,
service learning/community service, study abroad, and offcampus immersion experiences.
An Augsburg Experience integrates experiential learning
with academic learning. It demonstrates enhanced learning
and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1)
integrate experiential learning with academic learning and (2)
link on-campus learning to the goals, mission, needs, or ideas
Academic Information
of off-campus people, organizations, and/or communities,
either through community partners, professional activities,
and/or travel. Augsburg Experiences may be embedded in
designated courses that are part of the regular class schedule
or may be completed for zero credit outside the regular class
schedule. The length of time required, credit/no-credit status,
and grading options for approved Augsburg Experiences vary.
Senior Keystone
The Senior Keystone course provides a final opportunity
for exploring the central themes of an Augsburg education—vocation and the search for meaning in a diverse and
challenging world. Students reflect on the meaning of their
educational experiences and consider issues of transition as
they prepare for their lives after Augsburg. Most Keystone
courses also meet major requirements.
The Senior Keystone course in each department connects
the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students
to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
The official list of approved keystone courses is found
on the registrar’s webpage—under the heading General
Education Requirements, click on Senior Keystone.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to
knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional
liberal arts provide the opportunity for students to acquire
a broad and solid foundation for their specialized study and
professional preparation.
Students choose two approved LAF courses from two
different departments in each domain: Natural Sciences and
Mathematics; Social and Behavioral Sciences; Humanities; and
Fine Arts.
The official list of approved LAF courses is found on the
registrar’s webpage—under the heading General Education
Requirements, click on Liberal Arts Foundation.
Natural Sciences and Mathematics
Two approved courses from two different departments:
Biology, Chemistry, Mathematics, Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments:
Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology
Humanities
Two approved courses from two different departments/
programs:
American Indian Studies, Communication Studies, English,
History, Philosophy, Religion, Languages and Cross-Cultural
Studies (literature and culture courses), Women’s Studies
Note: The signature Search for Meaning (REL 100, 200,
or 300) courses do not count as humanities Liberal Arts
Foundation requirements.
Fine Arts
Two approved courses or approved activities from two different departments:
Art, Film, Music, Theatre Arts.
One fine arts LAF requirement can be met by participating in one of the following:
• Four semesters in any combination of the major choral
ensembles listed (MUE 111, 112, 114, 115)
• Four semesters of orchestra (MUE 121)
• Four semesters of concert band (MUE 141)
Graduation Skills Requirements
An Augsburg education includes enhancement of certain
skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate
components of certain courses. Graduation skill requirements
typically are embedded in required courses in the major. Some
departments, however, designate courses outside the major or
elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill has two components: foundational skills and the application of those skills.
Courses in which foundational quantitative reasoning skills
are taught have a QF designation. Courses that contain an
embedded project in which students apply and practice those
foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a
QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses.
Departments may designate one required course with a QF
designation and one required course with a QA designation
(departments may also designate a list of QF or QA courses
from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning
skill (departments may also designate a list of QFA courses
from which students can choose); OR, departments may list
this skill as embedded.
See department and program pages in this catalog, consult the graduation skills catalog supplement found online on
the registrar’s webpage, or consult the department chair for
more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give
students the ability to modify their Core Curriculum requirements in one of the following ways.
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—
Students who elect the Bachelor of Science/LAF Waiver must
complete at least six of the eight LAF requirements, provided
at least one course is taken in each of the four domains. (e.g.,
two Natural Science and Mathematics courses, two Social and
Behavioral Science courses, one Fine Arts course, and one
Humanities course) The following majors are approved for
Augsburg College 2010-2011 I 57
Academic Information
the Bachelor of Science/LAF Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Elementary Education
• Health Education (teaching licensure only)
• Mathematics
• Music Therapy
• Nursing
• Physical Education (teaching licensure only)
• Physics
Bachelor of Science/Modern Language Waiver—Students who
elect the Bachelor of Science/Modern Language Waiver are not
required to complete modern language courses as part of their
degree. The following majors are approved for the Bachelor of
Science/Modern Language Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Mathematics
• Music Therapy
• Nursing
• Physics
• See P/N limitations under Graduation Requirements,
page 52.
Certain courses have restrictions and are offered on one
grading system only (e.g., lifetime activities are graded only
P/N). In courses where there is a choice, students will be
graded on the traditional system unless they indicate on their
registration that they wish to use the P/N grading option. Any
changes in choice of grading system must be made according
to dates published each term.
Numeric Grades
Numeric grades are used with these definitions:
4.0 Achieves highest standards of excellence
3.5
3.0 Achieves above basic course standards
2.5
2.0 Meets basic standards for the course
1.5
1.0 Performance below basic course standards
0.5
0.0 Unacceptable performance (no credit for the course)
Grades of P (Pass) or S (Satisfactory) or N (No credit) are not
computed in the grade point average.
Incomplete (I) Grades
Evaluation and Grading
Explanation of Grades
The official delivery of end-of-term grades to students is
online via the AugNet Records and Registration website.
Student achievement in courses is measured by final
examinations, shorter tests, written papers, oral reports, and
other types of evaluation.
Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means
no credit and a grade of less than 2.0.
Pass/No Credit
Students who choose the P/N option are cautioned:
• In order to receive a grade of P, a student must achieve at
least a grade of 2.0.
• Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as
a C.
• Maximum number of course credits taken P/N that may be
applied to graduation is six course credits with a grade of
Pass (P).
• P-graded courses do not count toward the requirement
that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for Latin Honors.
Transfer students should be especially aware of this
requirement.
• To be eligible for graduation with Latin Honors, students
may elect only two P/N credits.
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I Augsburg College 2010-2011
An incomplete grade (I) may be awarded when the instructor
grants permission after determining that a student emergency
may delay completion of coursework. Students who receive
an incomplete grade should be capable of passing the course
if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an
Application for Incomplete Grade form by the end of the term
with the Office of the Registrar that states the reasons for the
request, outlines the work required to complete the course,
and includes the course instructor’s signature. The instructor
may stipulate the terms and conditions that apply to course
completion; however, students may not attend the same
course (or a portion of the same course) in a following term
with an incomplete grade. The student must complete the
outstanding work in enough time to allow evaluation of the
work by the instructor and filing of a grade before the final
day of the following academic term in the student’s program.
If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may
sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within
one year from the beginning of the first term of registration.
A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students
given X extensions will continue to communicate with their
instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term
in which the work is completed and evaluated (but not longer
Academic Information
than one year). An instructor has the right to not grant an
extension where satisfactory progress is not demonstrated. If
the course is not completed, a grade of 0.0 will be assigned.
Withdrawal Grade
A course is given a grade of W (withdrawn) when it is
dropped after the deadline for dropping classes without
notation on the record and before the last day to withdraw
deadline.
Repeated Courses
A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been
received may be repeated for credit. Courses in which higher
grades have been earned may not be repeated for credit and
a grade, but may be audited. All courses taken each term
and grades earned, including W and N, will be recorded on
the academic record. Only the credits and grades earned the
second time, for legitimately repeated courses, are counted
toward graduation and in the grade point average. Courses
completed at Augsburg College must be repeated at Augsburg
to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade
may do so by registering for Audit (V). Full-time day students
will be charged an audit fee if their total credit load is over 4.5
credits. The charge for part-time and Weekend College students is listed under Weekend College costs in the Financing
Your Education section on page 21. The signature of the
instructor is required to register an audit. Students who audit
a course should confer with the instructor within two weeks
of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been
met, the course will be listed on the transcript as having been
audited. If expectations have not been met, the course will be
listed with a grade of W. Audited courses do not count toward
graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all
work at Augsburg. It does not include credit and grade points
for work transferred from other colleges. Courses taken on
the P/N grading option are recorded, but not computed in the
GPA. The formula for computing the GPA is:
GPA = Total grade points divided by number of credits
attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are posted at the end of
each term. Classification is based on the number of course
credits completed.
• Sophomores—7 completed course credits
• Juniors—15 completed course credits
• Seniors—23 completed course credits
Assessment of Previous Learning (APL)
Program
Augsburg College recognizes that learning can and does take
place in many life situations. Some of this learning may be
appropriate for credit recognition within the disciplines that
comprise the academic program of a liberal arts college. The
Assessment of Previous Learning program (APL) at Augsburg
provides a means by which a student’s previous learning,
other than that which is transferred from another accredited
institution, may be presented for examination for possible
credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such
learning must meet two essential criteria: (1) it is relevant to
coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either
by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by
which students may have their previous learning assessed for
credit recognition. The following is a brief description of each
of these means of assessment:
International Baccalaureate Program (IB)—Courses earned from
the International Baccalaureate program will be considered by
the College for advanced placement and appropriate credit.
IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising website.
Advanced Placement Program (AP)—Augsburg allows students
to earn credit for scores of 3, 4, or 5 on selected Advanced
Placement tests. For some exams, a minimum score of 4
is required. AP exams may fulfill general education and/or
major requirements. Additional information is available on
the Academic Advising webpage and from the Office of the
Registrar.
The College Level Examination Program (CLEP)—This is a series
of standardized tests that have been developed by the College
Board and are offered to students for a small fee at regional
testing centers. Students who score at or above the American
Council on Education’s recommended score on an approved
examination may receive academic credit for that subject at
Augsburg College. CLEP exams may fulfill general education
and/or major requirements. Information about CLEP tests is
available from the Office of the Registrar and the Academic
Advising webpage.
Departmental Comprehensive Exams—These are available for
students to use in obtaining credit for previous learning if the
following conditions are met:
• There is a departmental exam available for the subject area
in question.
• There is a faculty member designated by the department to
administer the exam.
• The registrar approves the student’s request to take the
exam. Credit for departmental exams is available on a P/N
Augsburg College 2010-2011 I 59
Academic Information
basis only, and there is a charge per exam of $400 for a full
course credit.
The Portfolio Assessment Program—This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The
faculty team is composed of two faculty members from fields
of study directly related to the student’s previous learning.
Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the
Registrar. In completing the evaluation of a student’s previous
learning, the faculty team applies the following criteria:
• There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found
within liberal arts coursework.
• The learning has been objectively verified by individuals in
addition to the presenting student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are current and could be
used at the present time.
Students may apply for the credit assessment process after
completing at least one term of academic work at Augsburg
College with a cumulative Augsburg GPA of at least 2.50. It
is strongly recommended that the process not be used when
four or fewer courses remain for graduation. There is a nonrefundable application deposit of $200 to initiate the credit
assessment process for each course presented in a portfolio.
An additional $200 is charged upon approval of each course.
Credit is available on a P/N credit basis only.
Transcript credit will be recorded with the equivalent
Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning—While
Augsburg College recognizes the validity of learning that takes
place outside the traditional classroom, this learning must be
placed in the context of formal study in campus-based liberal
arts courses. Therefore, Augsburg allows a maximum of eight
credits (one-fourth of a bachelor’s degree) to be obtained
through previous experiential learning. In compiling the eight
credits for previous experiential learning, the student may use
any combination of the five assessment processes available in
the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through
portfolio assessment.
English Language Learners (ELL)
Students whose primary language spoken at home is not
English must take the ELL placement test in conjunction
with the English writing placement test prior to registering
for their first term at Augsburg. Students’ placement in ELL,
ENL 101 Developmental Writing, or ENL 111, HON 111, or
ENL 112 Effective Writing will be determined by their scores
on the Michigan test (85-100 range for exemption from ELL
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I Augsburg College 2010-2011
courses) and by a writing sample.
Near the end of each term of the English Language
Learner’s course, an objective test will be administered to all
students in the class. The score on this test and the grade
earned in the class will determine whether additional ELL
coursework is required. Usually a score of 85 to 100 and
a course grade of 3.5 or 4.0 will fulfill the student’s ELL
requirement.
All students whose native language is not English must
stay enrolled in ENL 217/218 until such time that they pass
the ELL placement test at 85 percent or higher. The ELL
course can be counted only twice in the total number of
courses required for graduation.
Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern
Language Core Skill requirement for graduation.
Academic Progress, Probation, and
Dismissal
The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is
required for graduation; however, certain majors require a
higher minimum GPA.
A student will be placed on probation and considered for
continuation or dismissal if:
• His/her cumulative GPA is below 2.00
• He/she is a first-year student who receives two (2) zero or
No Pass grades
• He/she is a sophomore, junior, or senior who receives three
(3) zero or No Pass grades
• At the end of their first term, he/she has not fulfilled the
requirements established through the Conditional Admit
Program (refer to the Academic Skills Office Conditional
Admit Program (CAP) section of the catalog).
Dismissal from the College is not automatic. Each case is
reviewed by the Student Standing Committee. Evidence of
a student’s commitment to academic progress is the primary
consideration used when deciding whether to dismiss a
student.
Students who have a poor academic record may be
strongly advised to withdraw before the end of a term.
Students on probation who voluntarily withdraw from the
College must receive permission from the Student Standing
Committee to re-enroll.
Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing
Committee will review the application for readmission accompanied by any statements and evidence attesting to his/her
commitment to academic success.
A student will be removed from probation if:
• His/her cumulative GPA reaches 2.00; or
• He/ she was placed on probation because of unfulfilled
Conditional Admit Requirements and he/she subsequently
satisfies those requirements.
Academic Information
The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is
3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday
schedule student or two equivalent full course credits for a
Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit.
Courses taken outside of a program’s calendar (e.g., crossover
courses taken in a Weekend College trimester term by a day
student or in a semester term by a weekend student) are not
calculated when determining the Dean’s List. If permission
has been given by the student, an announcement is sent to the
hometown newspaper for those students on the Dean’s List.
fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are
complete.
Commencement is a ceremony. It is an opportunity for
students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation
in commencement, however, does not mean that a student
has graduated. A student will not graduate and a degree will
not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg College holds two commencement ceremonies
in the spring to accommodate the College’s different student populations. The May commencement ceremony is for
students in the Day undergraduate program and for students
in the Physician Assistant Studies graduate program. The
June commencement ceremony is for students in the other
five graduate programs as well as undergraduate students
in Weekend College, Rochester campus, and the Partner
Hospitals program.
Undergraduate students who have not completed all
degree requirements may participate in commencement if: (1)
no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining
requirements will be completed in the summer or fall terms
immediately following commencement.
Latin Honors
Enrollment/Degree Verification
Augsburg recognizes those students who have demonstrated
exemplary academic achievement by conferring Latin honors
upon completion of a baccalaureate degree.
This designation and the standards set are in effect for all
students who complete degree requirements in May 2004 or
later. Students may also receive honors recognition for departmental honors and for participation in the Honors program.
(See individual department and program descriptions for
details.)
Augsburg College has authorized the National Student
Clearinghouse to act as its agent for verification of student
enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreeverify@studentclearinghouse.org
The College reserves the right to dismiss any student who
does not meet the guidelines stated above. Once a student
is dismissed, he/she may appeal the decision to the Student
Standing Committee within 10 school days. Specific appeal
instructions are included in the letter of dismissal.
Students may also be dismissed from professional
programs, such as Social Work, Education and Nursing. A
student dismissed from a program may appeal the decision
through the Program Dismissal Appeal Process. The process is
available at www.augsburg.edu/studentguide/.
Dean’s List
Qualification for Latin honors is determined as follows:
Summa cum laude: 3.90-4.00 GPA plus successful
completion of the summa oral examination
Magna cum laude: 3.80-3.89 GPA
Cum laude: 3.60-3.79 GPA
To be eligible, a student must complete a minimum of 14 traditionally graded credits at Augsburg and have no more than
two elective pass/no pass graded credits at Augsburg (classes
offered only as P/N by the department will not be counted).
For additional information, including the guidelines for
the Summa Cum Laude oral examination, go to the Latin
Honors section at www.augsburg.edu/registrar/.
Veterans of Military Service
Augsburg is approved by the state approving agency for veterans education. Veterans should consult with the
V.A. certifying official in the Office of the Registrar about
completion of enrollment verification and the forwarding
of other information to the Department of Veterans Affairs.
Veterans will need to meet the requirements of the Veterans
Administration regarding repayment of educational assistance
funds received.
Additional information about veterans education benefits
can be found at www.gibill.va.gov.
Graduation and Commencement
Though the terms are often confused, the words “graduation”
and “commencement” carry different meanings. Graduation
refers to the completion of all degree requirements. Students
graduate when all requirements for the degree have been
Family Educational Rights and
Privacy Act Notice
The Family Educational Rights and Privacy Act of 1974
Augsburg College 2010-2011 I 61
Academic Information
(FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg
College is required to give notice of the various rights
accorded to students pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to inspect and review education records—You have the
right to review and inspect substantially all of your education
records maintained by or at Augsburg College. The student
must request to review their education records in writing with
their signature. The College will respond in a reasonable time,
but no later than 45 days after receiving the request.
Right to request amendment of education records—You have
the right to seek to have corrected any parts of an education
record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the
right to a hearing to present evidence that the record should
be changed if Augsburg decides not to alter your education
records according to your request.
Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give
Augsburg your permission to disclose personally identifiable
information contained in your education records, except to
the extent that FERPA and the regulations regarding FERPA
authorize disclosure without your permission. One exception
which permits disclosure without consent is disclosure to
school officials with legitimate education interests. A school
official is a person employed by the College in an administrative, supervisory, academic or research, or support staff
position (including law enforcement unit personnel and
health staff); person or company with whom the College has
contracted (such as an attorney, auditor, or collection agent);
a person serving on the Board of Trustees, or a student serving
on an official committee, such as a disciplinary or grievance
committee, or assisting another school official performing
his or her tasks. A school official has a legitimate educational
interest if the official needs to review an education record in
order to fulfill his or her professional responsibility.
Right to withhold disclosure of “directory information”—FERPA
uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released
for any purpose at the discretion of Augsburg College without
notification of the request or disclosure to the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to
withhold directory information. Should you decide to inform
Augsburg College not to release Directory Information, any
future request for such information from persons or organizations outside of Augsburg College will be refused.
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“Directory information” includes the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of study;
• The student’s academic class level;
• The student’s enrollment status (FT/HT/LHT);
• The student’s participation in officially recognized activities
and sports;
• The student’s degrees and awards received (including
dates);
• The weight and height of members of athletic teams;
• The student’s dates of attendance;
• Previous educational agencies or institutions attended by
the student; and
• The student’s photograph.
Augsburg College will honor your request to withhold all
Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg
assumes no liability for honoring your instructions that such
information be withheld. The Office of the Registrar must be
notified in writing of your intent to withhold your Directory
Information. If the notice is not received by the registrar
prior to Sept. 15 (or within 10 school days of the start of a
subsequent term for a new student), it will be assumed that
all Directory Information may be disclosed for the remainder
of the current academic year. A new notice for withholding
disclosure must be completed each academic year.
Right to complain to FERPA Office—You have the right to file a
complaint with the Family Educational Rights and Privacy
Act Office, U.S. Department of Education, 400 Maryland Ave.
S.W., Washington, D.C., 20202-4605, concerning Augsburg’s
failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Clery Act
The Clery Act Annual Report for Augsburg College contains
statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning
campus security and crime. The report is available online at
www.augsburg.edu/dps/security/report.html. For a printed
copy, contact Augsburg’s Department of Public Safety at
612-330-1717.
Departments and Programs
Departments and Programs
Departments and Programs
As a liberal arts institution, Augsburg College believes that
knowledge and truth are interrelated and are integrated into a
whole. The tradition of the academic world, however, divides
this unified truth into more manageable parts: the academic
disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students.
These courses can be arranged in various ways to construct
majors, to create the substance of a broad general education, and to give students the opportunity to study areas of
particular individual interest.
Course Descriptions
Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus
containing a more detailed explanation of content, approach,
requirements, and evaluations for a particular course can be
obtained from the instructor.
Department entries also contain a narrative discussion of
the educational philosophy of each department, its goals, and
its place in the College’s program. A listing of requirements
for individual majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In general, day classes
are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated
Colleges of the Twin Cities (ACTC) for fall and spring terms
is only available online.
Since some courses are offered alternate years, it is
important that the student review major requirements and
course offerings with an adviser to ensure that all requirements can be met.
Descriptions and schedules for Summer Session, the
Master of Arts in Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of Business Administration,
Master of Science in Physician Assistant Studies, Master of
Social Work, and Doctor of Nursing Practice courses are
published in a separate Graduate Studies catalog.
Credits
A full course is offered for one course credit. A few fractional
courses, for one-half or one-quarter course credit, are offered.
Unless noted, all courses are one course credit. A full course
is valued as four semester credits or six quarter hours. Most
day program courses meet for three 60-minute periods or two
90-minute periods per week with additional time required
for laboratory work. All full credit Weekend College courses
meet for eight three-and-one-half-hour sessions during fall
and for seven four-hour sessions during winter and spring
term.
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Numbering
Courses numbered below 300 are lower division courses.
Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for
first-years, 200s for sophomores, 300s for juniors, and 400s
for seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level
course are listed in the course description as prerequisites. A
student may enroll in a course when a prerequisite has not
been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math
placement, and critical thinking) cannot be waived by the
instructor. NOTE: Not all courses are offered in all schedules.
Refer to Augnet Records and Registration for information on
when specific courses are offered.
Internships and Independent Studies
Every department offers opportunities for internships and
independent study. The course description and process for
registering is normally the same for each department. Some
departments have additional statements that can be found in
the departmental course listing. Interdisciplinary internships
are also available.
Internships
Registration for internships consists of the following steps:
1. Obtain the internship registration permission form
and secure the signatures of the faculty supervisor and director of the Strommen Career and Internship Center.
2. Register: Turn in the completed internship registration form (with all signatures) to the Enrollment Center.
You must register the internship for the academic term that
coincides with the internship experience.
3. A learning agreement (forms are available in the
Strommen Career and Internship Center) must be completed
with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Strommen Career and Internship Center, with copies made
for the faculty supervisor and student.
196
197
198
199
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience
typically at the sophomore level in which a student, faculty member, and site supervisor design
a learning agreement that links the ideas and
methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students
must consult with the departmental internship coordinator or a faculty member and the
Departments and Programs
Strommen Career and Internship Center regarding requirements and permission to register.
396
397
398
399
Internship/On-campus
Internship/Off-campus (.5)
Internship/On-campus (.5)
Internship/Off-campus
A work or service-based learning experience at
the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods
of the discipline with the opportunities inherent
in the placement. For some majors, participation
in a concurrent seminar may be expected. Prior
to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member
and the Strommen Career and Internship Center
regarding requirements and permission to register. (Off-campus 397/399 internships are one
option for the Augsburg Experience graduation
requirement.)
Directed and Independent Studies
299
Directed Study
An opportunity to study topics not covered in
the scheduled offerings under the direction of
an instructor. Open to all students, but normally
taken by sophomores and juniors. Approval
must be secured in writing from the instructor
and the department chairperson before the term
in which the study is undertaken.
499
Independent Study/Research
An opportunity for advanced and specialized
research projects. Normally open to junior and
senior majors. Approval must be secured in
writing from the instructor and the department
chairperson before the term in which the study
is undertaken.
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Accounting
Accounting
See listing under Business Administration.
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American Indian Studies
American Indian Studies
American Indian studies is a major that gives students the
opportunity to learn about the original, indigenous cultures
of North America. Students will be provided with a multidisciplinary understanding of the history and present situation
of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts,
philosophy, religion, political and social forces, and the legal
status and sovereignty of American Indians. This course of
study exposes students to the richness and beauty of North
American Indian cultures.
influences, and American Indian literature, art,
music, and language.
OJB 111, 112 Beginning Ojibwe I, II
ANT 141
Cultural Anthropology
This course serves as an introduction to cultural
anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of
race and culture, an appreciation and awareness
of differing cultures, and an awareness of the
role cultural anthropology has in understanding
contemporary human problems. (This course
does not count toward the American Indian
studies major or minor; it is recommended as a
supporting area of study)
American Indian Studies Faculty
Eric Buffalohead (Chair), Elise Marubbio
Adjunct Faculty
Sophia Jacobson, Richard Gresczyk, Dale Weston
Degree and Major Requirements
American Indian Studies Major
Ten courses including;
AIS 105
Introduction to American Indian Studies
AIS 205
Contemporary American Indians
ENL 255
American Indian Literature
or AIS 264 American Indians in the Cinema
HIS 236
American Indian History
REL 370
American Indian Spirituality and
Philosophical Thought
AIS 499
Senior Research Project
In addition, students must complete four electives. At least
four of the courses toward the major must be upper division.
Graduation skills in Critical Thinking (CT), Speaking
(S), and Writing (W) are embedded throughout the offered
courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200
or PHI 230. Transfer students must consult an adviser about
potential adjustments to their course requirements to fulfill
each of these skills.
AIS 205
Contemporary American Indians
In this topics-oriented course, students focus on
issues that face contemporary American Indians,
including tribal sovereignty and identity politics,
treaty rights, language retention and education,
religious freedom, and Indian activism.
AIS 208
Native American Women and Film
Beginning with issues of representation and
a history of Hollywood’s portrayal of Native
American woman as princess figures, sexualized maidens, or squaws, we will expand our
conceptualization of Native American women
by putting into conversation a variety of voices
that talk back to or address mainstream stereotypes of Native American women. Our goal
is to expand our conceptualizations of Native
American women and their important roles in
society by examining a variety of cultural issues
as they are presented through documentary
and fiction films made by and about Native
American women.
Minor
Five courses including AIS 105. At least two must be upper
division.
Course Offerings at Augsburg College
AIS 105
Introduction to American Indian Studies
Designed to introduce students to the content
areas of the American Indian studies curriculum,
this course includes an overview of American
Indian history, federal Indian policy, land issues,
reservation and urban issues, cross-cultural
An introduction to the language and culture
of the Ojibwe (Chippewa). Emphasis is on
vocabulary, reading, writing, and conversational
skills. Classroom practice will include linguistic
patterns and oral interaction.
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues
concerning the biological, evolutionary, and
historical origins of women’s roles and status in
society. Comparative roles of women are examined in tribal contexts across various indigenous
cultures. Studies include the role of women in
Native American and African tribes, peasant
societies of eastern Europe, Mexico, the Middle
East, and China.
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American Indian Studies
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HIS 236
American Indian History
A study of the native people of North America
from the pre-Columbian period through
European exploration and settlement to the
present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
ENL 255
American Indian Literature
American Indian Literature offers a survey of
contemporary American Indian writing, including non-fiction, fiction, poetry, and drama.
The course explores the richness and diversity
of American Indian literature, and the ways
in which literature reflects and illuminates
American Indian culture and traditions. The
course emphasizes close readings of literature
and public speaking skills through in-class presentation and small group discussion.
AIS 264
American Indians in the Cinema
Indians in the Cinema surveys various images
of American Indians created by Hollywood and
television. Focusing on films from the 1910s to
the present, the course provides an understanding of how American Indians were portrayed
in film historically, how this image has evolved
over the past century, and how it is reflective of
Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is
explored through the visual arts, particularly
within the United States.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by
Indigenous peoples of Guatemala, Nicaragua, or
Mexico. Each group faces similar challenges that
manifest differently due to the political, social,
and cultural influences of the dominant culture in each country. Students will learn about
sovereignty, land rights, economy, religion,
cultural survival, women’s issues, and political
movements through site visits and interaction
with Indigenous organizations. This course is
cross-listed with Women’s Studies.
AIS 320
American Indian Women
Through life histories of Indian women, the
course examines the vital roles and contributions of women in past and present tribal
cultures. It explores the continuity of women’s
roles over times and the changes in these roles,
precipitated by the influences of Western colonialism. The course also assesses how American
Indian women have crossed cultural boundaries
I Augsburg College 2010-2012
and influenced non-tribal communities through
their activism and traditionalism. This course is
cross-listed with women’s studies.
AIS 332
Native American Storytelling
The objective of this course is to study Native
American storytelling from a cultural perspective. An appreciation of oral traditions will be
emphasized and studied within the broader
context of world mythologies. Students will be
expected to perform storytelling and to research
the various tribal storytelling traditions.
AIS/ENL 355 Themes in American Indian Literature
The course is structured around a number of
writers working within a particular theme such
as Native Voices of Minnesota, Voices from
the Southwest, Poetics and Politics of Native
Writing, Women and Power in Native Literature,
Urban-Reservation: Homing, and American
Indian film-literature adaptation. Students focus
on primary texts, comparing and contrasting
theme, voice, aesthetic, or cultural emphasis
as it shifts or arises across the group of texts.
Course cross-lists with English. (Prereq.: ENL
220 or 221, or a 200-level literature course, or
consent of instructor.)
AIS 364
Indigenous Filmmakers
Indigenous Filmmakers introduces students at
the junior and senior level to the exciting and
expanding field of indigenous media—specifically films made by Native Americans. We will
explore the political and social forces at work
behind the American indigenous film movement, which responds to mainstream film’s
portrayal of Native Americans and provides an
extraordinary range in perspectives and views
that inform Native American cultures.
REL 370
American Indian Spirituality and Philosophical
Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied.
Tribal similarities and differences are explored
as are tribal relationships with nature, religious
oversight of life cycles, sacred ritual ceremonies,
and beliefs in an afterlife.
AIS 408
Native American Women and Film
Beginning with issues of representation and
a history of Hollywood’s portrayal of Native
American woman as princess figures, sexualized maidens, or squaws, we will expand our
conceptualization of Native American women
by putting into conversation a variety of voices
that talk back to or address mainstream ste-
American Indian Studies
reotypes of Native American women. Our goal
is to expand our conceptualizations of Native
American women and their important roles in
society by examining a variety of cultural issues
as they are presented through documentary
and fiction films made by and about Native
American women. (Prereq.: WST 201 or any
2XX women’s studies course; or AIS 105 or any
2XX American Indian studies course; or consent
of instructor.)
AIS 490
Keystone Indigenous Issues of Central America
This travel seminar explores issues faced by
Indigenous peoples of Guatemala, Nicaragua, or
Mexico. Each group faces similar challenges that
manifest differently due to the political, social,
and cultural influences of the dominant culture
in each country. Students will learn about sovereignty, land rights, economy, religion, cultural
survival, women’s issues, and political movements through site visits and interaction with
Indigenous organizations.
AIS 495
Topics in American Indian Studies
Individual courses designed to investigate
specific topics such as Minnesota Indians,
Contemporary Indigenous Issues of North and
South America, and American Indian Literature
Seminar.
AIS 499
Independent Research
An independently designed research project.
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I 69
Art
Art—ART
Art is essential. It teaches us to see, claim beauty, make sense
of pain, explore the world, and express ourselves.
At Augsburg College, inspiration and creativity grow
from the diversity of ideas experienced on a small campus
in the heart of a major metropolitan area. We balance a solid
foundation of drawing, design, and history with technical
skills, critical thinking, and creative exploration in a range of
media. On-campus galleries showcase the work of students
as well as established artists. An innovative faculty pairs
creative curriculum for traditional disciplines in drawing,
painting, ceramics, sculpture, and photography with emerging disciplines in hand papermaking, book arts, architecture,
and digital media. Class sizes are small; we will get to know
each other.
Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning,
internships, and study abroad are integral to our program.
We reach an average of 700 students a year from all disciplines, graduating 25-30 majors annually with BA degrees in
art history, studio art, art education; and certificates in studio
art and graphic design.
For over 40 years, students have been earning degrees in
art and art history at Augsburg College. We’re excited to be
here in the center of the city. We think you will be, too.
robert k. tom (Chair), Kristin Anderson, Susan Boecher, Lynn
Bollman, Tara Sweeney
Degree and Major Requirements
Studio Art Major
Majors are required to begin their programs with the studio arts
foundations:
Design
Drawing
One course in two-dimensional art from:
ART118
ART 223
ART 225
ART 257
Painting I
Printmaking I
Graphic Design I
Watercolor Painting I
One course in three-dimensional art from:
ART 221
Sculpture I
ART 250
Ceramics I
ART 280
Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240
Art History Survey
Two additional art history courses
ART 405 Senior Exhibition and Faculty Review (.0 course)
Studio majors must participate in a junior review, a solo or
two-person show with a senior review, and the annual senior
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Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the
Augsburg major requirements. The state requirements may
also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota
teacher licensure requirements.
Art History Major
Eight art or architectural history courses including:
Art Faculty
ART 102
ART 107
group exhibition.
The Critical Thinking (CT) graduation skill is embedded
throughout the offered courses and is met by completing the
major. The graduation skills in Speaking (S), Writing (W),
and Quantitative Reasoning (QR) are met by completing the
following courses:
S: Studio art majors may choose from ART 102, 225, 382
and 389 to satisfy the speaking skill.
W: Studio art majors may choose two of the following
courses to satisfy the writing skill: ART 388, 349, 352, 386,
and 387.
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI
230.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
I Augsburg College 2010-2012
ART 240
ART 388
Art History Survey
Modern Art
Two studio courses:
ART 102
Design or ART 107 Drawing
ART 118
Painting I or ART 221 Sculpture I
The Critical Thinking (CT) graduation skill is embedded
throughout the offered courses and is met by completing the
major. The graduation skills in Speaking (S), Writing (W),
and Quantitative Reasoning (QR) are met by completing the
following courses:
S: Art history majors may choose from ART 102, 225,
382 and 389 to satisfy the speaking skill.
W: Art history majors may choose two of the following
courses to satisfy the writing skill: ART 388, 349, 352, 386,
and 387.
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI
230.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Note: Students planning a double major in studio art and
art history or a major/minor combination should meet with a
department adviser to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork
(studio majors) or research (art history majors) reflecting
Art
high quality work, and art department approved special
projects and/or research. Application should be made to the
department chair before the last term of the senior year.
ART 106
Chinese Calligraphy and Painting I
Introduction and practice of Chinese calligraphic painting and writing.
Studio Art Minor
ART 118
Painting I
Introduction to painting media and technique
in acrylic or oil. Emphasis is placed on color,
perception, and expression.
Five courses including ART 240, ART 107, and three additional studio courses.
Architecture Minor
Five courses including ART 105, ART 210, ART 243, ART
244, and ART 249 or 349.
ART 122
Plein Air Sketching I
This foundational course in plein air sketching
introduces observational skills and sketching
onsite in the midst of daily life as a meditative
way of seeing deeply and responding to place.
Students explore media, technique, and subject
matter, visit sites and museums to understand
context and meaning, and respond creatively.
Art History Minor
Five art history courses including ART 240.
Certificate in Art
Eight art courses, including at least one in art history. Up to
four courses may be taken in one studio area or in art history.
Certificate in Digital Design
ART 132
Photography I
The camera used as a tool for visual creativity,
expression, and communication with attention
to analog black-and-white photographic processes. Students need access to a 35mm, single
lens reflex camera. Materials will cost approximately $200-225.
Eight art courses, including four in digital design (chosen
from ART 215, ART 225, ART 315, ART 320, ART 330, ART
340), one in art history, and three studio electives.
Art Courses
Note: All studio courses require work outside of class sessions. Some studio courses have lab fees.
ART 180
Introduction to Community Based Photography
Introduction to Community Based Photography
will combine art and social research concepts to
help students understand how the arts can affect
social change and foster community building by
engaging in the creative, theoretical, and technical process of black-and-white photography.
Studio Art Foundations
ART 102
Design
A study of design is the unifying foundation
for the visual arts. Two- and some three-dimensional projects demonstrate theory and application of basic design elements and principles.
ART 107
Drawing
Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual
drawing. Emphasis is placed on foundational
drawing concepts.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in architecture.
Exploration of the history of drawing in
architecture, critical review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition.
(Prereq.: ART 105 or instructor permission)
ART 215
Web Design I
This course explores the theory and practice of
web design. Focus is placed on effective design
and usability. Students will become familiar with
Dreamweaver, Photoshop, and Illustrator.
Studio Art
ART 100, 300 Topics
Selected courses dealing with special topics,
offered occasionally in the department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in
perceiving and representing the material environment through the study of sketching and
drawing skills.
ART 221
Sculpture I
An introduction to sculpture and three-dimensional design through the exploration of the
inherent properties of various materials and
processes.
ART 223
Printmaking I
An introduction to traditional and experimental
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Art
media and methods of printing. Intaglio, relief,
and mono/unique methods are explored.
72
ART 280
Hand Papermaking and Book Arts I
Introduction to hand papermaking, box building, and contemporary bookmaking; emphasizes
the interplay of text and image in the handmade
book.
ART 224
Publication Design
An introduction to design concepts and production for publication design. Theory and practice
of coordinating visual imagery and typography
for print publications using page layout software.
ART 306
Chinese Calligraphy and Painting II
Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106)
ART 225
Graphic Design I
ART 315
Web Design II
Graphic Design I is an introduction to the principles and practices of visual communications
focusing on text and image using grid layouts.
Exploration of the latest technologies used in
the theories and practice of animation, interactive programming, and advanced digital design.
(Prereq.: ART 215 or instructor permission)
ART 231
Mexican Art
This course aims to develop an understanding
and appreciation of Mexican art from the PreColumbian, colonial, and contemporary periods,
with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students
will participate in numerous excursions to many
museums as well as archaeological and historical
sites. (Prereq.: SPA 212. Taught in Mexico, see
program listings in International Studies)
ART 320
Typography
Study of the history, development, structures,
and application of traditional and contemporary typography; exploration of letterforms
using digital, hand-set type, and hand lettering.
(Prereq.: Any ART course)
ART 322
Plein Air Sketching II
This advanced course in plein air sketching is
a continuation of ART 122. Advanced students
develop mastery of technique and expression of
personal subject matter and style through significant, experiential engagement with artistic,
cultural, and historical resources. (Prereq.: ART
122 or permission of instructor)
ART 233
Collaborative Printmaking: A Press-Free Approach
This online course is designed to engage creative, imaginative, and technical processes to
produce prints without a press and to interpret works of art. Students learn water-based
printmaking techniques while exploring several
kinds of collaboration. Students critically analyze works of art produced by themselves and
their peers, and through this analysis they will
articulate different theories of aesthetics.
ART 330
Graphic Design II
Graphic Design II explores visual communications in the retail environment — developing
advertising materials, sales promotions, packaging, and displays.
ART 247
Life Drawing
ART 332
Photography II
An introduction to the methods and techniques
of drawing the human form through the use of
live models. Emphasis will be placed on perceptual drawing skills and the accurate rendering of
the human form in a spatial environment.
Advanced study in black-and-white film photography. Projects will encourage the refinement of
technical and formal skills and the development
of a personal approach to subject matter and
content. Students will be introduced to archival
print methods, expanded film exposure and
development styles, portfolio presentation; and
will develop the vocabulary to write an artist’s
statement and research contemporary photographers. (Prereq.: ART 132)
ART 250
Ceramics I
An introduction to the making of pottery with
an emphasis on handbuilding and throwing
techniques combined with theory, concept, and
form.
ART 257
Watercolor Painting I
Introduction to transparent watercolor; emphasizes perceptual observation to explore color
theory, media, and technique. Class sessions
often include painting outside on location
(weather permitting).
I Augsburg College 2010-2012
ART 340
Digital Imaging
Exploration of visual communications in the
electronic environments using various software
programs to create digital images, animation,
and digital games.
Art
ART 351
Ceramics II
Advanced work in ceramics explores clay, glaze,
and firing technology with a continued emphasis
on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.:
ART 250)
ART 355
Painting II
Advanced study in acrylic or oil paint media,
emphasizing individual expression. (Prereq.:
ART 118)
ART 357
Watercolor Painting II
Advanced exploration in transparent watercolor;
emphasizes individual expression. (Prereq.: ART
257)
ART 368
Printmaking II
Continued exploration of intaglio, relief, and
mono/unique methods. Use of larger formats,
multiple plates, and an emphasis on color are
encouraged. (Prereq.: ART 223)
ART 380
Hand Papermaking and Book Arts II
Advanced exploration in hand papermaking and
book arts, emphasizing individual research and
expression. (Prereq.: ART 280)
History of architecture and city planning since
1750, as illustrated by Western and non-Western
examples.
ART 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture, landscape
architecture, and urban design. Class sessions
consist almost exclusively of extensive walking
tours and site visits to prominent examples of
design excellence. (Prereq.: None for ART 249;
ENL 111 or 112 or HON 111, and an ART, HIS,
or urban studies course for ART 349)
ART/THR 265 Computer Drafting for the Stage and Architecture
(See Theatre Arts section for course description.)
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual
arts from Indigenous communities of North
America, surveying the dynamic nature of
Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it
encounters cultural change, Western aesthetics,
and Western concepts of art. Students will meet
Native artists, visit a variety of Native American
art galleries and exhibitions, and learn about the
cultural, social, and political context surrounding a Native American art.
ART 405
Senior Exhibition and Faculty Review (.0 course)
Senior Exhibition and Faculty Review is a
practical approach to application of a senior art
major’s portfolio of works through a solo or twoperson exhibit, exemplifying their best visual
arts practice. Two art department faculty and
one outside department faculty/staff of choice
will be formed as a review committee of the
exhibition.
ART 352
Women and Art
A study of the creative role of women in the
visual arts, including the fine arts, the traditional
arts, and the arts of Native American women.
(Prereq.: ENL 111 or 112 or HON 111)
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone
Age to the present, including architecture, folk
arts, painting, sculpture, and design.
Art and Architectural History
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modern times.
(Prereq.: Pass CT assessment or GST 100)
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period
to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and protoRenaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or
HON 111)
Note: The following courses are offered intermittently, usually two or three sections per year.
ART 243
History of Architecture to 1750
History of architecture and city planning from
antiquity to 1750, as illustrated by Western and
non-Western examples.
ART 244
History of Architecture after 1750
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
(Prereq.: ENL 111 or 112 or HON 111)
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Art
ART 388
Modern Art
European painting, sculpture, and architecture from Neoclassicism through the present.
(Prereq.: ENL 111 or 112 or HON 111)
ART 389
American Art
A study of early colonial through contemporary
American art, architecture, and folk arts.
Internships and Independent Study Courses
74
ART 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
ART 299
Directed Study
See description on page 65.
ART 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
ART 499
Independent Study/Research
See description on page 65.
I Augsburg College 2010-2012
Augsburg Core Curriculum
Augsburg Core
Curriculum—AUG/KEY/GST
by providing opportunities to reflect upon and
write about the integration of one’s classes, life,
and future. Readings and critical discussions
with others in the same and in different majors
will add dimension to each student’s reflective
writing. (Prereq.: ENL 111, or HON 111, or
ENL 112)
This section does not include all courses in the core curriculum, but only those not located in a disciplinary department.
The Signature Curriculum
Liberal Arts Foundation
Augsburg Seminar
Connections Courses
AUG 101
Augsburg Seminar (.0 course)
A weekly seminar linked to a course or course
pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on
a traditional point basis, Augsburg Seminar is
graded Pass/No Credit. Permission to complete
the seminar if the student withdraws from the
linked content course(s) is at the discretion of
the instructor(s). (P/N grading only)
Students may fulfill Liberal Arts Foundation requirements
through disciplinary courses (listed under academic departments) or through interdisciplinary Connections courses.
ENV 100
Environmental Connections
An interdisciplinary introduction to current
environmental issues. The course depends on
ecological visions of the world and examines the
connections we share as people living simultaneously in human community and in physical
environments. In examining these connections,
we depend on the insights offered by political
science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues
examined in this class — neither remote nor
abstract — exist in our everyday lives, and a
central feature of the course is the application of
knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall)
Senior Keystone
KEY 470
Creating Life in the Arts: Exploration and Reflection
on Vocation
From personal reflection on vocation to realworld insights and hands-on experiences, this
course will delve deeply into the skill sets and
mind sets important for arts professionals in
all fine arts majors. While exploring vocation
concepts, this course balances entrepreneurial
awareness, attitudes, and skills with intrapreneurial insights, skills, and reflection.
KEY 480
Topics in Global Interdependence
This cross-cultural keystone seminar prepares
students to “act globally” by challenging them
to apply the diverse perspectives acquired while
studying abroad and to analyze issues that
transcend national boundaries. In English with
readings in a language other than English. Open
to international students and to upper-division
students who have advanced knowledge of a
language other than English or have studied
abroad for a full semester (including in Englishspeaking countries with consent of instructor).
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where the major
program does not include a keystone element. It
draws together all facets of a student’s education
FIA 130
Arts and the City
Using the arts resources of the city, this course
will explore how to understand and appreciate
various art forms: theatre, music, opera, visual
arts, dance, and film. Class sessions consist
almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF)
HUM 120
Medieval Connections: Medieval Life in 12th-Century
Europe
This is the introductory course for Medieval
Studies. It uses an interdisciplinary approach to
study European culture during a period known
as the High Middle Ages, roughly AD 1100 to
1300. It attempts to examine medieval culture as
a complex system of thought and feeling, which
includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes
an experiential approach to this material, for
example, by having students and faculty attend
class in academic regalia, just as they did in
medieval universities. (Humanities LAF, spring)
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Augsburg Core Curriculum
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s
weather and climate. Topics include winds,
fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate
and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one twohour laboratory. Prereq.: MPG 2 and pass CT
assessment or GST 100. Fall, spring.)
S CI 110
GST 200
Quantitative Reasoning/Statistical Literacy
This course focuses on critical thinking about
statistics and its use as evidence in arguments,
with an emphasis on interpretation, evaluation,
communication, and analysis of statisticallybased arguments. Topics include association,
causation, observational studies, experiments,
risk, confounding, bias and chance. Common
techniques involving statistical opportunism,
conditional reasoning using English to describe
and compare rates and percentages presented in
tables and graphs, and the use of standardization
to take into account the influence of confounders are reviewed. Emphasis is on interpretation,
evaluation, communication, and analysis of
statistically-based arguments. (Prereq.: MPG 3)
Natural Science I
The first semester of a two-semester survey
of natural science. This course focuses on the
nature of science and major concepts of physics
and chemistry. Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three
one-hour lectures, one three-hour laboratory.
Natural Sciences LAF. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course focuses on
major concepts of earth science and biology.
Laboratory work will complement lectures and
will include the use of computers and electronic
sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.:
SCI 110 and pass CT assessment or GST 100)
Skills
Entry Skills
76
Graduation Skills
GST 100
Critical Thinking
Designed to develop critical thinking skills, this
course strengthens the ability of students to
comprehend, analyze, synthesize, and evaluate
ideas and arguments. Students identified by the
Critical Thinking Assessment are required to
complete GST 100 with a minimum grade of 2.0
or better. Students who have passed the Critical
Thinking Assessment may take the class only
with the permission of the instructor.
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal
arts curriculum and improving those skills
important to academic success: reading, comprehension, note-taking and textbook reading, time
management, vocabulary, test-taking, organization, concentration and memorization, learning
style, conflict management, assertiveness training, and motivation strategies.
I Augsburg College 2010-2012
Other General Studies Courses
GST 009
Internship Transcript Notation (.0 course)
A transcript notation is given for the academic
learning inherent in an approved not-for-credit/
internship/work experience. Reflection activities and work-learning evaluations are conducted by the Strommen Career and Internship
Center. With approval, a non-credit/internship
completed by juniors or seniors will fulfill the
Augsburg Experience graduation requirement.
Biology
Biology—BIO
We are in the midst of a revolution in biology. From the
unraveling of information locked within the human and
other genomes to the complexities of interactions between
organisms in diverse ecosystems in changing environments,
biologists and members of the public are grappling with an
almost overwhelming flood of new information. By focusing
on the core principles of biology, students are given the tools
with which to interpret results coming out of the revolution, and by early exposure to original independent research
projects, given the opportunity to themselves contribute to
our understanding of the natural world. Integration across
biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology.
As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics and computer
science, biology is increasingly a multidisciplinary venture,
Thus, a firm background in these sciences is also important
for the successful study of biology. Biological forces have
many profound effects on society, and in turn humanity
has strongly affected our biosphere. Thus, service-learning
opportunities are tightly integrated within the curricula.
For many, an undergraduate major in biology serves as a
springboard for further study. Augsburg graduates have gone
on to graduate studies in the life sciences, leading to careers
in college or university teaching, basic and applied research,
and public health. Many have entered professional programs
in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical
and biotechnology industries, laboratory research, natural
resources, and environmental education.
Five upper division biology electives chosen from the following
list:
BIO 351
BIO 353
BIO 355
BIO 361
BIO 369
BIO 440
BIO 471
BIO 473
BIO 474
BIO 475
BIO 476
BIO 481
BIO 486
BIO 495
Invertebrate Zoology
Comparative Vertebrate Anatomy
Genetics
Plant Biology
Biochemistry
Plant Physiology
Advanced Cellular and Molecular Biology
Animal Physiology
Developmental Biology
Neurobiology
Microbiology
Ecology
Immunology
Special Topics in Biology
Required Supporting Courses for Bachelor of Science
CHM 105/106
Principles of Chemistry
or CHM 115/116 General Chemistry
CHM 351/352
Organic Chemistry
PHY 121/122
General Physics
MAT 145/146
Calculus
General Education Accomodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information
section of the catalog.
Bachelor of Arts in Biology
The same biology course requirements as for the Bachelor of
Science degree, but with the following supporting courses:
Biology Faculty
Required Supporting Courses for Bachelor of Arts
Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew
Beckman, Ralph Butkowski, William Capman, David Crowe,
Ann Impulliti
CHM 105/106
Principles of Chemistry
or CHM 115/116 General Chemistry
PHY 116
Introduction to Physics
or PHY 121/122 General Physics
MAT 114
Precalculus
or MAT 145
Calculus I
or MAT 163
Introductory Statistics
or MAT 164
Biostatistics
or PSY 215
Research Methods: Design, Procedure,
and Analysis I
Degree and Major Requirements
Students may choose one of the following degree options:
Bachelor of Science in biology, Bachelor of Arts in biology, or
Bachelor of Arts in life sciences.
Bachelor of Science in Biology
Nine-and-a-half courses including:
BIO 151
Introductory Biology
BIO 152
Evolution, Ecology, and Diversity
BIO 253
Introductory Cellular Biology
BIO 361
Plant Biology
or BIO 481 Ecology
BIO 490
Biology Keystone (.5)
or SCI 490 Integrated Keystone (.5)
or another keystone with departmental approval
Bachelor of Arts in Life Sciences
This major is appropriate for students also seeking secondary
teaching licensure in biology.
Requirements are the same as for the Bachelor of Arts in
biology degree, but with the following differences:
Only four (rather than five) upper division biology electives are required, along with:
Two additional science courses, chosen from the following list:
PHY 101
Astronomy
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Biology
SCI 106
Introductory Meteorology
An introductory geology course
Bachelor of Science in Clinical Laboratory Sciences
See the Clinical Laboratory Sciences section of the catalog for
details of the CLS major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), and Writing (W) are embedded throughout
the offered courses and are met by completing the major. The
graduation skill in Speaking (S) is met by completing COM
111 or COM 115.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Biology for Health Sciences
All transfer courses, including ACTC courses, must be
approved in writing by the department, subject to review by
the chair. Only those biology courses successfully completed
(2.0 or above) within the last 10 years will be considered. No
more than two upper division courses from other institutions
may be applied toward the major.
Prerequisite requirements for health sciences vary with
the program and the institution. Care should be taken to
study the requirements for every program well in advance
of making application. In general, medical schools require
a two-semester sequences in calculus, physics and organic
chemistry. Biochemistry is also commonly required and in
some instances statistics and literature. Programs in physician assistant training, veterinary medicine, physical therapy
and such typically have a more extensive list of prerequisites.
Students considering a post-baccalaureate program in these
areas should consult early and often with health science
advisers Dixie Shafer and Dale Pederson.
Custom Biology Programs
Graduate Training in Biology
Transfer course policy for majors and minors
Students who have completed BIO 151, 152, 153 and at
least two upper division electives may, in consultation with
their adviser, seek approval from the department to complete
major requirements with as many as four upper division
courses from other institutions.
Departmental Honors
GPA of 3.50 in biology and 3.0 overall and one of the following: a) one course of approved independent study (BIO
499), b) a research internship combined with BIO 497, or c)
participation in the Mayo Innovation Scholars Program. BIO
497and BIO 499 projects should be submitted to the department for approval by Sept. 30 of the senior year or Feb. 28
in the case of students planning to graduate in the following December. BIO 497 and BIO 499 projects must include
public presentation and a written report approved by the
department.
Minor
A course in general chemistry and five biology courses
including BIO 151, 152, 253, and two upper division courses.
The majority of courses in biology must be taken at Augsburg
College.
Other Requirements
In planning their courses of study, students are encouraged
to work closely with members of the biology faculty. Biology
majors must have an adviser in the biology department.
BIO 151 and 152 and Principles of Chemistry (or General
78
Chemistry) should be taken in the first year, and BIO 253
and Organic Chemistry (when appropriate) in the second
year. Students should complete their math requirements early
in their college careers. A GPA of 2.0 for BIO 151, 152, and
253 is a prerequisite for enrollment in upper division biology
courses. A grade of 2.0 or above is required for all supporting courses and upper division biology courses applied to
the major. Upper division biology requirements must be
traditionally graded. A GPA of 2.5 in upper division biology
courses is required for the life sciences major.
I Augsburg College 2010-2012
Graduate programs in biological fields typically require two
semesters of general chemistry, organic chemistry, calculus and physics. Also required is extensive involvement in
research through Augsburg Experience, internships and/
or independent study. Careful consultation with a biology
adviser is recommended to select among coursework and
research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements
for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this
catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota
teacher licensure requirements. All upper division biology
requirements for secondary licensure must be completed
before beginning student teaching.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and
seek life science teaching licensure at Augsburg are required
to complete a minimum of two upper division biology
courses at Augsburg with grades of 2.5 or higher. Required or
elective courses are determined by the department following
review of transcripts and prior to matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology
honor society is open to those students who have completed
Biology
of science and the approach used by scientists
to gather and analyze data and propose and test
hypotheses are considered. (Prereq.: MPG 2 and
pass CT assessment or GST 100. Three hours
lecture, three hours laboratory. Does not apply
to the major or minor)
at least one upper division biology course and have a GPA of
3.0 in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Career and
Internship Center in identifying and defining cooperative
education experiences in laboratories and other settings in
the Twin Cities.
Augsburg Student Association for Health Sciences
The Augsburg Student Association for Health Sciences exists
to serve all students preparing for post-baccalaureate study
and/or careers in medicine and allied health professions. It
facilitates volunteer and work opportunities, provides contact
with admissions representatives from several professional
schools, and arranges visits with alumni in several health
fields.
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the
human body. (Three hours lecture, three hours
laboratory. A student may not receive credit for
both BIO 121 and 103. Does not apply to the
major or minor. Prereq.: CHM 100 or another
chemistry course strongly recommended.
Spring)
BIO 121
Human Biology and Lab
An introduction to basic biological principles
with a human perspective and application.
Includes discussion of the molecular and cellular basis of life, genetics and genetic disease,
selected organ systems and disease, and the sustainability of life on earth. (Three hours lecture,
one three-hour lab. A student may not receive
credit for both BIO 121 and 103. Does not apply
to the major or minor in biology. Students are
strongly encouraged to take CHM 100 before
taking this class. Fall and spring)
Biology Courses
SCI 110
Natural Science I
The first semester of a two-semester survey
of natural science. This course focuses on the
nature of science and major concepts of physics
and chemistry. Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three
one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3)
BIO 151
Introductory Biology
First of a three-semester sequence. An introduction to biology for science majors, including
cell and molecular biology, energy metabolism,
genetics. BIO 151, 152, and 253 must be taken
in sequence except by permission of instructor.
(Three hours of lecture, three hours laboratory,
some Saturday field trips. Prereq.: MPG 3 or
concurrent registration in MAT 105, concurrent
registration in CHM 105/115. Fall)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course focuses on
major concepts of earth science and biology.
Laboratory work will complement lectures and
will include the use of computers and electronic
sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: SCI 110)
SCI 280
Introduction to Research
BIO 152
Ecology, Evolution, and Diversity
This is a topics course for discovery-based
research introducing concepts and skills based
on instructor-generated research projects. It
is offered through a selection-process based
on student interest, invitation, and interview
selection. It is recommended for students in the
Honors program and can also fulfill an Augsburg
Experience as an experiential course in research
if the student project results in presentation of
the work in subsequent semesters. All are welcome to apply. (Prereq.: Invitation to participate
in course; 0.5 course)
Second of a three-semester introductory
sequence. An introduction to evolution, ecology,
and biological diversity for science majors. BIO
151, 152, and 253 must be taken in sequence
except by permission of instructor. (Three hours
of lecture, four hours laboratory. Spring)
BIO 102
The Biological World
The basic concepts of biology pertaining to both
plants and animals are emphasized. The nature
BIO 253
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function in tissues,
cells, and subcellular organelles. (Three hours
lecture, four hours laboratory. Prereq.: BIO 151,
152, CHM 106 or 116. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing
Augsburg College 2010-2012
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Biology
classification, morphology, behavior, life history,
and phylogeny. (Three hours lecture, four hours
laboratory. Prereq.: BIO 151, 152. Fall: alternate
years)
80
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology,
and evolutionary morphology of vertebrates.
(Three hours lecture, four hours laboratory.
Prereq.: BIO 151, 152. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and
molecular analysis. (Three hours lecture, four
hours laboratory. Prereq.: BIO 253 and MAT 114
or 145 or 163 or 164 or PSY 215.)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and
plants, including the study of structure, physiology, life histories, and phylogeny. (Three hours
lecture, four hours laboratory. Prereq.: BIO 151,
152, and ENL 111, or HON 111, or ENL 112.
Fall)
BIO 369
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics,
and intermediary metabolism and its integration. (Three hours lecture, four hours laboratory.
Prereq.: BIO 253, CHM 352 and MAT 114 or
145 or 163 or 164 or PSY 215. Fall)
BIO 440
Plant Physiology
A consideration of the processes involved in
photosynthesis, growth, development, and water
relations in plants including the relationship
of process to structure and life history. (Three
hours lecture, four hours laboratory. Prereq.:
BIO 253, and ENL 111, or HON 111, or ENL
112. Spring)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular
genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and
select additional topics. (Three hours lecture,
four hours laboratory. Prereq.: BIO 369.)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation,
excretion, movement, and sensory perception
as well as neural and hormonal control of these
functions, emphasizing vertebrates. (Three
hours lecture, four hours laboratory. Prereq.:
BIO 253 and MAT 114 or 145 or 163 or 164 or
PSY 215.)
I Augsburg College 2010-2012
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur during embryonic
development of animals, including genetic control of development. (Three hours lecture, four
hours laboratory. Prereq.: BIO 253.)
BIO 475
Neurobiology
An introduction to the nervous system. Topics
to be studied include the electrical activity of
neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior,
and human cognition. (Three hours lecture,
four hours laboratory. Prereq.: BIO 253)
BIO 476
Microbiology
An introduction to the study of microorganisms.
Environmental, industrial, and medical issues
are discussed, with particular attention paid to
human pathogens. (Three hours lecture, four
hours laboratory. Prereq.: BIO 253.)
BIO 481
Ecology
A study of interactions between organisms
and the biotic and abiotic environment. Topics
include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and
community ecology, and conservation. (Three
hours lecture, four hours laboratory, some
Saturday field trips. Prereq.: BIO 253 and MAT
114 or 145 or 163 or 164 or PSY 215. Fall)
BIO 486
Immunology
This course is a study of the body’s immune
defense. The course investigates the structure
and mechanisms of human body’s three lines of
immune defense. Protection from microorganisms and parasites, and cancer surveillance are
considered. The role of immunity in vaccination and transplantation, and mechanisms of
immune malfunction in allergy, autoimmunity,
and immunodeficiency are included. (Three
hours of lecture, four hours laboratory. Prereq.:
BIO 369. Spring)
BIO 490
Biology Keystone (.5 course)
A seminar course that fulfills the AugCore keystone requirement. Several important biological
issues that have ethical and societal implication
and ramifications are explored; including, the
topics of the vocation of a scientist, connections
between faith and science, and moral, ethical, and societal challenges faced by scientists.
(Prereq.: senior biology major. Fall and Spring)
SCI 490
Integrated Keystone (.5 course)
The Natural Science Keystone explores the
Biology
connections of science with the world at large,
including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science
in a global context of the interconnectedness of
faith, reason, ethics, sustainability, and sociopolitical-economic situation. (Prereq.: senior
biology, chemistry, or physics major; P/N for 0.5
course)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise
covered by our other course offerings. Topics
may vary.
Internships and Independent Study Courses
BIO 199
lnternship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64. (Prereq.: BIO 151, 152. P/N only)
BIO 299
Directed Study
BIO 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64. (Prereq.: BIO 253. P/N only)
BIO 497
Independent Study/Research (.5 course)
(Prereq.: BIO 253. P/N only)
BIO 499
Independent Study/Research
(Prereq.: BIO 253. P/N only)
Augsburg College 2010-2012
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Biopsychology
Biopsychology
The biopsychology major is designed to offer students an
integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories
and research covering a variety of topics such as cognition,
motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of
analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a
strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for
careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology),
David Crowe (Biology), Stacy Freiheit (Psychology), David
Matz (Psychology), Dale Pederson (Biology), Bridget
Robinson-Riegler (Psychology), Nancy Steblay (Psychology),
Henry Yoon (Psychology).
Major
13 Courses
Psychology Courses:
PSY 105
PSY 215
PSY 315
PSY 355
Principles of Psychology
Research Methods and Statistics I
Research Methods and Statistics II
Biopsychology
Biology Courses:
BIO 151
BIO 152
BIO 253
BIO 495
Introductory Biology
Ecology, Evolution and Diversity
Introductory Cell Biology
Neurobiology
Psychology Electives (two required):
PSY 299
or PSY 360
PSY 354
PSY 410
PSY 491
PSYC 322
PSYC 407
PSYC 378
PYSC 486
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Directed Study (Research in Biopsychology
Psychology Lab (two semesters)
Cognitive Psychology
Clinical Neuropsychology
Advanced Research Seminar
Sensation and Perception (StT)
Seminar in Behavioral Neuroscience (St.
Thomas)
Psychology of Language (Macalester)
Seminar in Neuropharmacology
(Macalester)
I Augsburg College 2010-2012
Biology Electives (two required):
BIO 355
BIO 369
BIO 471
BIO 473
Biol 356
Genetics
Biochemistry
Advanced Cell and Molecular Biology
Animal Physiology
Cellular and Molecular Neuroscience
(Macalester)
Keystone (one required):
BIO 490
Biology Keystone
PSY 396/399
Internship
SCI 490
Integrated Science
Note: Students will need to take the CHM 105/106 or
115/116 sequence to complete the biology courses. A minimum of five courses must be from Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR) and Writing (W) are embedded throughout
the offered courses and are met by completing the major. The
graduation skill in speaking (S) is met by completing COM
111 or 115. Transfer students must consult an adviser about
potential adjustments to their course requirements to fulfill
these skills.
Transfer course policy for majors
All transfer courses, including ACTC courses, must be
approved in writing by the department chair(s). Only those
biology and psychology courses successfully completed (2.0
or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be
applied to introductory or elective credit for the major.
Business Administration
Department of Business
Administration—BUS, ACC,
FIN, MIS, MKT
Our mission is to prepare students for professional careers in
business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication,
emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters
close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve both the student
and the community by providing an education that is technically competent, ethically based, and socially aware.
Faculty
Magdalena M. Paleczny-Zapp (Chair), William M. Arden,
Nora M. Braun, John C. Cerrito, Peggy M. Cerrito, C. Lee
Clarke, David A. Conrad, John A. Furia, Marc D. Isaacson,
Amin E. Kader, Ashok K. Kapoor, Steven J. LaFave, Laura
K. Lazar, Lori L. Lohman, Rosanne E. Malevich, Marc C.
McIntosh, Fekri Meziou, Milo A. Schield, David G. Schwain,
Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller,
Jennifer Grant
General Requirements
Majors
The Department of Business Administration offers seven
majors: business administration (BUS), accounting (ACC),
finance (FIN), international business (BUS), management
(BUS), management information systems (MIS), and marketing (MKT—day program only).
Specializations
Specializations provide students majoring in a field of study
the opportunity to deepen their knowledge of a particular
aspect of this major area. Within the business administration
major there are two specializations: marketing (WEC only)
and music business. Within the accounting major there are
three specializations: general accounting, public accounting,
and managerial accounting.
Minors
Minors provide students the opportunity to study and obtain
a professional credential in an area of study that is in addition
to their major. Minors are available to students majoring in
fields outside the Department of Business Administration,
in addition to students majoring in other areas in the
Department of Business Administration. The Department of
Business Administration offers six minors: business administration, international business, music business, accounting,
management information systems, and marketing.
Certificate Programs
Certificate programs in the Department of Business
Administration are designed to meet the needs of working
people looking for specific skills to help them in their job, or
to pursue a new career. The department offers certificates in
information technology, business management, and business
finance through the Weekend College program. Certificate
requirements are listed in management, finance, and management information system sections of the catalog.
Transfer Students
Transfer students must complete at least four of the upper
division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from
the department. Transfer courses must be approved by the
department. Courses taken more than 10 years ago will not
be accepted.
Advising
Students who plan to major in business administration,
accounting, finance, international business, management,
MIS, or marketing are strongly encouraged to select a
departmental adviser who teaches in their major. This should
be done by the end of the sophomore year at the latest. In
addition to advising, departmental faculty can counsel majors
on their careers, assist majors in obtaining internships or
jobs, and provide letters of recommendation for prospective
employers or graduate programs.
Internships
Students are strongly encouraged to work with the Strommen
Career and Internship Center and department faculty to
obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399)
during their junior or senior year. Internships can provide
students with experience that may be valuable in competing
for jobs after graduation. Advisers should be consulted about
internships.
Study Abroad
The Department of Business Administration faculty actively
support international study.
For additional details, see the section on International
Partners under International Studies in this catalog, or
consult the departmental coordinator and/or the department
administrator, for international business or other overseas
opportunities.
Entrepreneurship
Non-business majors are encouraged to take BUS 254
Entrepreneurship.
Augsburg College 2010-2012
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Business Administration
Business Administration—
BUS
The major in business administration prepares students for
professional careers in business administration or for graduate studies. The two specializations within this major share a
common business core. This common core provides students
with a broad foundation so they can readily adapt to internal
changes in interests and goals and to external changes in circumstances and opportunities.
Degree and Major Requirements
Business Core
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200
Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Note: All business majors are encouraged to take KEY 490
Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement. (See course
description under Augsburg Core Curriculum.)
Specialization in Music Business
Business Core* plus eight courses:
MUS 105
The Music Business
MUS/BUS 245 Arts Management and Concert Promotion
MUS/BUS 399 Internship
ECO 112
Principles of Macroeconomics
One additional music business elective (1.0 credit taken at
Augsburg or MSCM)
3 MUS credits
or 2 MUS credits and 1 MUE credit, selected from:
(2 credits must be in residence at Augsburg)
MUS 101
Materials of Music I
MUS 111
Aural Skills I
MUS 102
Materials of Music II
MUS 112
Aural Skills II
MUS 130
Intro to Music and the Fine Arts
MUS 220
Worlds of Music
MUS 241
History of Jazz
(other MUS courses as approved by adviser)
*Music business majors may substitute BUS 254 in place of
BUS 242 or 200.
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the
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I Augsburg College 2010-2012
business administration major, music business specialization.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Specialization in Marketing (Weekend College students
only)
Business core plus five courses:
ECO 112
BUS 264
or BUS 379
Principles of Macroeconomics
Statistical Literacy for Managers
Quantitative Methods for Business and
Economics
MKT 352
Marketing Research
MKT 355
Marketing Communications
or MKT 357 Advertising
MKT 450
Marketing Management
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the
business administration major, marketing specialization.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Combined Major in Business Administration and
Economics
Eleven courses including:
ACC 221
ACC 222
BUS 242
or BUS 200
MKT 252
BUS 379
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Exploring Business as a Vocation
Principles of Marketing
Quantitative Methods for Business and
Economics
or FIN 331 Financial Management
and one other upper division business administration,
accounting, finance, MIS or marketing course.
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
and one other upper division economics course
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the
combined major in business administration and economics.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Minor in Business Administration
Six courses including:
ACC 221 and 222, BUS 242 or 200, ECO 112 or 113, FIN 331
or BUS 264 or 379, MKT 252. Other configurations may be
Business Administration
permitted with the approval of the department chair.
Minor in Music Business
BUS 264
Statistical Literacy for Managers
Critical thinking about statistics as evidence for
management decisions. Analysis of business cases
involving non-financial data. Focus on predicting,
understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets
for statistical analysis (trends and confidence
intervals). Includes the generation and analysis
of survey data. Uses Monte Carlo simulation
in business forecasting. Focus on communicating results in a form that facilitates decisions by
non-quantitative managers. Attention to alternate
choices, sub-optimization, and unanticipated
consequences. Optional topics include process
control, six-sigma, data mining, and dashboard
metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC and evening schedule: Additional
evening sessions are required.)
Eight courses including:
MUS/BUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399,
and one of the following: MUS/BUS 245, BUS 254, plus two
additional music course credits beyond MUS 105 and MUS
399 (maximum of 1 credit in MUE and/or MUP courses).
This minor is a collaborative program between the music
and business departments. The minor is a course of study
designed both for the music major desiring additional preparation in business and for the non-music major interested in
pursuing a career in the music industry.
Departmental Honors
To complete departmental honors in Business Administration,
students whould consult with the department chair.
Business Administration Courses
BUS 200
Exploring Business as a Vocation
This course is intended to introduce you, the
student, to the possibility of pursuing a career
in business as a vocational calling. In this course
you will be exposed to the key areas of business
operations including: management, marketing,
management information systems/technology,
finance, accounting, and international business.
BUS 242
Principles of Management
Development of the theory of management,
organization, staffing, planning, and control. The
nature of authority, accountability, and responsibility; analysis of the role of the professional
manager.
BUS 295
Topics
Lectures, discussions, meetings with members
of the staff or visiting faculty regarding research
methodology and readings in the areas of business
administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code.
(Prereq.: Pass CT assessment or GST 100)
BUS 340
Human Resource Management
Personnel function in business, acquisition, and
utilization of human resources; desirable working
relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.:
BUS 242 or BUS 200)
BUS/MUS 245 Arts Management and Concert Promotion
A study of the role of the artist manager in career
development and the role of the arts administrator in the management of performing arts projects
and organizations. Factors affecting trends and
earnings, challenges within the industry, and differentiation between the for-profit and non-profit
sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105)
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this idea successfully.
Examines the construction of a viable business
plan with attention to the resources needed for
success.
BUS 362
International Business
This course views international business from a
global perspective, including views of the U.S.
government and perspectives of foreign governments. Each topic is supported with real-life case
studies (Prereq.: ECO 112 or 113, and BUS 242
or BUS 200 or MKT 252 and ENL 111 or 112 or
HON 111)
BUS 379
Quantitative Methods for Business and Economics
How to read and interpret data to make better
business decisions. Topics include descriptive statistics (emphasis on confounding and conditional
reasoning) and statistical inference (confidence
intervals and statistical significance). Software
used is either Minitab or Excel. (Prereq.: MIS 260
and either MPG 3 or completion of MAT 171.
Augsburg College 2010-2012
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Business Administration
WEC and evening schedule: Additional sessions
are required, usually on a weekday evening.)
BUS 440
Strategic Management
Concepts and principles related to long-range
planning. Taught from a managerial viewpoint
with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200)
BUS 465
International Management
This course analyzes several factors influencing
behavior in the workplace and the board room,
including skills needed to manage across national
borders. (Prereq.: ENL 111 or 112 or HON 111
and BUS 242 or 200; BUS 362 recommended.)
BUS 479
Intermediate Quantitative Methods for Business and
Economics
Advanced modeling using computer software.
Specific topics may include multivariate modeling
PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq.: BUS 379. On
demand)
BUS 495
Topics
Lectures, discussions, meetings with members
of the staff or visiting faculty regarding research
methodology and current national and international business problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
86
BUS 299
Directed Study
See description on page 65.
BUS 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
BUS 499
Independent Study/Research
See description on page 65.
I Augsburg College 2010-2012
Accounting
Accounting—ACC
The major in accounting prepares students for professional
careers in a wide variety of accounting-related positions.
This major has two tracks: general accounting and professional accounting. The general accounting specialization
is adequate for a wide variety of positions. The professional accounting track includes two specializations: public
accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA
firms. The managerial accounting specialization is recommended for positions with large or rapidly-growing companies.
The two professional specializations relate to two
professional designations: the CPA and the CMA. A certified
public accountant (CPA) focuses on external reporting; a
certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes
the materials emphasized on the CPA exam; the managerial
specialization includes the materials emphasized on the CMA
exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam.
Under the rules of the Minnesota State Board of Accountancy,
accounting majors in the public accounting specialization are
qualified to sit for the CPA examination after graduation.
Effective May 2006, students will need to complete the
equivalent of 150 semester hours of education to be licensed
as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work.
Another option is to complete a four-year bachelor’s degree
plus a master’s degree.
Degree and Major Requirements
Accounting Major
Business Core Requirements
Seven courses including:
ACC 221
ACC 222
BUS 242
or BUS 200
ECO 113
FIN 331
MIS 260
MKT 252
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Exploring Business as a Vocation
Principles of Microeconomics
Financial Management
Problem Solving for Business
Principles of Marketing
Required Accounting Courses
Seven courses including:
ECO 112
BUS 301
BUS 379
ACC 322
Principles of Macroeconomics
Business Law
Quantitative Methods for Business and
Economics
Accounting Theory and Practice I
ACC 323 Accounting Theory and Practice II
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY
490 Vocation and the Meaning of Success to fulfill the
Augsburg Core Curriculum Senior Keystone requirement.
(See course description under Augsburg Core Curriculum.)
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax Accounting; ACC 423
Auditing.
Specialization in Managerial Accounting
Accounting core plus ACC 424 Internal Audit and
Management Consulting or ECO 318 Management Science
and MIS 375 Management Information Systems in the
Organization.
Joint B.A. in Accounting and Master of Arts in
Leadership
A BA in accounting and an MA in leadership (MAL) can be
earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a master’s
degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in
accounting and an MA in leadership and will have fulfilled
the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a
weekend schedule. Please refer to the MAL program catalog
for a complete list of course offerings.
It is recommended that the students meet with an
accounting adviser to create an effective plan for successful
completion of the five-year program.
Requirements:
1. Students must apply for admission to the MAL program at the end of their junior year. The application process
includes: submission of a completed application form, three
letters of recommendation (two from professors and one
from an employer), a personal statement, an example of
writing in an academic paper, a GPA of at least 3.30, and an
interview with a three-person panel from the MAL program.
2. Students must also have faculty endorsement from the
accounting program.
3. Students must complete at least one year of accounting work experience (either a job or internship) by the time
Augsburg College 2010-2012
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Accounting
BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor)
they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
Six courses including:
ACC 221, 222; FIN 331 or ACC 324; ACC 322, 323
and one of the following: MIS 260, BUS 379, ECO 112, or
113.
This minor is recommended for majors in MIS and
finance.
ACC 326
Tax Accounting
The more common and important provisions
of planning and compliance for income taxes.
(Prereq.: ACC 221, FIN 331, ECO 112, 113, or
consent of instructor)
ACC 423
Auditing
Internal and external auditing procedures.
Emphasis on the CPA’s role to form the basis
of opinion on a set of financial statements.
(Prereq.: ACC 323 and ENL 111 or 112, or HON
111)
Accounting Courses
88
ACC 221
Introduction to Financial Accounting
Introduction to business activities, basic
concepts and fundamentals of accounting, the
accounting cycle, and preparation of financial
statements.
ACC 222
Introduction to Managerial Accounting
A continuation of ACC 221. Introduction to cost
accounting for manufacturing. Basic concepts
and fundamentals of managerial accounting,
planning and controlling processes, decisionmaking, and behavioral considerations. (Prereq.:
ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members
of the staff or visiting faculty regarding research
methodology, and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with
emphasis on accounting theory pertaining to
financial statements, income concepts, valuation
concepts, FASB statements, and other relevant
issues as applied to assets. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of
financial accounting with emphasis on accounting theory pertaining to financial statements,
income concepts, valuation concepts, FASB
statements, and other relevant issues as applied
to liabilities and stockholders’ equity. (Prereq.:
ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision making.
Planning, budgeting, standard cost systems, as
well as other quantitative and behavioral topics.
(Prereq.: ACC 221, 222, BUS 242 or BUS 200,
I Augsburg College 2010-2012
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help
solve problems or implement projects. (Prereq.:
ECO 113, ACC 221, 222, BUS 242 or BUS 200,
BUS 379 or MAT 163 or 373, FIN 331, MIS 260
or 270, MKT 252, and ENL 111 or 112, or HON
111)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership
accounting, and fund accounting. (Prereq.: ACC
323)
ACC 495
Topics
Lectures, discussions, meetings with members
of the staff or visiting faculty regarding research
methodology, and current national and international business problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
ACC 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
ACC 299
Directed Study
See description on page 65.
ACC 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
ACC 499
Independent Study/Research
See description on page 65.
Finance
Finance—FIN
The finance major prepares students for professional careers
in corporate finance and the financial services industry.
Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking,
brokerages, insurance, and investment banking.
Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance.
Students are encouraged to complete an internship prior
to graduation.
Proficiency in the use of spreadsheets such as Excel is
expected.
Coursework provides a foundation for graduate school
and professional career examinations such as the Chartered
Financial Analyst (CFA), conducted by the CFA Institute.
Degree and Major Requirements
Finance Major
description under Augsburg Core Curriculum.)
Business Finance Certificate Program
The Business Finance Certificate provides students with the
knowledge needed to pursue positions in the banking or
brokerage industry, provides basic background for Series 6,
7, 63 examinations and will partially meet requirements for
the Level I CFA examination. It is designed for students who
want to supplement a previously obtained bachelor’s degree
or who are looking to enhance skills in their current job or
to pursue a new career. The Business Finance Certificate is
available to non-finance majors and is available through the
Weekend College program. The certificate consists of six
courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO
315.
Students are required to be in math placement group
3. They must also have a background in computer skills
(especially spreadsheets), or take MIS 260 before admission
to the certificate program. Students must achieve a minimum
2.00 grade point average in all Business Finance Certificate
courses.
Finance Core Requirements
Finance Courses
Seven courses including:
FIN 240
Personal Finance
Introduction to personal financial planning and
budgeting, credit management, income taxes,
insurance, real estate, investments, retirement,
and estate planning. (This course is typically
offered online in the summer.)
ACC 221
ACC 222
BUS 242
or BUS 200
ECO 113
FIN 331
MIS 260
MKT 252
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Exploring Business as a Vocation
Principles of Microeconomics
Financial Management
Problem Solving for Business
Principles of Marketing
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working
capital management. (Prereq.: ECO 112 or ECO
113, ACC 221, and MPG 3. This course is also
offered as an online option in summer.)
Required Finance Courses
Eight courses including:
ECO 112
BUS 301
BUS 379
ACC 322
FIN 433
FIN 438
FIN 460
ECO 315
Principles of Macroeconomics
Business Law
Quantitative Methods for Business and
Economics
Accounting Theory and Practice I
Financial Theory: Policy and Practice
Investment Theory
International Finance
Money and Banking
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Note: Finance majors are encouraged to take KEY 490
Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement. (See course
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy, capital
structure and payout policies, raising capital,
risk management, corporate restructuring, and
corporate governance. (Prereq.: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decisionmaking and portfolio management-theory and
practice. Other topics include valuation principles and practices, risk and return analysis,
and derivatives. (Prereq.: FIN 331 and ENL 111
or 112 or HON 111)
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Finance
90
FIN 460
International Finance
This course develops tools for practicing
multinational financial management including currency exchange rates, risk, forecasting,
spot and forward rates, hedging, international
monetary and trade flows as represented in the
accounting and macroeconomic identities for
current account and trade deficits. This course
extends the framework of financial management
to include international transactions as well as
ethical considerations. (Prereq.: FIN 331)
I Augsburg College 2010-2012
International Business—
BUS
The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must
cope. There is great and growing need for American graduates to be better informed about how to compete and do
business outside the U.S. as well as in the U.S. market where
much of their competition is from foreign firms.
Students will learn about business transactions between
and within countries, the laws and logistics of international
trade, and investments made in foreign markets. Knowledge
of other cultures is crucial to being a successful international
business person. Besides your studies in business, finance,
banking, and the like, you will also learn about different
cultures and societies.
A major in international business will lead you to exciting careers in a global context.
ded throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minor in International Business
Six courses including:
ECO 112 or 113; ACC 221; BUS 242 or 200 or MKT 252,
and three courses in international business (one may be in
international economics).
Students should consult the area coordinator concerning
acceptable alternatives in international economics.
International Business Courses
BUS 362
This course views international business from a
global perspective, including views of the U.S.
government and perspectives of foreign governments. Each topic is supported with real-life
case studies (Prereq.: ECO 112 or 113, and BUS
242 or BUS 200 or MKT 252 and ENL 111 or
112 or HON 111)
BUS 465
This course analyzes several factors influencing behavior in the workplace and the board
room, including skills needed to manage across
national borders. (Prereq.: ENL 111 or 112 or
HON 111 and BUS 242 or 200. BUS 362 recommended).
MKT 466
Examination of issues and activities unique to
marketing in an international setting. Emphasis
on adaptation of a marketing mix according
to the international marketing environment.
(Prereq.: MKT 252).
Degree and Major Requirements
International Business Major
Business Core Requirements
Seven courses including:
ACC 221
ACC 222
BUS 242
or BUS 200
ECO 113
FIN 331
MIS 260
MKT 252
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Exploring Business as a Vocation
Principles of Microeconomics
Financial Management
Problem Solving for Business
Principles of Marketing
Required International Business Courses
Six courses including:
ECO 112
BUS 264
or BUS 379
Principles of Macroeconomics
Statistical Literacy for Managers
Quantitative Methods for Business and
Economics
BUS 362
International Business
BUS 465
International Management
MKT 466
International Marketing
And one additional upper division course in either international business or international economics.
Students must also complete three semesters of a foreign
language (or equivalent). The language requirement may be
waived for international students. Contact the international
business coordinator for details on language equivalents or
other configurations.
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embed-
Augsburg College 2010-2012
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Management—BUS
The major in management prepares the student for a wide
variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is
probably the main resource of developed countries and the
most needed resource of developing ones.
The role of a manager is to guide the organization and
its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and non-profit
sectors.
In addition to the general business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
previously learned skills, change or explore a new career, or
increase their value in the job market. It is available through
the Weekend College program. Students may begin by completing the Business Management Certificate Program and
continue on to complete a bachelor’s degree in management.
The certificate consists of five courses: BUS 242, 340, 440,
465, and one of the following: BUS 254, MIS 376, or ECO
318.
Management Courses
BUS 340
Human Resource Management
Personnel function in business, acquisition, and
utilization of human resources; desirable working relationships; effective integration of the
worker with the goals of the firm and society.
(Prereq.: BUS 242 or 200).
BUS 440
Strategic Management
Concepts and principles related to long-range
planning. Taught from a managerial viewpoint
with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200).
Business Core Requirements
Seven courses including:
ACC 221
ACC 222
BUS 242
or BUS 200
ECO 113
FIN 331
MKT 252
MIS 260
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Exploring Business as a Vocation
Principles of Microeconomics
Financial Management
Principles of Marketing
Problem Solving for Business
Required Management Courses:
Six courses including:
ECO 112
BUS 264
or BUS 379
BUS 340
BUS 440
BUS 465
MIS 376
or ECO 318
Principles of Macroeconomics
Statistical Literacy for Managers
Quantitative Methods for Business and
Economics
Human Resource Management
Strategic Management
International Management
Project Management
Management Science
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Business Management Certificate Program
The Business Management Certificate Program is designed
for students who want to add to a current degree, update
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I Augsburg College 2010-2012
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and the board
room, including skills needed to manage across
national borders. (Prereq.: ENL 111 or 112 or
HON 111 and BUS 242 or 200. BUS 362 recommended).
Management Information Systems
Management Information
Systems—MIS
The major in management information systems prepares
students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students
learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major (16
courses) and includes courses from computer science,
mathematics, economics, business, accounting, finance, and
marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Seven courses including:
ACC 221
ACC 222
BUS 242
or BUS 200
ECO 113
FIN 331
MIS 260
MKT 252
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Exploring Business as a Vocation
Principles of Microeconomics
Financial Management
Problem Solving for Business
Principles of Marketing
Required MIS Courses
these skills.
Note: All business majors are encouraged to take KEY
490 Vocation and the Meaning of Success to fulfill the
Augsburg Core Curriculum Senior Keystone Requirement.
(See course description under Augsburg Core Curriculum.)
Minor in MIS
Six courses including:
MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or
MKT 252, and MIS 376 or ECO 318.
Information Technology Certificate
The Information Technology (IT) Certificate program is
comprised of six courses, which are part of the Management
Information Systems (MIS) degree program. Non-degree
seeking students can complete these six courses to earn the
certificate. The certificate is available through the Weekend
College program. Students who do not have a degree are
eligible to go on with their studies to complete the bachelor’s
degree in MIS. The six certificate courses are: MIS 260, 270,
375, 376, CSC 160 and CSC 240.
Students can vary the order of courses taken. However,
MIS 260 should be the first MIS course, and CSC 160 should
be the first CSC course taken. Students are required to meet
a math proficiency level of MPG 3 prior to entering this
program.
MIS Courses
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver, and Scenario Manager
in Microsoft Excel as well as other simulation
and decision support tools for problem solving
in business through the use of realistic business
cases. (Prereq.: MPG 3)
Six courses including:
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and
Economics
MIS 270
Data Management for Business
MIS 375
Management Information Systems in the
Organization
MIS 376
Project Management
MIS 475
Systems Analysis and Design
MIS 476
Information Systems Projects
MIS 270
Data Management for Business
Introduces the concepts of data modeling,
database structures, and relational databases.
(Prereq.: MPG 3)
Three required supporting courses:
MIS 295
Topics
Lectures, discussions, meetings with members
of the staff or visiting faculty regarding research
methodology and readings in the area of management information systems.
MIS 375
Management Information Systems in the
Organization
Broad understanding of using information systems to support organizational objectives. Topics
include strategic planning and uses of information systems, business process analysis, and
understanding of the components in a technol-
CSC 160
CSC 170
or CSC 240
MAT 171
Introduction to Computer Science
Structured Programming
Introduction to Networking and
Communications
Discrete Math for Computing
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
Augsburg College 2010-2012
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Management Information Systems
ogy architecture. (Prereq.: BUS 242 or BUS 200
or MKT 252, ENL 111 or 112 or HON 111, and
pass CT assessment or GST 100)
MIS 376
Project Management
Develops project management skills needed
to initiate, plan, execute, control, and close
projects. Combines theories, techniques, group
activities, and computer tools such as Microsoft
Project. Emphasizes technical and communications skills needed to manage inevitable
changes. (Prereq.: MIS 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development
methodologies and Computer Aided Software
Engineering (CASE) tools. Techniques used
include data and process modeling, file and
database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270,
and 375)
MIS 476
Information Systems Projects
Skills developed in previous courses are used to
complete an actual project of systems analysis
and design. (Prereq.: MIS 260, 270, 375, 376,
and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding
research methodology and current problems and
policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
94
MIS 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
MIS 299
Directed Study
See description on page 65.
MIS 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
MIS 499
Independent Study/Research
See description on page 65.
I Augsburg College 2010-2012
Marketing
Marketing—MKT
Minor in Marketing
The marketing major prepares students for professional
careers in a wide variety of marketing functions within both
business and not-for-profit organizations. Career avenues
include marketing research, product management, marketing
communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating
both theory and practical applications, with an emphasis on
hands-on projects. Augsburg’s metropolitan location makes
it easy for marketing students to complete marketing plans,
research studies, and other projects for leading Twin Cities
companies and not-for-profit organizations.
MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses.
This minor is recommended for anyone who wishes to
further their knowledge of the marketing field.
Five courses including:
Marketing Courses
MKT 252
Principles of Marketing
Principles of basic policy and strategy issues in
marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as
they affect product, promotion, marketing channel, and pricing decisions.
Degree and Major Requirements
Marketing Major
Business Core Requirements
MKT 350
Consumer Behavior
Consumer behavior theories and principles as
they apply to the consumer decision-making
process. Impact of attitudes, values, personality,
and motivation on individual decision processes.
Analysis of cultural, ethnic, social class, family,
and purchase situation influences. Application
to everyday purchasing situations. (Prereq.:
MKT 252 or consent of instructor)
Seven courses including:
ACC 221
ACC 222
BUS 242
or BUS 200
ECO 113
FIN 331
MIS 260
MKT 252
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Exploring Business as a Vocation
Principles of Microeconomics
Financial Management
Problem Solving for Business
Principles of Marketing
MKT 352
Marketing Research and Analysis
Research process as an aid to decision making.
Emphasis on development of research proposal,
methodology, and collection and analysis of
data. (Prereq.: MKT 252, BUS 379 or 264, or
consent of instructor. For non-business majors:
An alternative to BUS 379 is another introductory statistics course with consent of instructor.
Augsburg statistics courses that will automatically fulfill the BUS 264 or 379 prerequisite for
non-business majors are MAT 163, SOC 362, or
PSY 215.)
Required Marketing Courses
Eight courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and
Economics
BUS 301
Business Law
MKT 352
Marketing Research and Analysis
MKT 450
Marketing Management
MKT 466
International Marketing
MKT 350
Consumer Behavior
or MKT 354 Sales Management
MKT 355
Marketing Communications
or MKT 357 Advertising
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY
490 Vocation and the Meaning of Success to fulfill the
Augsburg Core Curriculum Senior Keystone requirement.
(See course description under Augsburg Core Curriculum.)
MKT 354
Sales Management
Formulation, implementation, evaluation, and
control of sales force programs designed to carry
out marketing objectives. Management of sales
force recruitment, departmental structure, training, motivation, territory allocation, quotas, and
compensation. (Prereq.: MKT 252 or consent of
instructor)
MKT 355
Marketing Communications
Integration of advertising, public relations, sales
promotion design, evaluation, and personal
selling into a coherent promotion mix. (Prereq.:
MKT 252) Note: Either MKT 355 or 357 can be
taken for graduation credit, but not both.
Augsburg College 2010-2012
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Marketing
MKT 357
Advertising
Introduction to print, broadcast, and Webbased advertising and promotion as important
elements in modern marketing and communications. Note: Either MKT 355 or 357 can be
taken for graduation credit, but not both.
MKT 450
Marketing Management
Application of marketing concepts to day-today strategies and long-term planning issues;
development and implementation of marketing
plans. (Prereq.: MKT 252, MKT 352, MKT 355 or
357, ENL 111 or 112 or HON 111, and pass CT
assessment or GST 100, or consent of instructor)
MKT 466
International Marketing
Examination of issues and activities unique to
marketing in an international setting. Emphasis
on adaptation of a marketing mix according
to the international marketing environment.
(Prereq.: MKT 252)
MKT 495
Topics
Lectures, discussions, meetings with members
of the staff or visiting faculty regarding research
methodology and current national and international business problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
96
MKT 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
MKT 299
Directed Study
See description on page 65.
MKT 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
MKT 499
Independent Study/Research
See description on page 65.
I Augsburg College 2010-2012
Chemistry
Chemistry—CHM
Chemistry is the science that examines and works toward
understanding changes in matter. Chemistry has been
described as the central science because matter includes the
entire physical world, such as the things we use, the food we
eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens
vistas that excite and offer opportunities to benefit the entire
world.
Chemists as scientists must be knowledgeable in fact
and theory for solving scientific problems and also capable
of providing a public understanding of their work, including
potential problems as well as benefits.
Chemists as people must be broadly educated in order to
understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a
chemist is to be both truly human and truly scientific.
Augsburg’s chemistry department is approved by the
American Chemical Society (ACS) and offers a chemistry
major that meets the chemistry background required by
many fields.
Consonant with these ideals, the Department of
Chemistry has established the following objectives to help its
students develop into mature scientists:
• To provide a course of study of sufficient rigor and depth
to enable our graduates who complete our ACS chemistry
major to compete successfully with their peers of similar
ability in graduate school or research positions, as well
as professional goals other than traditional positions as
chemists.
• To provide an atmosphere of learning so that students will
want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities
arise.
• To encourage students to take a broad view of their education and to integrate outside study areas with the sciences.
• To present the excitement of chemistry to non-science
majors as an example of the methodology of the natural
sciences in examining the world around us. The presentation of major concepts underlying the changes in matter,
the opportunity to examine change in the physical world,
and the reflection of the implications and limitations of
science in our society will enhance the ability of non-science persons to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Ron L. Fedie, Vivian Feng, Arlin E.
Gyberg, David R. Hanson, John L. Lewin, Sandra L. Olmsted
Degree and Major Requirements
Bachelor of Arts
Major in Chemistry
CHM 115, 116
or CHM 105, 106
CHM 351, 352
CHM 353
CHM 361
CHM 363
CHM 491
General Chemistry I, II
Principles of Chemistry I, II
Organic Chemistry I, II
Quantitative Analytical Chemistry
Physical Chemistry I
Physical Chemistry Laboratory I
Chemistry Seminar (four semesters)
One course in biochemistry and one additional course from:
CHM 364
CHM 367
CHM 464
CHM 481
CHM 482
CHM 470
Physical Chemistry II
Properties of Polymers
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal Chemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, II
Calculus I, II
Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements
for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may
also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota
teacher licensure requirements.
Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three
courses (and usually more) in biology. Other pre-health and
pre-professional students (physician assistant, pharmacy,
engineering, etc.—see pre-professional program listings in
the Academic Information section) should consult the chemistry department for assistance in course planning early in
their college careers.
Bachelor of Science
American Chemical Society Approved Major
CHM 115, 116
or CHM 105, 106
CHM 351, 352
CHM 353
CHM 361, 363
CHM 364, 365
CHM 464
General Chemistry I, II
Principles of Chemistry I, II
Organic Chemistry I, II
Quantitative Analytical Chemistry
Physical Chemistry and Laboratory I
Physical Chemistry and Laboratory II
Advanced Organic Chemistry
Augsburg College 2010-2012
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Chemistry
use of computers and electronic sensors. (Three
one-hour lectures, one three-hour laboratory.
QF course. Prereq.: MPG 3)
CHM 481
Advanced Analytical Chemistry
CHM 482
Advanced Inorganic Chemistry
One course in biochemistry
One course from:
CHM 367
CHM 470
CHM 495
Properties of Polymers
Principles of Medicinal Chemistry
Topics in Chemistry
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course focuses on
major concepts of earth science and biology.
Laboratory work will complement lectures and
will include the use of computers and electronic
sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: SCI 110)
Also required are:
CHM 491
Chemistry Seminar (four semesters)
MAT 145, 146, 245 Calculus I, II, III
PHY 121, 122
General Physics I, II (should be taken
in sophomore year)
Recommended: Modern Physics, additional mathematics,
research experience, and computer proficiency.
CHM 102
Chemistry for Changing Times
Designed for the liberal arts student. Emphasis
is upon developing basic chemistry concepts
using examples primarily from inorganic
chemistry. Does not count toward a chemistry
major or minor. CHM 102 includes a laboratory
experience. (Prereq.: MPG 2)
General Education Accommodation
BS chemistry majors are allowed a two-course reduction in
the general education program. See Graduation Requirements
modification section of this catalog.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR),
and Writing (W) graduation skills are embedded throughout
the chemistry major for both BA and BS degrees. ENL 111
should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111) and further developed in
upper division chemistry courses.
CHM 105
Principles of Chemistry I
Topics in this course include an introduction
to matter, chemical change, chemical reactions,
chemical bonding and energetics. The sequence,
CHM 105, 106, is designed for students who
have not studied chemistry in high school or
who are less confident about their background
in chemistry. Students may go into CHM 351
or 353 from CHM 106 and major in chemistry.
(Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. and concurrent registration
with MAT 105, or MPG 3. Fall)
Departmental Honors
Full ACS major; GPA of 3.50 in chemistry, mathematics, and
physics and 3.0 over-all; one course or summer of approved
research; participation in seminar.
Minor
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with
emphasis upon equilibrium, kinetics, and the
chemistry of the elements. (Three hours of
lecture, one three-hour laboratory. QF course.
Prereq.: CHM 105, MPG 3. Spring)
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM 353, and any two
other chemisty courses above 300. At least one of the 300level courses must be taken at Augsburg.
Note: Credit will not be granted for both CHM 105 and
115, or for both CHM 106 and 116. Other restrictions are in
the course descriptions.
CHM 115
General Chemistry I
An intensive course for pre-medical students
and future chemists. Includes chemical equations and calculations, energetics, and bonding
theory with examples from inorganic chemistry.
(Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: high school chemistry,
MPG 4. Fall)
Chemistry Courses
Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher.
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SCI 110
Natural Science I
The first semester of a two-semester survey
of natural science. This course focuses on the
nature of science and major concepts of physics
and chemistry. Laboratory work stressing experimentation and measurement will include the
I Augsburg College 2010-2012
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on
equilibrium and solution chemistry including
kinetics and electrochemistry. (Three one-hour
lectures, one three-hour laboratory. QF course.
Prereq.: CHM 115. Spring)
Chemistry
CHM 351, 352 Organic Chemistry I, II
352, 361. Spring, alternate years)
Important classes of organic compounds with
special emphasis on mechanisms and multi-step
synthesis. Descriptive material is correlated by
means of modern theories of chemical bonds,
energy relationships, and reaction mechanisms.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351;
spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis
and solution equilibrium in detail and gives an
introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory
involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three
hours of lecture, one four-hour laboratory. QA
course. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of
chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour
lectures. Prereq.: CHM 106 or 116; MAT 145,
146; PHY 121, 122; pass CT assessment or GST
100. Fall)
CHM 363
Physical Chemistry Laboratory I
Physical Chemistry Laboratory introduces
students to techniques of data collection and
experimental application of concepts presented
in physical chemistry lecture. CHM 363 is to
be taken in the fall and involves experiments
related to CHM 361. (Two two-hour lab periods.
Prereq.: CHM 361 or concurrent registration,
and ENL 111 or 112 or HON 111. Fall)
(.5 course)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361
applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three one-hour
lectures. Prereq.: CHM 361. Spring)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture
topics include theory and structure-spectra
correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics
in organic synthesis. (Three hours of lecture, six
hours of laboratory. Prereq.: CHM 352, 353, 361
or consent of instructor. Fall)
CHM 470
Principles of Medicinal Chemistry
Medicinal chemistry examines the organic
chemistry of drug design and drug action.
Students study the mechanisms of drug transport across biological membranes, absorption,
distribution, and drug excretion; the relationship between structure and activity; molecular
recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic
pathways by which drugs are detoxified. Also
studied are the concepts used in the design of
therapeutic substances. (Prereq.: CHM 352. A
course in biochemistry is recommended. Spring,
alternate years)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis.
Atomic, molecular, and electron spectroscopy,
radiochemical, chromatography, thermal, and
electroanalytical methods are covered. (Three
hours of lecture, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of
instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using electrostatic and molecular orbital models. Reactivity
and bonding in coordination, cluster, and
organometallic compounds are considered. The
laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one
three-hour laboratory. Prereq.: CHM 352, 361 or
consent of instructor. Spring)
CHM 365
Physical Chemistry Laboratory II (.5 course)
CHM 491
Chemistry Seminar
CHM 365 is to be taken the second semester
and involves experiments relating to CHM 364.
(One four-hour lab period. Prereq.: CHM 364 or
concurrent registration. Spring)
This seminar, which has no course credit, is a
weekly meeting of chemistry majors under the
direction of the Augsburg Chemistry Society.
Juniors and seniors are expected to participate,
with seniors presenting papers. Outside visitors
are also invited to participate.
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical,
and physical chemistry prerequisites to unfold
the details of macromolecules. (Prereq.: CHM
(.0 course)
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic,
analytical, physical, and organic chemistry.
Augsburg College 2010-2012
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Chemistry
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers
need research experience before graduation
that may be obtained by working on a summer
research project (not counted as a course) or by
research participation during the academic year
(that may be counted as a course). Cooperative
education is an excellent opportunity to be
involved in industrial research projects. (Prereq.:
junior or senior standing)
Internships and Independent Study Courses:
100
CHM 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
CHM 299
Directed Study
See description on page 65.
CHM 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
CHM 499
Independent Study/Research
See description on page 65. (Prereq.: junior or
senior standing).
I Augsburg College 2010-2012
Clinical Laboratory Science
Clinical Laboratory
Science—CLS
Clinical laboratory scientists perform complex biological,
microbiological, and chemical tests on patient samples. They
also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The
clinical laboratory scientist analyzes these test results and
discusses them with the medical staff. He/she also possesses
the skills required for molecular diagnostic tests based on
DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development,
experimental design, administration, and education.
The curriculum requires a minimum of six semesters on
campus to complete the prerequisite curriculum. Students
spend an additional 12 months of clinical education in a
hospital-sponsored, accredited program during their senior
year. A Bachelor of Science degree is awarded at the satisfactory completion of all required course work.
Admission to the clinical laboratory science major is
on a competitive basis. Students apply for admission to the
clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their
professional studies, typically in the junior year. Formal
acceptance into the hospital-sponsored program is based on
the submission of an application for admission to the major,
personal recommendations, review of academic performance,
and interview with the Program Admission Committee. A
minimum grade point average of 2.75 overall as well as in
science and mathematics courses is strongly recommended.
Acceptance into the hospital program is not guaranteed by
the College. The hospital program affiliated with Augsburg
is the Fairview Health Services. The program is accredited
by the National Accrediting Agency for Clinical Laboratory
Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago,
IL 60631; 773-714-8880.
During the clinical component in an accredited hospital
program, students will register for 12.25 credits. The clinical
phase routinely begins in June with anticipated graduation
the following spring. Graduates of the program are eligible to
sit for certification examinations offered by national certification agencies.
Hospital affiliates of Augsburg College:
Fairview Health Services
Fairview Lakes Medical Center
Fairview Northland Regional Medical Center
Fairview Red Wing Medical Center
Fairview-Ridges Hospital
Fairview-Southdale Hospital
UMMC, Fairview-Riverside
UMMC, Fairview-University
Generalized four-year academic plan for clinical laboratory science (CLS) majors
To complete the program in four years, students must:
• achieve MPG 3 or 4
• qualify for ENL 111
• score above 45 on the critical thinking exam
• not require ENL 217/218
• meet graduation skills requirements within the major and
supporting courses
• satisfy the Engaging Minneapolis requirement with BIO
151/152
Graduation skills in Critical Thinking (CT) and Writing (W)
are embedded throughout the offered courses and are met by
completing the major. The graduation skill in Speaking (S)
is met by completing COM 111 or COM 115. Consult your
department chair or academic adviser for requirements for
meeting the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Bachelor of Science in Clinical Laboratory Science–CLS
Required Courses
BIO 151
Introductory Biology
BIO 152
Evolution, Ecology, and Diversity
BIO 253
Introductory Cellular Biology
BIO 355
Genetics
BIO 369
Biochemistry
BIO 473
Animal Physiology
BIO 476
Microbiology
BIO 486
Immunology
CLS 400
Introduction to CLS
CLS 405
Body Fluids
CLS 410
Clinical Hematology/Hemostasis
CLS 415
Clinical Immunology
CLS 420
Immunohematology
CLS 425
Clinical Chemistry
CLS 430
Clinical Microbiology
CLS 433
Virology/Mycology/Parsitology
CLS 435
Molecular Diagnostics
CLS 440
Laboratory Management and Education
CLS 445
Research Design and Methods
CLS 450
Applied Clinical Chemistry
CLS 455
Applied Hematology/Hemostasis
CLS 460
Applied Immunology
CLS 465
Applied Immunohematology
CLS 470
Applied Clinical Microbiology
CLS 475
Advanced Applications in CLS
CLS 480
Advanced Topics in CLS
CLS 485
Advanced Studies in CLS
Clinical Rotations
SCI 490 Keystone course
Augsburg College 2010-2012
I 101
Clinical Laboratory Science
Required Supporting Courses for Bachelor of Science
CHM 105/106
or CHM 115/116
CHM 351/352
MAT 163
or MAT 164
COM 115
or COM 111
Principles of Chemistry
General Chemistry
Organic Chemistry
Introductory Statistics
Biostatistics
Scientific and Technical Public
Speaking
Public Speaking
Special core requirement courses and professional courses
must be completed with a grade of C (2.0) or above. Students
must meet all College graduation requirements including
general education, grade point, College residency, and total
credits.
diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune
disorders, hypersensitivity states, and infection
by specific microbial pathogens. Laboratory
sessions offer exercises in methods for detection
of antigens and antibodies in patient specimens.
(Prereq.: CHM 352; BIO 476 and 486; and
admission to the CLS program)
CLS 420
Immunohematology
Course covers aspects of the Blood Group
Systems, antibody screening, compatibility testing, blood donor service, selection of donors,
blood drawing, storage, preservation, components, records, and regulations for blood banks.
The laboratory section includes performance
of blood bank procedures, donor processing,
compatibility testing, antibody screening and
identification. (Prereq.: BIO 355, 369, and 486;
and admission to the CLS program)
Clinical Laboratory Science Courses
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CLS 400
Introduction to Clinical Laboratory Science
Course is designed to provide the CLS student
with the basic laboratory skills required for the
laboratory component of the curriculum. This
course will also provide teamwork, leadership,
and interpersonal skills needed by healthcare
professionals. Current issues in CLS will also be
covered including ethics, government regulations, and concepts of total testing process.
(Prereq.: CHM 353; BIO 355 and 476; and
admission to the CLS program)
CLS 405
Body Fluids
Covers concepts related to the formation, distribution, and function of body fluids and their
chemical, physical, and cellular composition
in health and disease. Laboratory focus is on
performance, interpretation, and correlation of
results. (Prereq.: CHM 352; BIO 355 and 473;
and admission to the CLS program)
CLS 410
Clinical Hematology/Hemostasis
Course is designed to provide the CLS student
with the basic knowledge of hematology/hemostasis. Cellular components of the blood in
normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the
correlation of results will be covered. Laboratory
component will focus on specimen preparation
red cell, white cell, and platelet identification
and enumeration, both microscopically and
electronically. (Prereq.: CHM 352; BIO 355, 476,
and 486; and admission to the CLS program)
CLS 415
Clinical Immunology
Course in the application of immunologic
and serologic techniques used for the specific
I Augsburg College 2010-2012
CLS 425
Clinical Chemistry
The focus of the course is on the physiology of
body analytes and the organ systems, with an
emphasis on the corresponding clinical laboratory procedures and human disease states.
Discussion will include the clinical correlations of the analytical procedures data with the
diseases. The laboratory section covers skills
necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369
and 476; and admission to the CLS program)
CLS 430
Clinical Microbiology
Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate
to diseases in humans. Topics include clinical
signs and symptoms of the disease process,
specimen collection and processing, modes of
transmission, and methods of identification.
In the laboratory component, students will
process specimens from various body locations. Emphasis will be placed on isolation with
identification, selection of appropriate antibiotic
therapy, quality assurance, and safety. (Prereq.:
CHM 353; BIO 369, 476 and Immunology; and
admission to the CLS program)
CLS 433
Virology, Mycology, and Parasitology
Study of viruses, fungi, and parasites as they
relate to diseases in humans. Topics include
clinical signs and symptoms of the disease process, specimen collection and processing, modes
of transmission, and methods of identification.
Laboratory emphasis focuses on isolation and
identification, quality assurance, and safety.
Clinical Laboratory Science
(Prereq.: CHM 353; BIO 369, 479 and 486; and
admission to the CLS program)
CLS 435
Molecular Diagnostics
A course on the composition, structure, function and characteristics of DNA. Emphasis will
be placed on clinical laboratory methods used to
isolate, amplify, manipulate, and analyze DNA
sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336, 473, 476 and
486; and admission to the CLS program)
CLS 440
Laboratory Management and Education
Course is designed to introduce the clinical
laboratory science student to the principles of
laboratory administration. The seminar-format
course will focus on human resource management, operations management, and educational
methodologies appropriate for the supervisor
and laboratory manager (Prereq.: admission to
the CLS program)
CLS 445
Research Design and Methods
The course applies scientific method to clinical laboratory research problems, systematic
applications of hypothesis formation and decision making through research design principles.
Research proposal writing and the process
of institutional review board approval and
informed consent will also be covered. (Prereq.:
MAT 163 and admission to the CLS program)
CLS 450
Applied Clinical Chemistry
Rotation with daily lecture which applies the
principles of clinical chemistry in the clinical
laboratory. The course is designed to utilize and
build upon theoretical and applied knowledge
acquired in the previous didactic courses (CLS
400, 425) and apply it to the performance of
analytical procedures and management of the
clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425)
CLS 455
Applied Clinical Hematology/Hemostasis
Rotation with daily lecture which extends the
learning to the clinical hematology, hemostasis,
and body fluids laboratories. Students will gain
experience processing and analyzing patient
specimens with a wide variety of complex
procedures and instruments. Students will also
expand their identification and diagnostic skills
on microscopic analysis of hematology and body
fluid specimens. (Prereq.: admission to the CLS
program and CLS 400, 405, and 410)
CLS 460
Applied Immunology
Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using
patient specimens, students will gain experience
in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased
states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.:
admission to the CLS program and CLS 400 and
415)
CLS 465
Applied Immunohematology
Rotation with daily lecture which extends
the concepts and skills learned in CLS 420 to
the blood bank setting for the performance of
antibody identification techniques, hemolytic
disease problems, quality assurance management, solving of patients’ blood compatibility
problems, apheresis, and cell therapy. (Prereq.:
admission to the CLS program and CLS 420)
CLS 470
Applied Clinical Microbiology
Rotation with daily lecture which applies the
principles of CLS 430. Student will process a
variety of patient specimens in the microbiology
laboratory and gain experience with a wide variety of state-of-the-art procedures and equipment
for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and
viruses. (Prereq.: admission to the CLS program
and CLS 430 and 433)
CLS 475
Advanced Applications in CLS
Selected study in one aspect of the practice of
clinical laboratory science, such as ancillary
biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.:
admission to the CLS program and enrollment
in applied courses)
CLS 480
Advanced Topics in CLS
This course will cover, at an advanced level, the
major areas of the clinical laboratory. Topics will
also include information on new directions in
laboratory testing with an emphasis placed on
its impact on current laboratory practice and
outcomes assessment. (Prereq.: admission to the
CLS program and CLS 405, 410, 415, 420, 425,
430, 433, 435, and 440)
CLS 485
Advanced Studies in CLS
A capstone research project required for satisfactory completion of the CLS program. Student
will complete a research project under the
supervision of a mentor. Course culminates in a
Augsburg College 2010-2012
I 103
Clinical Laboratory Science
major paper and presentation. Area of emphasis
will be in one of the specialty or subspecialty
areas included in the clinical laboratory practice.
(Prereq.: admission to the CLS program and
senior standing)
104
CLS 499
Independent Study in CLS
Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to
the CLS program; repeatable for maximum of
one credit)
I Augsburg College 2010-2012
Communication Studies
Communication Studies—
COM
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative
choices that are artful, ethical, and effective. Students who
major in communication studies are concerned with interpersonal relationships, mass media, public advocacy and social
influence, group and organizational dynamics, and intercultural dimensions of communication.
Prospective majors should meet with a departmental
adviser as early as possible to design an approved major program, preferably by the end of the sophomore year.
Organizational Communication Emphasis
Appropriate for: business-related careers such as professional
manager, sales, management consulting, technical consulting,
internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate
programs in organizational studies.
Four additional electives from the following: COM 345
(required), COM 321, 326, 329, 356, 399, 480, 499; BUS
242, 340; PSY 271, 325, 373; SOC 265, 349, 375
Supervisory Management Emphasis
Appropriate for students seeking management careers.
Four additional electives from: BUS 242 or 440
(required); COM 321, 326, 329, 356, 399, 480, 499; BUS
340; ENL 223; MIS 260; PSY 373; SOC 349
Communication Studies Faculty
Human Relations Emphasis
Deborah Redmond (Chair), Kristen Chamberlain, Wes
Ellenwood, Robert Groven, Daniel Hanson, David Lapakko,
Emanuelle Wessels
Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People
who work in this area deal with such issues as discrimination, work rules, employee relations, etc.
Four additional electives from: BUS 340 (required);
COM 321, 326, 329, 345, 356, 399; PSY 373, 385; SOC 265,
349, 375
Degree and Major Requirements
Bachelor of Arts
Communication Studies Major
Twelve courses overall—eight required core courses and four
courses within one of eight emphases. For transfer students,
at least six of these courses must be taken at Augsburg.
Required of all communication studies majors:
COM 111
COM 254
COM 280
COM 351
COM 352
COM 355
COM 321
or COM 329
COM 490
Public Speaking
Interpersonal Communication
Introduction to Communication Studies
Argumentation
Persuasion
Small Group Communication
Business and Professional Speaking
Intercultural Communication
Senior Keystone
Professional Communication Emphasis
This emphasis is intended for students interested in studying
communication from an artistic and humanities perspective.
It is appropriate for career interests such as communication
graduate school, other professional graduate programs (e.g.
law school), rhetorical criticism, political communication
and being a professional trainer, communication consultant,
professional speaker, or speechwriter.
Four additional electives from the following: COM 321
(required), COM 329, 345, 356, 399, 499; THR 350, 360;
BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325;
REL 383; SOC 362, 363
Marketing Communication Emphasis
Courses in this emphasis focus on the communication
aspects of the marketing-communication mix. This emphasis
is particularly helpful for students interested in an organizational role in marketing communication.
Four additional electives from: MKT 252 (required);
COM 120, 321, 326, 329, 356, 399, 480; MKT 352, 355, 357,
450; POL 342
Public Relations and Advertising Emphasis
Courses are designed to prepare students for the growing
fields of public relations and crisis management, as well as
advertising and promotional communication. An internship
in public relations, advertising, or a related field is required.
Four additional electives from: ENL 227 (required);
COM 120, 321, 326, 329, 345, 356, 399, 480; ART 132, 224,
225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349,
POL 342
Mass Communication and Journalism Emphasis
Courses are designed to prepare students for entry into
television, film, journalism, e-media (both performance and
production), media criticism and policy, or graduate school
in mass communication or journalism.
Four electives from the following: ENL 227 (required);
COM 120, 243, 247, 321, 329, 348, 399, 499: ART 132, 215,
224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327, 427;
POL 342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328
Graduate Study Emphasis
Courses in this emphasis would be especially helpful for
Augsburg College 2010-2012
I 105
Communication Studies
students planning to do graduate work in such fields as communication studies, education, or law.
Four electives from the following: SOC 362 or ENL 420
(required); COM 120, 321, 329, 356, 499; PHI 230; POL 483;
PSY 215, 315; SOC 363, 375
For All Eight Emphases
We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students should be aware that
the tournament season is essentially from October through
mid-March, and should plan schedules accordingly.
All Day majors should plan to include at least one
internship (COM 399) as one of their electives.
Students may petition the department to include as part
of their major concentration other Augsburg courses not
listed above. Such requests must be submitted in writing to
the departmental adviser for prior approval. Also, students
may petition to include up to three courses from other ACTC
schools as electives, with prior approval of the adviser or
department chair.
The Critical Thinking (CT) and Speaking (S) graduation skills are embedded throughout the offered courses
and is met by completing the major. The graduation skills
in Quantitative Reasoning (QR) and Writing (W) are met by
completing the following courses:
QR/QFA: GST 200, MAT 145, MAT 146, or PHI 230; OR
a QF: PSY 215, MAT 129, 163, or 173; AND a: QA: COM
352 (NOTE for Mass Communication only, COM 352 or ENL
327)
W: COM 351 and any 200 level writing course in
English
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Communication Arts/Literature Teacher Licensure
Major
This major, which includes secondary education coursework
and student teaching requirements in the education department, offers students the preparation necessary to become
teachers of communication arts and literature in public
schools and allows them to become licensed to teach at the
middle school through the secondary level. Recommendation
for teacher licensure is granted only to students who complete the requirements for this program with a minimum
grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major
must be completed prior to student teaching. The course
requirements for this program are listed in the Department of
English section of the catalog.
Departmental Honors
The honors major is designed to encourage overall excellence
as well as outstanding achievement on a specific project of
special interest to the student. Honors majors must maintain
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I Augsburg College 2010-2012
a 3.50 GPA in the major and a 3.00 GPA overall, and, as part
of their major program, complete a substantial independent
project of honors quality (COM 499 registration). Honors
candidates should meet with their departmental adviser prior
to their senior year to develop a proposal for the honors
project.
Communication Studies Minor
Six courses including:
COM 111
or COM 115
COM 254
COM 280
POL 342
or COM 120
or COM 243
COM 351
or COM 352
COM 345
or COM 355
Public Speaking
Scientific and Technical Speaking
Interpersonal Communication
Introduction to Communication Studies
Mass Communication in Society
Mass Media and Popular Culture
Studio Production
Argumentation
Persuasion
Organizational Communication
Small Group Communication
Film Major
The Augsburg film major reflects our belief that students are
transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory
and practice. The major explores the tension between art and
commerce through dialogues with film industry members,
internship and mentorship opportunities, film symposia, and
our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and
digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double
major or to seek minors in related fields such as art, English,
theatre, philosophy, communication studies, women’s studies,
and American Indian studies, to name a few.
Film Faculty
Deb Redmond (Program Director), Michael Burden, Robert
Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen,
Doug Green, Martha Johnson, Elise Marubbio
Required of all Film Majors:
Six Core Courses
FLM 216
Film Production I
ENL 241
Intro to Cinema Arts
ENL 371
History of Cinema
FLM 420
Issues in Contemporary Cinema
COM 247
Documentary
THR 232
Acting
or THR 233 Acting for Camera
Five electives (three must be upper division) must be chosen
from the three defined tracks below in consultation with your
adviser who is designated by the program director. Note that
not all elective courses are offered every year, so alternatives
Communication Studies
within the track may have to be chosen.
Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department.
Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: FLM 312
Film Production II, COM 243 Studio Production, COM 348
Digital Video Production, FLM 499 Independent Study, Art
132 Photography, ART 215 Design for New Media I, ART 315
Design for New Media II, ART 340 Digital Imaging, ENL 228
Broadcast and Online Journalism, MUS 130 Intro to Music
and the Fine Arts, PHY 119 Physics for the Fine Arts, THR
328 Stage Design, THR/FLM 230 Scenic Painting for State
and Film
Track #2 Performance: This track is designed for students
interested in acting and directing. Electives include: THR
233 Acting for the Camera, THR/ENL 325 Playwriting,
THR 366 Stage Direction, THR 328 Theatrical Design,
THR 360 Interpretive Reading, THR 350 Voice for Stage
and Screen,THR 499 Independent Study, ENL/FLM 328
Screenwriting, PHY 119 Physics for the Fine Arts
Track #3 Theory and Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: COM 120 Mass Media and
Popular Culture, ENL 221 Expository Writing about the
Arts and Popular Culture, ENL 228 Broadcast and Online
Journalism, ENL 240 Introduction to Literary Study, ENL
430 Advanced Studies in Theory and Method, FLM 499, AIS
364 Indigenous Filmmakers, AIS 264 American Indians in
Cinema, AIS 208/408 Native American Women and Film,
ART 240 Art History, PHI 260 Philosophy and the Arts, PHI
120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248
Spanish and Latin American Culture through Film, REL 309
Religion at the Movies
COM 348
Digital Video Production
THR/ENL 325
Playwriting
or ENL/FLM 328 Screenwriting
THR/FLM 230
Scenic Painting for Stage and Film
THR 328
Stage Design
THR 366
Stage Direction
Note: For transfer students, at least three of these six courses
must be courses offered at Augsburg. Prospective minors
must obtain prior approval from a film faculty adviser.
Communication Courses
COM 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis, style, listening, and
overcoming speech fright. (Note: Students may
take only one of either COM 111, COM 112, or
COM 115 for credit. Fall, spring)
COM 112
Contest Public Speaking
Theory and practice of preparing speeches
for delivery in formal and contest situations.
Students are expected to attend three interscholastic speech tournaments and compete in at
least two of the following: informative speaking,
persuasive speaking, speaking to entertain, and/
or communication analysis. (Note: Students may
take only one of either COM 111, COM 112, or
COM 115 for credit. Fall)
COM 115
Scientific and Technical Public Speaking
An introduction to public speaking for students majoring in scientific or technical fields.
Includes the same foundational material as
introduction to public speaking, including delivery, argumentation, persuasion, and audience
analysis. This material is then applied to specific
contexts common in technical fields, with
special attention to distinguishing expert or lay
audiences and the use of technical vocabulary
and notation systems. (Note: Students may take
only one of either COM 111, COM 112, or COM
115 for credit.)
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing
(W) graduation skills are embedded throughout the offered
courses and are met by completing the major. The graduation
skill in Quantitative Reasoning (QR) is met by completing
the following courses:
QR/QFA is satisfied by GST 200, MAT 145, MAT 146,
PHI 230, or PHY 119
Film Minor
COM 120 Mass Media and Popular Culture
Six courses including:
ENL 241
FLM/THR 216
THR 232
or THR 233
COM 243
FLM/THR 420
Introduction to Cinema Art
Film Production I
Acting
Acting for Camera
Studio Production
Issues in Contemporary Cinema
Plus one of the following:
AIS 364
COM 247
This course is a survey of the mass media in
popular culture. Students will examine the
different types of mass media and will gain an
understanding of what popular culture is and
why it is important. The course examines the
importance of media criticism and the impact
that media have had on culture and society.
Students are encouraged to think critically about
media and media consumption.
Indigenous Filmmakers
Documentary
Augsburg College 2010-2012
I 107
Communication Studies
FLM 216
Film Production I
This course demonstrates the basics of 16mm
filmmaking. The student will make short films
that demonstrate the art and process of shooting
in B/W.
hone students’ speaking skills. (Prereq.: COM
111 or 115)
COM 326
Building Working Relationships
This course explores working relationships in
a changing world. Self-assessment tools and
applied papers help participants gain a better
understanding of the role the individual plays
within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and
organizational relationships. (Prereq.: Junior or
senior standing and at least one of the following
courses — SOC 121, SWK 260, BUS 242, BUS
252, PSY 102, PSY 105)
FLM/THR 230 Scenic Painting for Stage and Film
108
Scenic Painting is an introductory study of the
art of scenic painting for the stage, film, and
faux application. Through a series of foundational painting projects, reading assignments,
informal lecture, discussion, and a final cumulative painting project students will develop
the required skills and understanding of what
it means to be a scenic artist and what role the
scenic artist plays in artistry of theatre and film.
COM 243
Studio Production
Introduction to video production with an
emphasis on creative concept development,
script-writing, directing, and producing for
video. (Fall)
COM 247
Documentary
A video production course that integrates lecture
and criticism with hands-on experience dealing
with nonfiction subjects.
COM 254
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal messages;
emphasis on factors that build relationships
and help to overcome communication barriers.
(Spring)
COM 280
Introduction to Communication Studies
An introductory survey course designed to
acquaint students with the world of ideas that
serves as the foundation for the field of communication studies. (Fall)
FLM 312
Film Production II
The focus of this course builds on the lessons
learned in FLM/THR 216 and adds the study of
color photography and sound design. Through
exercises and assignments the student will
develop skills in scripting, shooting, and editing
short films. (Prereq.: FLM 216)
COM 321
Business and Professional Speaking
This course explores advanced issues in public
address including delivery and performance,
vocal control, persuasion, audience adaptation,
argument construction, and speaker credibility. The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job
interviewing and sales presentations, in order to
I Augsburg College 2010-2012
COM 329
Intercultural Communication
This course explores cultural differences and
their implications for communication, including
differences in values, norms, social interaction,
and code systems. (Spring: alternate years)
COM 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as
superior-subordinate relationships, management
styles, motivation of employees, organizational
culture, effective use of meetings, and sources of
communication problems.
COM 348
Digital Video Production
This course combines studio and field production with special emphasis on post-production
editing. Students work in production teams to
create and produce a one-hour magazine format
news program and music video. (Prereq.: COM
243 or 247)
COM 351
Argumentation
Develops critical thinking skills by study of the
theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and
analyze public arguments that confront students
in their everyday lives. (Prereq.: COM 111 or
115 or consent of instructor; ENL 111 or 112 or
HON 111; and pass CT assessment or GST 100.
Fall)
COM 352
Persuasion
Examination of the process of influence in a
variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111, 112, or 115
or consent of instructor; and a Quantitative
Foundations course. Please see full list of prerequisites in Records and Registration. Spring)
Communication Studies
COM 355
Small Group Communication
A study of group dynamics and leadership with
emphasis on decision making, leadership styles,
and conflict management. (Spring)
COM 356
Advanced Interpersonal Communication
This course explores theories and concepts from
communication studies related to our understanding of self, other, relationships, and what it
means to lead a compassionate life. As such, it
provides students with an opportunity to probe
deeper into theories and concepts introduced
in COM 254 Interpersonal Communication.
(Prereq.: COM 254 or consent of instructor)
FLM 420
Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in
world cinema today. Our purpose is to help students both contextualize the cinema they see in
appropriate and insightful ways, and to provide
a sophisticated critical apparatus to help them
read films as texts and to interpret the cinema’s
larger societal value and impact. (Prereq.: ENL
371)
COM 480
Public Relations/Promotional Communication
Public relations in the modern world of communication, marketing, and business. An overview
of public relations as a career and a survey of
basic promotional communication in profit and
nonprofit organizations. (Evenings)
COM 490
Communication Studies Keystone: Critical
Conversations about Communication and Vocation
A synthesis of communication theories and
application of those theories to each student’s
sense of vocation. This course satisfies the keystone requirement.
COM 495
Communication Topics
Selected topics in communication with emphasis
on the use of primary sources and methodology
of research.
Internships and Independent Study Courses
COM 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
COM 299
Directed Study
See description on page 65.
COM 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
COM 499
Independent Study/Research
See description on page 65.
FLM 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
FLM 499
Independent Study/Research
See description on page 65.
Electives
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 340
BUS 379
BUS 440
CSC 160
ENL 226
ENL 227
ENL 228
ENL 241
ENL 327
ENL 430
MKT 252
MKT 352
MKT 355
MKT 450
PHI 230
POL 342
POL 375
PSY 215
PSY 315
PSY 325
PSY 371
PSY 373
PSY 385
SOC 231
SOC 265
SOC 349
SOC 362
SOC 363
SOC 375
THR 232
THR/ENL 325
THR 350
THR 360
THR/FLM 230
Augsburg College 2010-2012
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Computer Science
Computer Science—CSC
The Department of Computer Science at Augsburg strives
to give students a sound theoretical and practical foundation in computer science. We offer both a BA and a BS major.
The coursework provides students a strong foundation in
computer science, with emphasis on concepts rather than
on applications. We encourage students to strengthen their
coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us
with an excellent resource of such experiences for students,
and allows them to add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett, Charles Sheaffer, Erik
Steinmetz, Shana Watters
Degree and Major Requirements
Bachelor of Arts
Computer Science Major
Twelve courses including:
CSC 160
Introduction to Computer Science and
Communication
CSC 170
Introduction to Programming
CSC 210
Data Structures
CSC 240
Introduction to Networking and
Communications
CSC 320
Algorithms
CSC 345
Principles of Computer Organization
CSC 385
Introduction to Formal Logic and
Computation Theory
CSC 450
Programming Languages and Compilers I
CSC 451
Programming Languages and Compilers II
MAT 114
Precalculus (or MPG 4)
MAT 171
Discrete Mathematics for Computing (recommended)
or MAT 145 Calculus I
And two electives from:
CSC courses above 200
PHY 261
Electronics
MIS 475
Systems Analysis and Design
MAT 355
Numerical Mathematics
At least one elective must be an upper division course.
The Critical Thinking (CT) and Writing (W) graduation
skills are embedded throughout the offered courses and are
met by completing the major. Consult your academic adviser
for requirements for meeting the Quantitative Reasoning
(QR) graduation skill. The graduation skill in Speaking (S) is
met by:
a) COM 111 or 115 (115 recommended), or
110
I Augsburg College 2010-2012
b) A sequence of courses and presentations approved in
consultation with the computer science department. Consult
your academic adviser for details.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Bachelor of Science
Computer Science Major
Sixteen courses including:
CSC 160
CSC 170
CSC 210
CSC 240
CSC 320
CSC 345
CSC 385
CSC 450
CSC 451
MAT 145
MAT 146
Introduction to Computer Science and
Communication
Introduction to Programming
Data Structures
Introduction to Networking and
Communications
Algorithms
Principles of Computer Organization
Introduction to Formal Logic and
Computation Theory
Programming Languages and Compilers I
Programming Languages and Compilers II
Calculus I
Calculus II
Two courses from:
MAT 245
MAT 246
MAT 247
MAT 271
Calculus III
Linear Algebra
Modeling and Differential Equations
Discrete Mathematical Structures (recommended)
And three electives from:
CSC courses above 200
PHY 261
Electronics
MIS 475
Systems Analysis and Design
MAT 355
Numerical Mathematics
At least two electives must be upper division courses.
The Critical Thinking (CT) and Writing (W) graduation
skills are embedded throughout the offered courses and are
met by completing the major. Consult your academic adviser
for requirements for meeting the Quantitative Reasoning
(QR) graduation skill. The graduation skill in Speaking (S) is
met by:
a) COM 111 or 115 (COM 115 recommended), or
b) A sequence of courses and presentations approved in
consultation with the computer science department. Consult
your academic adviser for details.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Computational Economics
The computational economics major has been designed to
serve students with need for some basic understanding of
computer science and economics. The major requires six
Computer Science
courses from computer science, six from economics, and a
required capstone independent study. Students interested in
this major should consult with the faculty in computer science, in economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics, and Charles
Sheaffer, Department of Computer Science
Major in Computational Economics
Thirteen courses including:
MAT 145
CSC 160
Calculus I
Introduction to Computer Science and
Communication
CSC 170
Introduction to Programming
CSC 210
Data Structures
CSC 240
Introduction to Networking and
Communications
or CSC 320 Algorithms
or CSC 352 Database Management and Design
CSC 345
Principles of Computer Organization
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 318
Management Science
ECO 315
Money and Banking
or EC0 415 Managerial Economics
CSC 499
Independent Study
or ECO 499 Independent Study
Graduation skills in Critical Thinking (CT), Speaking (S),
and Writing (W) are embedded throughout the offered
courses and are met by completing the major. Consult your
department chair or academic adviser for requirements for
meeting the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Computational Philosophy
Computational philosophy emphasizes areas of interest in
which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and
philosophy of language. The major requires seven courses
from computer science, six from philosophy, and a required
capstone topics course. Students interested in this major
should consult with the faculty in computer science, in philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy, and Charles
Sheaffer, Department of Computer Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171
Discrete Mathematics for Computing
or MAT 145
CSC 160
Calculus I
Introduction to Computer Science and
Communication
CSC 170
Introduction to Programming
CSC 210
Data Structures
CSC 320
Algorithms
CSC 373
Symbolic Programming and Artificial
Intelligence
CSC 385
Introduction to Formal Logic and
Computation Theory
PHI 241
History of Philosophy I: Ancient Greek
Philosophy
PHI 242
History of Philosophy II: Medieval and
Renaissance Philosophy
PHI 343
History of Philosophy III: Early Modern and
19th Century Philosophy
PHI 344
History of Philosophy IV: 20th Century
Philosophy
PHI 365
Philosophy of Science
PHI 410
Topics in Philosophy
or CSC 495 Advanced Topics in Computer Science
One upper division elective in philosophy
Graduation skills in Critical Thinking (CT), Speaking (S),
and Writing (W) are embedded throughout the offered
courses and are met by completing the major. Consult your
department chair or academic adviser for requirements for
meeting the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Departmental Honors
GPA of 3.50 in computer science major courses, GPA of 3.10
overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170, 210, 345, one additional
upper division computer science course, and one of MAT 171
or MAT 145.
A course must be completed with a grade of 2.0 or
higher to be counted as completing a major requirement. A
course must also be completed with a grade of 2.0 or higher
to count as a prerequisite for a subsequent computer science
course.
Computer Science Courses
CSC 160
Introduction to Computer Science and
Communication
An introduction to computer science topics in
hardware, software, theory, and computer communications: algorithm design, logical circuits,
network concepts, the Internet, and programming. (Prereq.: MPG 3, recommend concurrent
registration with MAT 171 or complete CSC 160
Augsburg College 2010-2012
I 111
Computer Science
transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed
databases, client-server architectures, object-oriented), emerging technologies, and applications.
(Prereq.: CSC 210; CSC 352 recommended)
prior to taking MAT 171)
CSC 170
Introduction to Programming
A study of problem-solving, algorithm development, and programming using a high-level
programming language. (Three hours of lecture,
one-and-one-half hours of lab. Prereq.: CSC 160
and MPG 3, pass CT assessment or GST 100;
MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and
queues; recursion. (Three hours of lecture, oneand-one-half hours of lab. Prereq.: CSC 170,
MPG 4, and one of MAT 145 or MAT 171; pass
CT assessment or GST 100)
CSC 240
Introduction to Networking and Communications
Principles and methods of data communications,
information theory, distributed processing systems, network protocols and security, standards,
network management, and general computer
interfacing. (Prereq.: CSC 160 and MPG 3)
Symbolic Programming and Artificial Intelligence
An introduction to programming in functional,
symbolic languages, such as Lisp or Scheme.
A study of the foundation algorithms used in
the field of artifical intelligence. Applications
to selected problems from artificial intelligence.
(Prereq.: CSC 210 and pass CT assessment or
GST 100)
CSC 385
Formal Logic and Computation Theory
An introduction to sentential and first-order
logic including logical connectives, proof theory,
and quantification. Formal models of computation including finite state automata, pushdown
automata, and Turing machines. Incompleteness
and uncomputability. (Prereq.: CSC 210 and one
of MAT 145 or MAT 171)
CSC 272
UNIX and C
Study of UNIX operating system and the C
programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some other
language. (Prereq.: CSC 170 or another course
with a study of a programming language)
CSC 431
Introduction to AI Robotics
Robot components, robotic paradigms, mobile
robots, task planning, sensing, sensor fusion,
basic control concepts. (Prereq.: CSC 210 and
ENL 111 or 112 or HON 111)
CSC 320
Algorithms
CSC 440
Advanced Networking and Operating Systems
A systematic study of algorithms and their
complexity, including searching and sorting
algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal
algorithms. The classes P and NP, NP-complete
problems, and intractable problems. (Prereq.:
CSC 210, MPG 4, and one of MAT 145 or MAT
171; pass CT assessment or GST 100)
Network management; client/server databases
and workstations; TCP/IP and other network
examples. Elements of operating systems,
memory and process management, interactions
among major components of computer systems,
and a detailed study of the effects of computer
architecture on operating systems. (Prereq.: CSC
240 and 345)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and assembly language
programming. (Prereq.: CSC 210 and MPG 4)
CSC 352
Database Management and Design
Structure of database management systems,
query facilities, file organization and security,
and the development of database systems.
(Prereq.: CSC 210)
CSC 353 Database Architecture and Design
112
CSC 373
An introduction to the physical design and
tuning of database systems. Topics include
data storage, indexing, query processing, and
I Augsburg College 2010-2012
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include
formal languages, programming language syntax
and semantics, parsing, and interpretation.
Emphasis on design issues. (Prereq.: CSC 345 or
concurrent registration, CSC 385 or concurrent
registration, CSC 320, and ENL 111 or 112 or
HON 111)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues.
(Prereq.: CSC 345, CSC 450, and CSC 385)
Computer Science
CSC 457
Computer Graphics
A study of the foundational algorithms required
for computer graphics. Topics include geometric algorithms, geometric modeling, graphics
techniques, graphical user interfaces, humancentered software development, computer animation, virtual environments and 3D immersive
rendering. (Prereq.: CSC 210, MPG 4)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer
science not included in other courses. This
course may be repeated, but may not be counted
more than twice as part of the requirements for
the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64. P/N grading only.
CSC 299
Directed Study
See description on page 65.
CSC 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64. P/N grading only.
CSC 499
Independent Study/Research
See description on page 65.
Augsburg College 2010-2012
I 113
Economics
Economics—ECO
The Department of Economics offers a program that stresses
a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students
who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers five majors. The economics
major and the applied economics majors lead to careers in
the business world or government. Computational economics provides a liberal arts entry into the field of computer
science. The combined economics/business administration
major allows students great flexibility in order to explore
both fields. Finally, the teaching major in political science/
economics allows secondary education licensure students to
obtain a solid background for teaching economics.
The study of economics provides a firm foundation for
confronting change because it presents a disciplined way to
analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity
of career opportunities including law, teaching, journalism,
private and public international service. Pre-law and potential Master of Business Administration students are especially
encouraged to consider economics as a major or a minor.
Students are able to combine an economics major with
other disciplines such as business administration, international relations, mathematics, management information
systems, political science, history, and area study programs.
Students who are interested in any type of quantitatively
oriented graduate program in economics or in business are
encouraged to either major or minor in mathematics. These
students should also take courses in computer science.
Consult an adviser for specific course suggestions.
Augsburg offers degrees in economics, applied economics, business and economics, computational economics, and economics and political science (education majors
only.) For the economics and applied economics majors, the
capstone experience is Economics 490 Research Methods in
Econometrics. Students in other majors should consult their
adviser for other alternatives.
Internships are recommended. Students must consult
with the department chair and the internship office before
registering for academic credit.
Note: Transfer students must complete at least three
upper division economics courses for a major and two for a
minor. Transfer classes must have been completed in the last
10 years with at least a 2.0 grade.
Economics Faculty
Jeanne Boeh (Chair), Kevin Bowman, Keith Gilsdorf, Stella
Hofrenning, Edward Lotterman
114
I Augsburg College 2010-2012
Degree and Major Requirements
Major in Economics
Economics Core:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 490
Research Methods in Econometrics
and three other upper division economics courses
Supporting Classes
Statistics Class:
BUS 379
Quantitative Methods for Business and
Economics
or MAT 163 Introductory Statistics
Mathematics Class:
MAT 114
Precalculus
or MAT 145, 146 Calculus I and II
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Applied Economics
ECO 112
ECO 113
ECO 312
or ECO 315
ECO 313
ECO 490
ECO 360
ECO 318
or ECO 415
ECO 350
ECO 399
or ECO 499
BUS 379
or MAT 163
ENL 223
PHI 120
or PHI 125
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Macroeconomics
Money and Banking
Intermediate Microeconomics
Research Methods in Econometrics
International Economics
Management Science
Managerial Economics
Labor Economics
Internship Program
Independent Study
Quantitative Methods for Business and
Economics
Introductory Statistics
Writing for Business and the Professions
Ethics
Ethics and Human Identity
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Economics
Major in Computational Economics
See Computer Science.
Combined Major in Economics and Business
Administration
Economics Courses
ECO 110
Economics of Urban Issues
This course studies the economic implications
of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those
students who do not plan to major in economics,
business administration, or MIS.
Five economics courses:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
and one other upper division economics course.
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national
income analysis, monetary and fiscal policy,
international trade. Application of elementary
economic theory to current economic problems.
May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order.
(Prereq.: MPG 3)
Six accounting/business administration/MIS courses:
ACC 221
ACC 222
BUS 242
MKT 252
FIN 331
or BUS 379
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Principles of Marketing
Financial Management
Quantitative Methods for Business and
Economics
and one other upper division business course.
Graduation skills in Critical Thinking (CT), Speaking (S),
and Writing (W) are embedded throughout the offered
courses and are met by completing the major. Consult your
department chair or academic adviser for requirements for
meeting the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory
of the household, firm, market structures, and
income distribution. Application of elementary
economic theory to market policy. May be taken
independently of ECO 110 or 112. ECO 112 and
113 may be taken in either order. (Prereq.: MPG 3)
ECO 311
Public Finance
Analysis of the principles of taxation and public
expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic
implications. (Prereq.: ECO 113)
Teacher Licensure Major
The State of Minnesota has specific licensing requirements
for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may
also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg
Department of Education to identify current Minnesota
teacher licensure requirements.
Teaching Major in Political Science and Economics
See Political Science.
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via macromodels.
Attention paid to areas of monetary-fiscal policy,
growth, and the role of expectations. (Prereq.:
ECO 112 and ENL 111 or 112 or HON 111. Fall)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of
factors of production and income distribution;
introduction to welfare economics. (Prereq.:
ECO 113 and pass CT assessment or GST 100.
Spring semester and winter trimester)
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis
and comprehensive oral examination in the major field of
concentration.
Minor in Economics
ECO 112, 113, 312, 313, and one additional economics
upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students
who plan to major in the department are strongly encouraged
to select a department adviser as soon as possible in order to
carefully plan their program of study.
ECO 315
Money and Banking
Functioning of the monetary and banking
systems, particularly commercial banks, and the
Federal Reserve System and its role in relation to
aggregate economic activity. Emphasis placed on
monetary theory and policy. (Prereq.: ECO 112.
Fall/Spring semesters and winter trimester)
Augsburg College 2010-2012
I 115
Economics
116
ECO 317
Comparative Economic Systems
ECO 415
Managerial Economics
This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of
resources, including systemic changes in Eastern
Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO
112 or 113: Every three years)
Integrates economic theory and corresponding
practices in business. Among the topics considered are theories and practices in forecasting,
estimation of demand and cost functions, and an
analysis of economic problems of relevance to
management. (Prereq.: BUS 379, ECO 313. On
demand)
ECO 318
Management Science
ECO 416
Mathematical Economics
Provides a sound conceptual understanding of
the modern techniques of management science
to prepare students to make better business and
economic decisions. Emphasis is on applications
such as transportation, marketing, portfolio
selection, environmental protection, the shortest
route, and inventory models. (Prereq.: ECO 113,
MPG 3. Fall semester and winter trimester)
Mathematical economics with emphasis on the
application of mathematical tools to the areas
of micro- and macroeconomic theory. (Prereq.:
ECO 312, 313, MAT 122. On demand)
ECO 350
Labor Economics
Analysis of labor markets, labor as a factor of
production, determination of collective bargaining, labor legislation, and effects upon society.
(Prereq.: ECO 113. Fall: alternate years)
ECO 360
International Economics
A study of the underlying forces affecting the
economic relations among nations. Development
of the basis for international trade, balance of
payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate
years)
ECO 365
Environmental Economics
This course applies economic principles to the
management and utilization of society’s environmental resources. It analyzes the role of
externalities and the public policy approaches
designed to address those market failures,
including command/control and incentive-based
strategies. Policy issues examined include air
and water pollution, global environmental issues
like ozone depletion and global warming, and
environmental policy for developing countries.
(Prereq.: ECO 113. Fall: alternate years)
ECO 370
International Economic Development
This course studies the major factors that affect
the economic standard of living in the developing world. It examines such issues as poverty
and income inequality, population growth,
education and health of society, agricultural
production, environmental externalities, and the
role of international trade and foreign assistance.
(Prereq.: ECO 112 or ECO 113. Spring: alternate
years)
I Augsburg College 2010-2012
ECO 490
Research Methods in Econometrics
This course provides an introduction to the
application of statistical models and methods
to economic problems. Emphasis is on use of
econometric software to analyze data and to test
hypotheses. This course satisfies the keystone
requirement. (Prereq.: ECO 112 and ECO 113,
and ENL 111 or 112 or HON 111)
ECO 495
Topics
Lectures, discussions, meetings with members
of the staff or visiting faculty regarding research
methodology and current national and international economic problems and policies.
Internships and Independent Study Courses
ECO 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64. (P/N Grading only.)
ECO 299
Directed Study
ECO 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64. (Prereq.: 50% of the major or consent
of instructor. P/N grading only.)
ECO 499
Independent Study/Research
Education
Education—ECE, EED, ESE,
EDU, SPE
The Department of Education maintains liberal arts-based
teacher education programs that are accredited by the
Minnesota Board of Teaching and National Council for
Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of
Minnesota for elementary (grades K-6); secondary (grades
5-12) in communication arts/literature, health, mathematics,
and social studies; grades 9-12 in life science, chemistry, and
physics; grades 5-8 in general science; and K-12 specialist
licenses in visual arts, physical education, music, and special
education: EBD and LD. (Note: special education: EBD and
LD are available in WEC only.) Optional endorsements for
an elementary license include preprimary, middle school
mathematics, middle school science, middle school social
studies, or middle school communication arts/literature. The
K-12 Reading Licensure endorsement is also available at the
graduate level to already licensed teachers.
Degree and/or licensure programs are available in both
weekday and weekend/evening formats. Weekend College
degree and licensure programs are limited to elementary,
secondary communication arts/literature and social studies, and K-12 visual arts and special education. Additional
teaching majors are available through the weekday program
and open to weekday and weekend students who can take
courses on a weekday schedule. All prerequisite, elementary
core, and professional education courses except fieldwork
and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student
teaching must be completed during regular weekday hours.
All students must have some time available each term for
field experiences.
A graduate level licensure option is available in weekend/evening format to those already holding a BA degree.
Graduate courses taken for licensure can be applied to a
Master of Arts degree in education. Contact the Education
Department or the Adult and Graduate Admissions Office for
information.
Students in all degree and/or licensure programs must
apply for acceptance into the education department prior to
beginning 300-400 level courses. All students are required to
take the Minnesota Teacher License Exam (MTLE) in Basic
Skills—Reading, Writing, and Math—prior to beginning
300-400 level courses. Additional criteria for acceptance into
the education department are available in the department.
Students complete a semester of full-time student teaching
at the conclusion of their degree and/or licensure programs.
State law requires passing appropriate exams prior to recommendation for licensure: MTLE, Principles of Learning and
Teaching Test, and one or more subject matter tests.
The education department offers non-licensure majors
in elementary education and education studies. Contact the
department for details. The department also offers a special
education minor which is described at the end of this section
after course listings.
All students are assigned an education department
adviser at the outset of coursework. All students are expected
to become knowledgeable of programs and follow through
with department policies. Handbooks outlining programs
and policies are available through the education department.
Student Teaching Abroad
Selected education department students may participate in
an international student teaching program. Those interested
in further information should contact the education department at least one year prior to student teaching. Students
who teach abroad will do part of their student teaching in the
Twin Cities area under direct Augsburg faculty supervision.
Note: Major changes in Minnesota elementary teacher
licensure will be implemented in fall 2010. No one may be
licensed under programs described in catalogs prior to 2010.
Students who entered the College under earlier catalogs
must comply with the requirements of the new licensure
programs.
Education Faculty
Lynn Lindow (Chair), Elizabeth Ankeny, Chris Brown,
Joseph Erickson, Jeanine Gregoire, Ann Grugel, Gretchen
Irvine, Anne Kaufman, Gregory Krueger, Susan O’Connor,
Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens,
Diane Vodicka, Dana Wagner, Barbara West
Augsburg College 2010-2012
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Elementary Education
Elementary Education—
EED/EDC
Elementary Major and Licensure
Requirements
Elementary education majors are required to complete the
following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degreeseeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental core courses (requirements subject to
change—see Education Department for most current list):
ENL 111
HPE 115
Effective Writing
Chemical Dependency (.5)
Math sequence for non-math specialty students
MPG 3:
MAT 137 Math for Elementary Teachers I
(required)
MAT 138 Math for Elementary Teachers II
(required)
Science sequence for non-science specialty students
Option A is for weekday students who do not have collegelevel science courses in their background.
SCI 110
Natural Science I
SCI 111
Natural Science II
Option B is for weekday, weekend, and/or transfer students
with at least one college level science course accepted in
transfer or for weekday students who have already started
this sequence.
PHY 103
Conceptual Physics
or EED 203 Elementary Education Physical Science
(summer school only; does not fulfill general education requirement)
EED 200
Elementary Education Earth Science (summer school only; does not fulfill general
education requirement)
BIO 102
The Biological World
Major Courses
Foundations Block I
EDC 200
Orientation to Education in an Urban
Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
Foundations Block II (courses from this point and on require
admissions to the department)
EDC 310
EED 386
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Learning and Development
Children’s Literature (.5)
I Augsburg College 2010-2012
Methods Block I
EED 311
EED 312
EED 225
EED 325
EED 326
K-6 Methods: Health (.25)
K-6 Methods: Physical Education (.25)
Foundations of Literacy
K-6 Literacy Methods
Supervised Field Experience (.25)–Day
program only
Methods Block II
EED 341
EED 342
EED 350
EED 360
EED 370
EED 380
EED 336
K-6 Methods: Visual Arts (.25)
K-6 Methods: Music (.25)
K-6 Methods: Mathematics
K-6 Methods: Science
K-6 Methods: Social Studies/Thematic
Studies (.5)
Kindergarten Methods (.5)
Advanced Literacy Methods (.5)
Capstone Block
EDC 410
EDC 490
Learners with Special Needs
School and Society
Student Teaching Block
EED 481, 483, 485 Student Teaching (2.0-3.0). Student
teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major.
Middle School Specialty Area (endorsements optional
for elementary license)
Communication Arts Specialty
ENL 220
Intermediate Expository Writing
ENL 240
Introduction to Literary Study
COM 254, 329 or 351 or 355
EED 331
Middle School Writing Methods (.5)
ESE 300
Reading and Writing in the Student
Teaching Content Area
ESE 350
5-12 Methods: Adolescent Literature/Media
Literacy
Student Teaching
Social Studies Specialty
POL 121
American Government and Politics
HIS 120, 121 or 122 US History
ECO 113
Microeconomics
Choose 1:
HIS 103: HIS 104; PSY 105; SOC 121; ANT
141
ESE 220
Human Geography
ESE 300
Reading and Writing in the Student
Teaching Content Area
ESE 311
Middle School Methods: Social Studies (.5)
Student Teaching
Math Specialty
MPG 4
or MAT 114 Precalculus
MAT 145
Calculus I
MAT 163
Introductory Statistics
Elementary Education
or MAT 373 Probability and Statistics I
MAT 252
Exploring Geometry
MAT 271
Discrete Mathematics
MAT 287
History of Mathematics
ESE 300
Reading and Writing in the Content Area
ESE 331
Middle School Methods: Mathematics (.5)
Student Teaching
Science Specialty
CHM 105
or CHM 115
CHM 106
or CHM 116
BIO 121
BIO 102
PHY 116
SCI 106
Geology
ESE 300
ESE 341
Student Teaching
Principles of Chemistry I
General Chemistry I
Principles of Chemistry II
General Chemistry II
Human Biology
Biological World
Introduction to Physics
Meteorology
(take elsewhere — see Education
Department for suggestions)
Reading and Writing in the Content Area
Middle School Methods: Science (.5)
Preprimary Teaching License (3-, 4-, and 5-year-olds)
Requirement: Must have elementary teaching license
PSY 250
Child Development (Prereq.: PSY 105)
SOC 231
Family Systems (Day) or SPE 440 Parent
and Professional Planning (WEC)
ECE 345/545 Foundations of Preprimary Education
ECE 346/546 Learning Environments for Preprimary-aged
Children
ECE 347/547 Immersion and teaching competence
ECE 488, 489 Student Teaching for seven weeks in preprimary or Kindergarten, then 7 weeks in a
grade (1-6)
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00
in the specialty area, and grades of P in student teaching
courses are required for licensure as well as 2.0 or better in
all required core, specialty, and education major courses. The
equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements.
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
A graduate-level elementary licensure option is available
through Weekend College. Licensure is obtained through
a combination of graduate and undergraduate credits. The
graduate credits can be used toward the MAE degree. Contact
the Education Department or the Adult and Graduate
Admissions Office for information.
Augsburg College 2010-2012
I 119
Secondary Education
Secondary Education—
ESE/EDC
It is the responsibility of each student to meet all specific
requirements of the education department and the subject area major. Secondary and K-12 licensure students are
expected to have advisers in both their subject area major
and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication
arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science.
Licensure requirements in the state of Minnesota for
teaching in secondary schools are met through the Augsburg
College education department licensure program. These
requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved
licensure program.
Consult with your subject matter adviser for Graduation
Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Non-departmental requirements
ENL 111
HPE 115
Effective Writing
Chemical Dependency (.5)
Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the secondary education program even though they
may plan to teach at the elementary school level. A person
with a major in one of these special areas will take three
to four courses in student teaching and do some student
teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted
only to students who successfully complete the requirements
for the Bachelor of Music education major.
Art, music, and physical education teacher education
programs lead to licensure for grades K-12.
Students may no longer license in a minor field of study.
A graduate level licensure option is available through
Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the
Education Department or the Undergraduate and Graduate
Admissions Offices for information.
Education Core Courses—EDC
EDC 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
Program Requirements
EDC 200
Orientation to Education in an Urban Setting
Foundations Block I
Career exploration and overview of the teaching
profession. Emphasis on historical and philosophical foundations of the American school
system. Urban fieldwork experience required.
This course meets Engaging Minneapolis
requirements. (Prereq.: ENL 111 or 112 or HON
111, sophomore standing)
EDC 200
Orientation to Education in an Urban
Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 MN American Indians (.5)
or EDC 206 Diversity/MN American Indians
EDC 220
Educational Technology (.5)
Foundations Block II (Courses from this point and on require
admission to the education department.)
EDC 310
Learning and Development
EDC 206
Diversity/Minnesota American Indians
This course will examine human diversity and
human relations. It will provide an awareness
and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as
well as how these elements impact our schools
and communities. Also addressed in this course
is the Minnesota Standard of Effective Practice
3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. (WEC and summer
only)
Methods Block I
ESE 300
ESE 325
Reading/Writing in the Content Area
Creating Learning Environments
Methods Block II
ESE 3XX
K-12 or 5-12 Special Methods in Licensure
Area
Capstone Block
EDC 410
EDC 490
Learners with Special Needs
School and Society
Student Teaching Block
ESE 481, 483, 485 Student Teaching (2.0-3.0)
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in
the teaching major, and P in student teaching are required
for licensure. All required major, non-departmental requirements, and education program courses must have a grade of
2.0 or better.
120
I Augsburg College 2010-2012
EDC 210
Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the major minority
groups in Minnesota for the development of
interpersonal relations skills applicable to teaching and other professional vocations.
Secondary Education
EDC 211
Minnesota American Indians (.5 course)
An overview of cultural content, worldview,
and concepts that comprise Minnesota-based
American Indian tribal government, history,
language, and culture.
EDC 220
Educational Technology (.5 course)
Psychological and philosophical dimensions of
communication through the use of instructional
technology. Selection, preparation, production,
and evaluation of effective audio-visual and
computer-based materials for teaching/learning
situations. Computer training will be included
in this course.
EDC 310
Learning and Development in an Educational Setting
A survey of educational psychology topics
as applied to teaching and learning. Special
emphasis is placed on classroom applications.
Fieldwork experience. (Prereq.: MTLE and
admission to department)
ing and teaching strategies. It meets the basic
earth science subject matter standards for initial
licensure. This is a content intensive course.
Plan to spend much time outside of class reading and completing assignments.
EED 203
Elementary Education Physical Science (Summer
only)
Students will participate in hands-on experiments to explore properties of and changes in
matter; position, motion, and force; light, heat,
electricity, and magnetism; and kinds of ways
to transfer energy. Taking the physical concepts
learned, students will develop demonstrations
and lessons for K-5 classrooms. Assessment
is based on written assignments, a technology
project, lessons/demonstrations, and classroom
participation. (Prereq.: MTLE and admission to
department; students must be elementary education majors — this course does NOT meet the
Science Lab graduation requirement. Summer
only)
EDC 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
EED 299
Directed Study
See description on page 65.
EDC 410
Learners with Special Needs
EED 311
K-6 Methods: Health (.25 course)
The study of students with disability, special
needs, and giftedness. Emphasis on techniques
and resources to help all students achieve maximum outcomes, and special focus on needs of
urban students. Fieldwork experience required.
(Prereq.: MTLE and admission to department or
special permission of instructor)
Examination and preparation of materials and
resources for health at the kindergarten and
elementary levels. (Prereq.: MTLE and admission to department)
EDC 490
School and Society
Emphasis on points of view about the role of
school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves
as final theoretical preparation for student
teaching. This course meets the senior keystone
requirement. (Prereq.: MTLE and admission to
department)
Elementary Education—EED
EED 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
EED 200
Elementary Education Earth Science (summer, only)
This course is designed to provide hands-on
investigations that model modern inquiry learn-
EED 312
K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and
resources for physical education at the kindergarten and elementary levels. (Prereq.: MTLE
and admission to department)
EED 225
EED 325
Foundations of Literacy
An initiation into the study of K-6 elementary
literacy instruction, which focuses on the fundamentals of linguistics and literacy development
in children with special attention to English
language learners. This course aims in particular
to develop students’ base knowledge as the prerequisite for all upper level courses in literacy.
K-6 Literacy Methods
Continued instruction in and discussion of
literacy K-6 instruction, development, and
assessment. This course aims to investigate
research and practices involved in K-6 literacy
instruction by examining the competing theories
regarding literacy, the research findings that give
support to these theories, and a range of practical approaches to teach literacy in an elementary setting. (Prereq.: MTLE, admission to the
Augsburg College 2010-2012
I 121
Secondary Education
department, and successful completion of EED
225. Day students must be registered concurrently for EED 326.)
EED 326
122
Observation, analysis, and preparation of
assessment tools and literacy materials for K-6
students in an elementary classroom setting.
(Prereq.: MTLE, admission to the department,
and successful completion of EED 225. Day students only. Students must be registered concurrently for EED 325.)
Middle School Writing Methods (.5)
This course will focus on writing strategies and
processes appropriate to middle level students.
Emphasis will include the writing process, types
of writing, and integrated writing across the
curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty. (Prereq.: MTLE and
admission to department)
K-6 Methods: Social Studies/Thematic Studies
(.5 course)
Examination and preparation of materials and
resources for social studies and thematic teaching at the kindergarten and elementary levels.
(Prereq.: MTLE and admission to department.
Day students register concurrently with EED
380)
Supervised Field Experience (.25)
EED 331
EED 336
EED 370
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and
resources for teaching kindergarten. Fieldwork
experience required. (Prereq.: MTLE and admission to department)
EED 386
Children’s Literature (.5 course)
This course focuses on the study of literature
for children and young adolescents. It includes
wide reading across the genres represented in
children’s literature, to evaluate the quality of
the literature read, exploring children’s response
to literature, and using children’s literature in
teaching and learning.
Advanced Literacy Methods (.5)
The focus of this course is on formal and informal assessment tools, response to intervention,
and differentiated instruction in a K-6 literacy
setting. (Prereq.: MTLE, admission to the
department, and successful completion of EED
225 and EED 325.)
EED 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and
resources for visual arts at the kindergarten and
elementary levels. (Prereq.: MTLE and admission to department)
EED 342
K-6: Methods: Music (.25 course)
Examination and preparation of materials and
resources for music at the kindergarten and
elementary levels. (Prereq.: MTLE and admission to department)
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and
resources for mathematics at the kindergarten
and elementary levels. Fieldwork experience
required. (Prereq.: MTLE and admission to
department. MPG3. MAT 137 recommended)
EED 360
K-6 Methods: Science
Examination and preparation of materials and
resources for science at the kindergarten and elementary levels. Fieldwork experience required.
(Prereq.: MTLE and admission to department)
I Augsburg College 2010-2012
EED 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
EED 481,
483, 485
Student Teaching
Two to three courses of full-time, supervised
classroom experience. Required for licensure.
Successful completion of student teaching
occurs upon satisfactory completion of degree
program and program portfolio. Meets Augsburg
Experience requirement. (Prereq.: MTLE and
admission to department)
Secondary Education—ESE
ESE 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
ESE 220
Introduction to Human Geography
This course is designed as an introduction to the
principal concepts, approaches, and perspectives
of the study of geography through the examination of world geographic patterns and processes.
Major topics include population distribution;
cultural characteristics and cultural landscapes;
political integration and disintegration; economic land use; settlements and urbanization.
This course will meet the Minnesota Standards
of Effective Practice in Geography for middle
Secondary Education
school and high school social studies license.
ESE 299
Directed Study
See description on page 65.
ESE 300
Reading/Writing in the Content Areas
The study and use of a variety of middle school
and secondary techniques and resources to teach
reading and writing through the content areas.
(Prereq.: MTLE and admission to department.
Note: Students seeking the 5-12 communication
arts/literature license do not need to take this
course.)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools. Emphasis
on instructional strategies and curriculum
development. Middle school portion required
for elementary concentration in social studies
taught concurrently as ESE 311 Middle School
Methods: Social Studies (.5 course). Fieldwork
experience required. (Prereq.: MTLE and admission to department)
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in
the Minnesota Graduation Rule, state testing,
and national standards. Emphasis on creating
environments conducive to learning. Fieldwork
experience required. (Prereq.: MTLE and admission to department. Note: Students seeking 5-12
Health and K-12 PE licenses do not need to take
this course.)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in
middle and high schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary
concentration in mathematics taught concurrently as ESE 331 Middle School Methods:
Mathematics (.5 course). Fieldwork experience
required. (Prereq.: MTLE and admission to
department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis
on instructional strategies and curriculum
development. Middle school portion required
for elementary concentration in science
taught concurrently as ESE 341 Middle School
Methods: Science (.5 course). Fieldwork experience required. (Prereq.: MTLE and admission to
department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature
and reading in the middle and high schools.
Emphasis on instructional strategies and curriculum development. Also required for elementary
concentration in communication arts/literature.
Fieldwork experience required. (Prereq.: MTLE
and admission to department)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and
listening in middle and high schools. Emphasis
on instructional strategies and curriculum
development. Required for communication arts/
literature license. (Prereq.: MTLE and admission
to department)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of media literacy
in middle school and high school. Emphasis on
instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: MTLE and admission to
department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the
schools. Emphasis on instructional strategies
and curriculum development. Fieldwork experience required. (Prereq.: MTLE and admission to
department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the
schools. Emphasis on instructional strategies
and curriculum development. Fieldwork experience required. (Prereq.: MTLE and admission to
department)
ESE 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
ESE 481,
483, 485
Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure. Secondary
licenses require two courses. K-12 licenses
require two to three. Successful completion
of student teaching occurs upon satisfactory
completion of licensure program and program
portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department)
Augsburg College 2010-2012
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Special Education
Special Education:
Emotional/Behavioral
Disabilities and/or Special
Education: Learning
Disabilities—SPE
The special education EBD and LD majors are available only
through Weekend College; ideally, to people who are currently in schools working with students with these labels.
These majors lead to Minnesota teaching licensure in special
education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be
taken during the final year of coursework while students are
working in an EBD or LD setting. Variations on this ideal are
possible; see the Education Department for more information.
A graduate level licensure option is available through
Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits.
tial adjustments to their course requirements to fulfill each of
these skills.
Required Education Courses for LD:
All courses for the EBD major, with the exception of SPE
430, plus:
SPE 424
Etiology and Origins of Learning Disabilities
SPE 434
Teaching Content Areas to Students with Learning
Disabilities
SPE 315
Critical Issues Seminar (.5 course)
The purpose of this course is to discuss critical
issues in the field, create a final portfolio synthesizing your coursework and experience, and
prepare for student teaching. (Prereq.: MTLE
and admission to department)
SPE 400
Teaching Students with Emotional/Behavioral
Disabilities
This course presents an overview of learners
with emotional and behavioral disabilities and
learning disabilities. It addresses the historical
and philosophical aspects of the EBD category,
examines origins of student behavior and
student learning styles, and addresses theoretical perspectives and conceptual models as they
relate to this category of disability. (Prereq.:
MTLE and admission to the department)
Required Non-major Courses:
HPE 115
ENL 111
Chemical Dependency (.5)
Effective Writing
Required Education Courses for EBD:
EDC 200
Orientation to Education in an Urban
Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
EDC 310
Learning and Development
EDC 410
Learners with Special Needs
EED 225
Foundations of Literacy
EED 325
K-6 Literacy Methods
EED 350
K-6 Methods: Math
EED 360
K-6 Methods: Science
SPE 315
Critical Issues Seminar (.5)
SPE 400
Teaching Students with Emotional and
Behavior Disabilities
SPE 410
Implementing Assessment Strategies
SPE 420
Planning, Design, and Delivery
SPE 430
Instructional and Behavioral Practices
SPE 490
Parent and Professional Planning
SPE 481, 483, 485, 487 Student Teaching
Graduation Skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about poten-
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I Augsburg College 2010-2012
SPE 410
Implementing Assessment Strategies
This course examines the assessment process
from the pre-referral to the recommendation
stage. Students gain understanding of key
assessment tools and how they influence student
placement and programming. A qualitative and
person-centered assessment process is emphasized. (Prereq.: MTLE and admission to the
department)
SPE 420
Planning, Design, and Delivery
This course provides students with skills to
write and implement individual program plans
and to create effective learning environments
for students labeled EBD. Particular attention
is paid to inclusion models, diversity of student
need, and forming partnerships with key school
personnel. (Prereq.: MTLE and admission to the
department)
SPE 424
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning disabilities (LD). This includes
an in-depth look at the origin of learning disabilities, as well as various theoretical models
(sociological, biological, psychological, cogni-
Special Education
tive, and behavioral) applied to understanding
learning disabilities. The course will also provide
a critique of current philosophical positions in
the field. Students will also acquire knowledge
related to accessing information relevant to the
field of learning disabilities. (Prereq.: MTLE and
admission to department)
Special Education Minor
SPE 430
Instructional and Behavioral Practices
Required courses:
This course examines behavioral support
options used with students who are labeled
EBD. It emphasizes the use of reflective, proactive and non-aversive approaches drawn from
current best practices and including positive
behavioral supports, person-centered planning
and functional assessment. (Prereq.: MTLE and
admission to the department)
PSY 105
SPE 434
Teaching Content Areas to Students with Learning
Disabilities
The special education minor requires six courses (five plus
one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor
is designed to fit the needs of students in various disciplines
interested in disability issues. This minor is available through
the weekday program.
EDC 410
EDU 491
SOC 231
Learners with Special Needs
Practicum and Seminar in Special Education
Family Systems: A Cross-Cultural
Perspective
Principles of Psychology
Choose one from the following:
PSY 250
PSY 251
PSY 252
Child Development
Adolescent and Young Adult
Aging and Adulthood
Choose one from the following:
This course will teach students to identify, adapt,
and implement developmentally appropriate
instruction that support the learning of students
identified as having learning disabilities. The
course will specifically focus on the areas of
reading, writing, listening comprehension, math,
reasoning, and problem-solving skills. There will
be a strong focus on the modifications involved
in these areas and the planning process involved.
(Prereq.: MTLE and admission to department)
SOC 265
SWK 260
SWK 301
PSY 357
PSY 359
Gender, Race, and Ethnicity
Humans Developing
History and Analysis of Social Policy
Behavior Analysis
Assessment
SPE 490
Parent and Professional Planning
EDU 491
Practicum and Seminar in Special Education
This course examines the role of families of
students with special needs, specifically those
families of students labeled EBD. A family systems perspective is introduced and applied. The
need to form strong connections with community agencies is emphasized. This course along
with SPE 315 meets the senior keystone requirement in the core curriculum. (Prereq.: MTLE,
admission to department, and ENL 111 or 112
or HON 111)
A supervised field placement in a facility for an
exceptional population plus on-campus seminar.
Students planning to take this course should
consult with the special education director
about a placement prior to registering for the
course. (Prereq.: completion of all other courses
in special education minor or consent of instructor. Open to all.)
Interested students should contact the director of special
education at the outset of coursework.
EDC 410
Learners with Special Needs
(see EDC course descriptions)
SPE 481, 483, Student Teaching
485, 487
Two to three courses of full-time, supervised
student teaching required for licensure. Student
teaching occurs during the last year of coursework within an internship context. Meets
Augsburg Experience requirement. (Prereq.:
MTLE and admission to department)
Augsburg College 2010-2012
I 125
Engineering
Engineering
Augsburg College has cooperative arrangements with
two universities to allow students to earn a Bachelor of
Arts degree from Augsburg College and an engineering
degree from either the University of Minnesota Institute
of Technology, Minneapolis, or Michigan Technological
University, Houghton, Michigan. Because of the special
requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary.
Applications for these programs require the recommendation
of the Augsburg engineering adviser. Contact Jeff Johnson,
Physics Department, 612-330-1070.
University of Minnesota
The Institute of Technology and Augsburg cooperative
arrangement provides for two dual degree engineering programs:
Bachelor of Arts/Bachelor of Engineering (BA/BE)
enables students to receive a Bachelor of Arts degree from
Augsburg College and a Bachelor of Engineering degree from
the University of Minnesota. The program typically involves
three years at Augsburg and two years at the Institute of
Technology.
Students may apply for the program after completing the
sophomore year. At that time, they will be informed of their
status in the program and any further conditions necessary
for final acceptance into the program. Formal application
to the Institute of Technology may be completed during the
second semester of the junior year at Augsburg.
Bachelor of Arts/Master of Engineering (BA/ME)
enables students to receive a Bachelor of Arts degree from
Augsburg College and a Master of Engineering degree from
the University of Minnesota. This program involves four
years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the BA/BE curriculum
with the addition of several extra courses that are completed
at Augsburg during the senior year to minimize the number
of undergraduate courses, if any, that students must take at
the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department.
Application for admission into the BA/ME program
should be initiated during the second semester of the junior
year at Augsburg. Formal application for the program may
be completed during the senior year. Those admitted will
receive special counseling from the Institute of Technology
staff regarding courses that should be taken during the senior
year at Augsburg. Participants in the BA/ME program are not
guaranteed admission to the Institute of Technology.
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I Augsburg College 2010-2012
Michigan Technological University
This program enables students to receive a Bachelor of Arts
degree from Augsburg and a Bachelor of Engineering degree
from Michigan Technological University in a five-year period.
The first three years are spent at Augsburg followed by
two years at the affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have
the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College.
Students are also encouraged to explore opportunities
for graduate work at Michigan Technological University.
Further information on these and other graduate programs is
available from the Augsburg engineering adviser.
Financial Aid
Students receiving financial aid who are participants in these
dual degree programs will be encouraged to apply to the
engineering school of their choice for continuing support.
Their applications will be evaluated using need and academic
performance as criteria.
Degree and Major Requirements
Minimum course requirements for admission to the dual-degree or
three-two programs:
CHM 115
CHM 116
CSC 170
ENL 111
PHY 121
PHY 122
General Chemistry
General Chemistry
Structured Programming
Effective Writing
General Physics I
General Physics II
Four mathematics courses are required:
MAT 145
MAT 146
MAT 245
MAT 369
or PHY 327
Calculus I
Calculus II
Calculus III
Modeling and Differential Equations
Special Functions of Mathematical
Physics
Additional courses to meet general education requirements
and a total of 24 courses at Augsburg. Normally MAT 145,
146 and PHY 121, 122 are taken in the first year. Students
interested in chemical engineering also should take CHM
351, 352.
English
English—ENL
Those who study English believe that an intense concern for
words, ideas, and images helps people understand who they
are and who they can become. Writing helps all of us clarify
and share our thoughts. Literature helps us contemplate the
pains and joys of human existence. Through the study of
English we see life’s complexity, experience life as others do,
and better understand the world in which we live and work.
Students majoring in English have the opportunity to choose
one of four concentrations: Literature, Language and Theory;
Media Writing; Creative Writing; and Secondary Licensure in
Communication Arts/Literature.
English relates closely to other majors. With the other
arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art.
With psychology and sociology, English is concerned with
individual and group behavior. With philosophy, English is
interested in ideas and in the relation between meaning and
language. With science, English is interested in discovering
order and determining structures. With speech and communication, English studies the effective use of language. With
history and the other social sciences and humanities, English
studies the way people have acted and thought at different
times and in various cultures.
The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area.
Augsburg students can walk to assigned or recommended
plays, films, and readings available near the campus. English
majors have the opportunity to use and refine their skills
through working in internships on and off campus, tutoring
English Language Learners (ELL) students, or tutoring in the
writing lab.
Students with an Augsburg English major pursue careers
in elementary, secondary, and college education, journalism,
government, law, the ministry, library science, medicine,
advertising, public relations, publishing, writing, and other
professions and businesses.
English Faculty
Doug Green (Chair), Robert Cowgill, Cass Dalglish, Suzanne
Donsky, John Harkness, Colin Irvine, Dan Jorgensen,
Dallas Liddle, Scannell (James) McCormick, John Schmit,
Kathryn Swanson, Mzenga Wanyama, Cary Waterman, Susan
Williams
Degree and Major Requirements
Choosing a Concentration
The English Literature, Language, and Theory concentration
provides students various approaches to the life-enhancing
study of the written word and visual text. Spotlight courses
focus on specific authors, genres, or themes, and provoke
discovery of new literary experiences. Courses in African
American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary
studies. Survey courses in English, American, and world
literatures are organized by historical periods and provide a
classically structured framework of study. Courses in literary
theory demand the intense and intellectually challenging
engagement of text, culture, and self.
While some of our courses foreground theoretical
approaches to literature and deeply examine race, class, and
gender in the consideration of their subject matter, all of our
courses infuse these concerns into their engagement with
primary works of fiction, poetry, creative non-fiction, film,
and drama.
All literature classes involve students in dynamic and
enjoyable literary examination, and are taught by professors who love teaching and who love literature. Our classes
develop and demand the skills of aesthetic receptivity,
perceptive and critical reading, open and clear speaking, and
analytical and engaging writing — skills of the educated and
employable citizen.
The literature, language, and theory concentration
offers courses of study cross-listed with American Indian
Studies, Art, Communication Studies, Film, Theatre Arts, and
Women’s Studies.
The English Writing concentration is for students who
intend to develop professional skills in either creative or
media writing. Over the course of their study, students will
master terminology; understand historical, legal, and ethical
issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and
analysis that enable writers to gather material from a variety
of sources and perspectives for their work. Writing majors
will understand the interdisciplinary demands inherent in
creative and media writing (including issues of design) and
will enhance their appreciation of the aesthetic possibilities
inherent in the writing life.
Writing courses are taught by dedicated professors who
are practicing writers themselves. The writing concentration
offers courses of study cross-listed with Art, Communication
Studies, and Theatre Arts.
The Communication Arts/Literature Teacher Licensure
major is for students who seek to be licensed to teach in
Minnesota in communication arts/literature. Students are
encouraged to take courses toward their major during the
first and sophomore years, and to apply for the education
licensure program no later than the spring of their junior
year.
Students in both programs must work with advisers in
the English department and the education department in order
to meet the professional requirements within the education
department as well as the requirements for the major. Should
licensure not be possible, graduation can be achieved through
an English major, which requires at least two additional, specific courses, or through a communication studies major.
Augsburg College 2010-2012
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English
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking
(S), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The
Quantitative Reasoning (QR) graduation skill is met by completing the following courses:
Concentrations in English Literature, Language, and Theory;
English Writing; Creative Writing:
QR/QFA: GST 200 or PHY 119; OR a
QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT
114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146,
MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND
completion of either a:QA: ENL 327
Concentration in Media Writing:
QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220,
MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT
146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110;
AND completion of:
QA: ENL 327
Communication Arts/Literature Teacher Licensure:
QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220,
MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT
146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110;
AND completion of:
QA: COM 352
Transfer students must consult an adviser about potential
adjustments to their course requirements to fulfill each of
these skills.
Major Requirements
English Literature, Language, and Theory Concentration
The concentration requires nine courses above ENL 111, or
HON 111, or ENL 112.
Students must take at least two 200-level literature
courses as prerequisites for upper division courses in English,
as well as either ENL 220 or ENL 221. No more than two
200-level literature courses may count for the major.
Students must take at least five 300-level courses, with
one each in British literature, American literature, and world
literature.
Majors must take at least one 400-level course with
concurrent enrollment in ENL 490 English Keystone. Any
300-level course serves as a prerequisite for the 400-level.
Minor in English Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are
required. One course must be ENL 220 or ENL 221; the
remaining four must be literature, language, and theory
courses, three of which must be upper division courses.
English Writing Concentration
Students must take 10 or 11 courses above ENL 111, or HON
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I Augsburg College 2010-2012
111, or ENL 112, including three literature, language, and
theory courses. At least one of these must be at the 300-level
or higher.
Creative Writing Emphasis
Two introductory writing courses at the 200-level: ENL
226 (required) and either ENL 220 or 221. And a 300 level
writing sequence: Either Fiction I and Fiction II (ENL 320
and 321), or Poetry I and Poetry II (ENL 322 and 323). And
one elective from the following: ENL 227; ENL 228; ENL
320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325;
an approved ACTC creative writing course; or an internship.
And ENL 420, the keystone writing course. An additional art
class is required, either Web Design I (ART 215) or Graphic
Design (ART 225).
Media Writing Emphasis
Two introductory courses are required: Either ENL 227 or
228; and Either ENL 220 or 221. Also required, ENL 327
Quantitative Journalism; and two additional courses from
the following: ENL 226, 227, 228, ENL 324; ENL/FLM 328;
ENL/THR 325; an approved ACTC writing/reporting course;
or an internship.
And ENL 427, the Keystone Advanced Studies in Media
Ethics and Theory.
Additional art classes are required: Web Design I (ART
215) and Graphic Design (ART 225).
Minor in Writing
A minor with an open emphasis requires five writing courses
above ENL 111, or HON 111, or ENL 112, including at least
one course from the 200-level and two from the 300-level.
A minor with a creative emphasis requires five writing
courses above ENL 111, or HON 111, or ENL 112 and must
include ENL 226, and at least three upper division creative
writing courses, two of which must be a 300 two-course writing sequence.
A minor with a media emphasis requires six courses
above ENL 111, or HON 111, or ENL 112, and must include
ENL 227 or 228, ENL 427, one design course, and three
upper division media writing courses.
Communication Arts/Literature Teacher Licensure
Major
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220
Intermediate Expository Writing
ENL 240
Introduction to Literary Study
ENL 365
Contemporary Post-Colonial Fiction
ENL 380
Introduction to the English Language
ENL 396
Internship in Teaching Writing
And three upper-division ENL Literature courses, one each in
British, American, and world literature.
Experiential Requirement (no credit)
One college-level experience required in forensics, debate,
English
newspaper, literary journal, or related activity (subject to
departmental approval).
Additional Courses (outside the English Department):
COM 112
Contest Public Speaking
COM 243
Studio Production
COM 254
Interpersonal Communication
COM 352
Persuasion
Special Methods (two courses)
ESE 350
5-12 Methods: Literature and Reading
ESE 351
5-12 Methods: Speaking and Listening (.5
course)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Additional ESE and EDC courses are required for licensure.
They include EDC 200, 210, 211, 220, 310; ESE 325, 350,
351, 352; EDC 410, 490; student teaching. In addition to
consulting your designated ENL adviser, contact an education department adviser for information about education
courses.
Departmental Honors
Students in Developmental Writing (ENL 101), Effective
Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week of class (without
special permission/petition). Students who choose to receive
a traditional grade in either course will receive a grade of N
(one time only) if their work is below a 2.0. A student who
repeats ENL 101 or 111 and does not receive a grade of 2.0
or higher, will receive a grade of 0.0.
English Courses
Service Courses: The department offers these service
courses for students as required by a placement test. Note:
First day attendance in all writing courses is mandatory for a
student to hold his/her place in the course.
ENL 101
Developmental Writing
A preparatory course for ENL 111 Effective
Writing, this course is required of students identified by the English Placement Test as needing
additional preparation in composition. Students
receive course credit, but this course does not
fulfill the graduation requirement in writing.
The minimum passing grade for this course is
2.0.
GPA of 3.50 in the major and 3.00 overall; submit proposal
to department chair by early October in senior year for
department approval. Submit and defend paper before faculty
committee. Honors project may receive independent study
credit (refer to departmental guidelines).
Other Requirements
Transfer Students
Note: Transfer undergraduate majors must take at least three
of their English courses at Augsburg. Transfer students who
minor in English must take at least two of their English
courses at Augsburg.
Transfer English education students with a BA in English
from another college must take at least three of their English
courses at Augsburg (preferably upper division courses).
These courses must be taken before the department can recommend a student for student teaching.
ENL 111
Effective Writing
Emphasis is on exposition, including learning
research techniques, and writing critical reviews.
Attention is given to increasing students’ effectiveness in choosing, organizing, and developing
topics; thinking critically; and revising for clarity and style. A writing lab is provided for those
needing additional help. The minimum passing
grade is 2.0.
HON 111
Effective Writing for Liberating Letters
This course takes a problem-based, process-oriented approach to expository writing. Attention
is given to choosing, organizing, and developing topics; thinking critically; reading closely;
and revising carefully for clarity and style. The
minimum passing grade is 2.0.
The English Placement Test
A writing sample is required of students to determine their
placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to
develop competence in composition skills—such as stating
and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in
Developmental Writing (ENL 101) where they receive more
individual instruction than is possible in Effective Writing
(ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of P, 2.0, or higher before enrolling
in Effective Writing (ENL 111).
Note: Students should register for ENL 101 during the
first semester of attendance if possible. ENL 111, 112, or HON
111 should be completed, if possible, during the first year.
ENL 112
Advanced Effective Writing
Advanced Effective Writing follows the same
purposes and procedures as ENL 111; placement
is determined by a writing sample submitted by
students upon entry to the College. The minimum passing grade is 2.0.
ENL 217/218 English for Language Learners
Understanding spoken American English, speaking, reading college-level materials, and writing
are the skills emphasized in these two courses.
Augsburg College 2010-2012
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English
Testing determines placement in these courses;
and testing, as well as course performance,
determines whether the ELL requirement is met.
Students continue in ELL until the requirement
is completed but can receive credit for only two
courses.
or co-req.: ENL 111, or Hon 111, or ENL 112)
ENL 255
American Indian Literature
American Indian literature offers a survey of
contemporary American Indian writing, including non-fiction, fiction, poetry, and drama.
The course explores the richness and diversity
of American Indian literature and the ways
in which literature reflects and illuminates
American Indian culture and traditions. The
course emphasizes close readings of literature
and public speaking skills through in-class
presentation and small group discussion. Course
cross-lists with American Indian Studies. (Prereq
or co-req.: ENL 111, or HON 111, or ENL 112)
Literature, Language, and Theory Courses: The 200-level
courses in the literature, language, and theory track of the
English major develop foundational competencies in reading
and interpreting literary texts, and provide opportunities for
diverse literary discovery. These courses require ENL 111, or
HON 111, or ENL 112 as a prerequisite or co-requisite.
ENL 240
Introduction to Literary Study
This course develops students’ critical and
analytical skills in reading and appreciating all
kinds of literary texts and genres, including
poetry, fiction, and drama. Emphasis is placed
on learning fundamental terms and concepts
that serve future literary inquiry and enjoyment.
Required for communication arts/literature
teacher licensure major. (Prereq or co-req.: ENL
111, or HON 111, or ENL 112)
ENL 241
Introduction to Cinema Arts
An investigation of the cinematic qualities,
theoretical principles, and technical and aesthetic evolution of the film medium. Includes
the viewing and analysis of both feature length
and short films, illustrating the international
development of film form and selected aesthetic
movements. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL 250
American Voices
American Literature is made up of many voices
that are distinct from one another in any
number of ways. This course foregrounds those
voices that are usually identified by dint of
ethnic rubrics. In each iteration, a specific ethnic
literature such as Hispanic, Asian American, or
Jewish Literature will be emphasized. Check the
departmental web page for further information
or contact the instructor. (Prereq.: ENL 111, or
HON 111, or ENL 112)
ENL 251
each will vary by term—check online course descriptions)
ENL 260
Authors
A chance to investigate closely an author of significant influence in various cultural contexts.
Course subjects may include “Shakespeare on
Page, Stage, and Screen,” “Tolkien’s Life, Times,
and Works,” “The Cinema of Orson Welles,”
“Mark Twain in the 20th Century,” and others.
Check the departmental Web page for the title of
a given section. (Prereq or co-req: ENL 111, or
HON 111, or ENL 112)
ENL 270
Themes
This course traces a specific theme through
changing historical, literary, and cultural contexts. Course subjects may include “The Heroic
Journey,” “Literature and Landscape,” “Utopian
Visions,” and others. Check the departmental
webpage for the title of a given section. (Prereq
or co-req: ENL 111, or HON 111, or ENL 112)
ENL 280
Genres
Students will consider literary and cultural
developments that fix generic conventions and
ways authors subvert or challenge those conventions. Course subjects may include “History of
Mystery Fiction,” “The Short Story,” “Sports and
Literature,” “Victorian Thrillers,” “The Musical
on Stage and Screen,” and others. Check the
departmental webpage for the title of a given
section. (Prereq or co-req.: ENL 111, or HON
111, or ENL 112)
Introduction to African-American Literature
This course introduces students to the foundations, development, and production of modern
African-American literature from its origins
in the 18th century to the present. It explores
various literary genres, representative authors,
epochal texts, and literary and ideological movements that have contributed to the shaping of
the African American literary tradition. (Prereq
130
Spotlight Courses: Offered Alternating Terms (Content for
I Augsburg College 2010-2012
ENL 290
Explorations in Language and Theory
An introductory course in applied literary or
language theory. Course subjects may include
“Cinema and Sexuality,” “Strategies in Reading
the Novel,” “Challenging the Gaze,” “Language
and Society,” and others. Check the depart-
English
Wordsworth, Byron, Shelley, Keats) will be
studied in the context of poetic predecessors and
influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen,
Wollstonecraft, and Scott. (Prereq.: ENL 220
or 221, or one 200-level literature, language, or
theory course, or consent of instructor.)
mental webpage for the title of a given section.
(Prereq or co-req: ENL 111, or HON 111, or
ENL 112)
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts.
These courses ask students to practice interpreting literary
texts by employing techniques, terminology, and research
methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing
courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
ENL 336
British literature: The Age of Victoria
If America was the world’s cultural and political
leader in the 20th century, Britain was the leader
of the 19th century. Students will study the literature and culture of Queen Victoria’s England
and her empire from the 1830s through 1914 in
all four major genres of poetry, fiction, drama,
and essay. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or
consent of instructor.)
British Literature
ENL 330
Shakespeare
Study of the bard’s major plays — comedies,
histories, tragedies, and romances — for their
literary, dramatic, and cultural significance.
(Prereq.: ENL 220 or 221, or a 200-level literature, language, or theory course or THR 250, or
consent of instructor.)
ENL 332
Renaissance and Reformation
A survey of 14th- to 17th-century British literature, with attention to its European contexts.
Begins with the Reformation of the 14th century
and Canterbury Tales and ends with the Puritan
Revolution and Paradise Lost. Themes include
“the enchantment of evil”; the hero as lover and
courtier; utopian dreams and the literature of
conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic
universe. Major writers include Marlowe,
Spenser, Shakespeare, More, and Donne.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of
instructor.)
ENL 333
British and American Literature of the 17th and 18th
Centuries: Strange Shores
British and American writers of this period
are surveyed, with attention to the historical,
intellectual, and social influences of the major
literary movements on both sides of the Atlantic.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of
instructor.)
ENL 334
British Literature: Reason and Romanticism
This class investigates the literary texts now
called Romanticism within the history and culture of late 18th- and early 19th-century Britain.
The famous “big six” poets (Blake, Coleridge,
ENL 337
The British Novel: Love and Learn
This course traces two great structuring ideas—
the love-plot and the education-plot—in the rise
and development of the British novel in the 18th
and 19th centuries. The course spans 150 years
of literary history, while studying and critiquing
the ways literary theorists and historians have
explained and theorized British fiction. Authors
surveyed include Defoe, Richardson, Austen,
Trollope, Bronte, Eliot, and others. (Prereq.: ENL
220 or 221 or one 200-level literature, language,
or theory course, or consent of instructor.)
ENL 338
Readings in British and Commonwealth Drama
A variable survey of drama in English by British
and Commonwealth playwrights, organized
historically and/or thematically. Sample topics
include “Mysteries and Moralities,” “London
Onstage,” “The Empire Strikes Back,” and
“What Is My Nation?” Readings range from the
Middle Ages to the present. THR 250 satisfies
the prerequisite for this course. (Prereq.: ENL
220 or 221 or one 200-level literature course or
THR 250, or consent of instructor.)
ENL 339
Modern British and Irish Writers
Writers of the first half of the 20th century are
surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats,
James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among
the authors surveyed. (Prereq.: ENL 220 or 221
or one 200-level literature, language, or theory
course, or consent of instructor.)
Augsburg College 2010-2012
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English
American Literature
132
ENL 350
Readings in African-American Literature
This advanced course in African-American
Literature foregrounds representative moments
in the development and production of AfricanAmerican Literature. The course offers students
a chance to look in-depth at authors, themes,
historical, and literary influences, and theoretical and ideological issues surrounding both classical and modern African American Literature.
(Prereq.: ENL 220 or 221 or one 200-level
literature, language, or theory course, or consent
of instructor)
ENL 351
19th Century American Literature
Covers the intellectual and social environment
that affected the writers of the period. Many
different genres—slave narratives, romances,
tall tales, epic poetry—are considered. Douglass,
Jacobs, Thoreau, Melville, Hawthorne, Twain,
Emerson, Dickinson, James, and Wharton are
among the authors surveyed. (Prereq.: ENL 220
or 221 or one 200-level literature, language, or
theory course, or consent of instructor.)
ENL 352
American Literature from 1900 to 1945
Naturalism, the rise of modernism, the development of social protest literature, significant
movements such as the Harlem Renaissance,
and other major developments of the period
are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are
among the writers considered. (Prereq.: ENL
220 or 221 or one 200-level literature, language,
or theory course, or consent of instructor.)
ENL 353
American Literature from 1945 to the Present
Writers surveyed include O’Connor, Bellow,
Baraka, Baldwin, Ellison, Erdrich, Roth,
Pynchon, Oates, Kingston, Mailer, Williams,
Wideman, Morrison, as well as contemporary
fiction writers represented by the Best American
Short Stories anthologies. (Prereq.: ENL 220 or
221 or one 200-level literature, language, or
theory course, or consent of instructor.)
ENL 354
Contemporary American Poetry
A survey of the work of poets who have come
into prominence since mid-20th century as
represented in the anthology Contemporary
American Poetry. Attention will be given to
younger and/or less prominent poets represented
in the Best American Poetry series. (Prereq.: ENL
220 or 221 or one 200-level literature, language,
or theory course, or consent of instructor.)
I Augsburg College 2010-2012
ENL/AIS 355 Themes in American Indian Literature
The course is structured around a number
of writers working within a particular theme
such as “Native Voices of Minnesota,” “Voices
from the Southwest,” “Poetics and Politics of
Native Writing,” “Women and Power in Native
Literature, ““Urban-Reservation: Homing,” and
“American Indian Film-Literature Adaptation.”
Students focus on primary texts, comparing and
contrasting theme, voice, aesthetic, or cultural
emphasis as it shifts or arises across the group of
texts. Course cross-lists with American Indian
studies. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or
consent of instructor.)
ENL 358
Readings in American Drama
A variable survey of American drama from the
early 20th century to the present, organized
historically and/or thematically. Sample topics include “American Families,” “Blacks and
Whites,” and “Sex and Self on the American
Stage.” Readings range from O’Neill and
Treadwell to Shanley and Parks. (Prereq.: ENL
220 or 221 or one 200-level literature course or
THR 250, or consent of instructor.)
World Literature in Translation
ENL 360
The Classical Tradition
A study of the major works of Greek and
Roman literature, including Homer, Aeschylus,
Sophocles, Virgil, through Dante. Works are
studied with reference to their mythological
foundations, their cultural background, their
influence on later literature, and their enduring
relevance. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or
consent of instructor.)
ENL 361
The Medieval World
A survey of medieval literature from the collapse
of the Roman Empire to the 14th century, this
course emphasizes themes of cultural collision and synthesis: pagans — both classical
and “barbarian” — and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography);
the literature of courtly and profane love; and
visions of heaven and hell. (Prereq.: ENL 220
or 221 or one 200-level literature, language, or
theory course, or consent of instructor.)
ENL 362
Renaissance to Modern Literature
Study of masterpieces of literature, chiefly
European, from the Renaissance to the mod-
on technological advancements that altered
the medium and influenced both narrative and
documentary filmmakers. (Prereq.: ENL 220
or 221 or one 200-level literature, language, or
theory course, or consent of instructor.)
ern period, including such authors as Moliere,
Cervantes, Rabelais, Voltaire, and Ibsen.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of
instructor.)
ENL 365
Contemporary Post-Colonial Fiction
ENL 380
Introduction to the English Language
This examination of contemporary world fiction
includes work by authors from Latin America,
Africa, Asia, and the Middle East, and fiction
written by indigenous authors worldwide. The
course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering
fictions in their literary, cultural, and social
contexts. Cross-listed with Women’s Studies.
Required for communication arts/literature
teacher licensure major. (Prereq.: ENL 220 or
221 or one 200-level literature, language, or
theory course, or consent of instructor.)
A structural and historical overview of theoretical and social issues concerning the English
language, including theories of language acquisition. Required for the communication arts/literature licensure major. (Prereq.: ENL 220 or 221
or one 200-level literature, language, or theory
course, or consent of instructor.)
ENL 367
Women and Fiction
The course studies novels and short stories by
women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s
unique experience in their writing, and the ways
in which women writers have contributed to
and modified the Western literary heritage. This
course is cross-listed with Women’s Studies.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of
instructor.)
ENL 368
Readings in World Drama
A variable survey of drama in translation from
around the world, organized historically and/
or thematically. Sample topics include “Classical
Theaters,” “Spanish and Latin American Drama
from the Renaissance to the Present,” “Social
Issues in Contemporary World Drama.” (Prereq.:
ENL 220 or 221 or one 200-level literature course
or THR 250, or consent of instructor.)
Language, Media, and Theory
ENL 371
History of Cinema
A chronological survey of the development of
cinema from the inception of the moving image
in the late 19th century through the emergence
of film as one of the most important popular
art forms of the 20th century. Emphasis will be
placed on important international cinematic
artistic movements, such as Italian neo-realism
and the French New Wave, on cultural contexts
that influenced the reception of film art, and
ENL 385
Language and Power
Students will consider both spoken and written
examples of language as a means of establishing,
maintaining, or revoking power. They will also
pay attention to gender differences in the use of
language and analyze ways in which speakers
and writers can both create and revise reality via
the language they use. (Prereq.: ENL 220 or 221
or one 200-level literature, language, or theory
course, or consent of instructor.)
ENL 394
Composition Theory and Practice
Students will examine composition as a relatively new field of study, one in which research
in such areas as cognition, language acquisition,
gender differences in language, and code switching are relevant. Using both spoken and written
language, students will apply various theoretical positions to the language they and others
use to communicate in a range of linguistic
tasks. Recommended for licensure and potential
graduate students. (Prereq.: ENL 220 or 221
or one 200-level literature, language, or theory
course, or consent of instructor.)
The 400-level literature, language, and theory courses
emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts.
Any 300-level literature course or consent of the instructor
serve as a prerequisite for the 400-level. One 400-level course
must fulfill the keystone requirement.
ENL 410
Advanced Studies in Literature
Potential course subjects include “The Beats,”
“American Indian Writers Speak,” “The
Unteachable Novel,” “Studies in the American
Romance,” “Black and White and Red All Over:
Film Noir, Communism, and Race,” and others.
Check the departmental webpage for the subject
of a specific term, and get a complete course
description in the English Department. (Prereq.:
Augsburg College 2010-2012
I 133
English
an emphasis on writing for the print media.
Students consider how to recognize news, gather
and verify facts, and write those facts into a
news story. (Prereq.: ENL 111, or HON 111, or
ENL 112)
Any 300-level literature course or consent of
instructor)
ENL 430
Advanced Studies in Language, Theory, and Method
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There
a Gay Literature?” “Realism Reconsidered,”
“Cognition, Meaning, and Interpretation,” “Ecocriticism and the Nature of Reading,” “Readings
in Theory,” and others. Check the departmental
webpage for the subject of a specific term, and
get a complete course description in the English
Department. (Prereq.: Any 300-level literature
course or consent of instructor)
ENL 228
Broadcast and Online Journalism
This is an introductory newswriting course
with an emphasis on writing for broadcast and
online media. Students use an intensive practice
model to learn the basics of newsgathering, writing, and production for radio and the internet.
(Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 320
Fiction One
Students draft a collection of short stories and
critique others’ work in the writing workshop
environment. Throughout the term, students
will also read classic and contemporary short
fiction, analyzing and examining the work of
established writers as they learn to identify successful short fiction while creating their own
work. (Prereq.: ENL 226)
Writing Courses
Note: First day attendance in all writing courses is mandatory
for a student to hold his/her place in the course.
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ENL 220
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing. Its workshop format
stresses style and organization, the process of
revision, self and peer evaluation, and the relationship between reading and writing. Required
for the communication arts/literature teacher
licensure major. (Prereq.: ENL 111, or HON
111, or ENL 112)
ENL 221
Expository Writing about the Arts and Popular
Culture
A variant of English 220, this course also builds
on the methods of Effective Writing, but in
this version students work on content related
to subjects in the world of art and literature.
Particularly aimed at art, theatre arts, and film
majors. (Prereq.: ENL 111, or HON 111, or ENL
112)
ENL 223
Writing for Business and the Professions
This practical course is designed to improve
writing skills for those entering business and
professional careers. (Prereq.: ENL 111, or HON
111, or ENL 112)
ENL 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative writing and to
various genres, emphasizing poetry and short
fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or
ENL 112)
ENL 227
Journalism
An introductory newswriting course with
I Augsburg College 2010-2012
ENL 321
Fiction Two
A writing workshop in which students will
revise a body of short fiction, redrafting and
polishing at least four short stories of varying
lengths for inclusion in a portfolio of work.
Students will also be expected to create at
least one new work of short fiction during this
workshop term. (Prereq.: ENL 320 or review
and acceptance by instructor of four story drafts
written by the student and offered as work the
student will refine in Fiction Two.)
ENL 322
Poetry One
Students draft a collection of poems and critique
others’ work in the writing workshop environment. Students will learn to identify successful
poetry as they create their own poems; they
will read published poetry and listen to new
and established poets reading their own work.
(Prereq.: ENL 226)
ENL 323
Poetry Two
In this writing workshop, students write and
revise a collection of poems to be produced as
a chapbook. Some of the poems written during
this semester will be experiments with formal
verse, such as villanelles and sestinas. (Prereq.:
ENL 322 or review and acceptance by instructor
of a collection of poetry written by the student.)
ENL 324
Creative Nonfiction
In this writing workshop, students develop a
portfolio of creative works in the “fourth genre,”
the past and situations that arise now in a digitized information world. Students will study the
special position given the media in the United
States and will consider First Amendment
protections and the media’s responsibilities to
inform the public in a free and democratic society. (Prereq.: ENL 220, or 221, or 226, or 227,
or 228; and any 300-level media writing course.)
which may include memoir; personal essays;
flash nonfiction; researched feature stories;
mixed media, hypertext, and fragmented nonfiction; and lyric essays. (Prereq.: ENL 220 or 221
or 226)
ENL/THR 325 Playwriting
An introductory course in writing for theatre.
Students will learn the basics of dramatic structure, methods of script analysis, and techniques
for the development of playscripts from idea
to finished product. (Prereq.: ENL 111 and
junior or senior standing, or consent of theatre
department chair. THR 250 or ENL 226 recommended.)
ENL 327
Quantitative Journalism: Computer-Assisted
Reporting and Research
This course introduces students to computerassisted informational investigation and the
interpretation of quantitative data in the writing
of news reports and news features. This course
is designed for persons wishing to explore
the use of computer-assisted research and for
those preparing to enter the communication
professions. (Prereq.: ENL 227 or 228, MPG
3, and a Quantitative Foundations course. See
full list of prerequisites in Augnet Records and
Registration.)
ENL/FLM 328 Screenwriting
An introductory course in writing for film, this
course will take students from story outline to
the creation of a screenplay draft. In addition to
writing their own scripts, students will review
feature films and analyze work written by each
member of the class, giving detailed critical
analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or
226, or 228)
ENL 420
Advanced Studies in Writing
The writing keystone is a final, summative
seminar emphasizing collaboration, professional
standards, and the creation of a publishable
or performable completed product. The topic
changes; check the departmental webpage.
(Prereq.: Any 300-level writing course)
ENL 427
Advanced Studies in Media Ethics and Theory
This course acquaints students with the concepts and functions of the news media in global
society, exploring the interaction of ethical and
legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The
course will analyze situations that have arisen in
ENL 490
English Keystone (.0 course)
Students seeking keystone credit must register
for this no credit, P/N course, along with ENL
410, 420, or 430.
Directed Studies, Internships, and Independent Studies
ENL 291/391 Experiences in Thai Education and Culture
In this course, offered alternate years, students
will spend approximately three weeks in May in
Thailand. During this time, students will visit
temples and sites in Bangkok, Chiangmai, and
Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs,
and culture. Students will also spend several
days teaching English to Thai students in a Thai
secondary school.
ENL 299
Directed Study
ENL 396
On-Campus Internships
This course is required for all communication
arts/literature licensure students. It is normally
taken with students enrolled in English 101
Developmental Writing. Interns prepare class
presentations, assess student writing, and learn
methods useful in teaching composition.
ENL 399
Off-Campus Internships
ENL 499
Independent Study and Honors Projects
Honors studies must be directed by a professor chosen by the student and approved by the
department. Independent study projects not
designated for honors must be approved by the
chair of the department.
Augsburg College 2010-2012
I 135
Environmental Studies
Environmental studies is the interdisciplinary investigation of
human relations with the natural environment. The program
pursues a multifaceted examination — across the natural
sciences, social sciences, humanities, and professional studies — of the interdependence shared by people and nature.
It provides an understanding of the material world as well as
the ecological, social, and cultural processes and problems
that bind that world together. Through the study of politics,
biology, literature, chemistry, social work, economics, and
history, environmental studies students focus on the most
pressing local, regional, national, and global issues of our day.
Augsburg College’s location in the city offers a particular
opportunity for the close study of complex urban environments. Although many equate environmental issues with
rural areas, most people live in cities. Urban residents shape
nature in innumerable ways, including through energy,
food, and water consumption; transportation; and industrial production. In turn, cities often serve as the settings in
which environmental injustice flourishes. With that in mind,
Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social justice.
The program provides undergraduate training leading
to a BA or a minor in environmental studies. Upon completion of the program, students will be able to comprehend
ecological processes, recognize the many and varied forms
of nature in the city, distinguish stakeholders’ interests in
policy debates, decipher the context and variety of human
experiences in nature, identify inequities in the access to and
use of natural resources, and articulate responses grounded
in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings
as diverse as the Cedar-Riverside neighborhood, the upper
Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law, education, ministry,
and corporate settings.
Environmental Studies Faculty
Michael Lansing (History, Director), Kristen Chamberlain
(Communication Studies), Christina Erickson (Social Work),
Keith Gilsdorf (Economics), John Harkness (English), Colin
Irvine (English), Joan Kunz (Chemistry), Joe Underhill
(Political Science), John Zobitz (Mathematics).
Major
Fourteen Courses (standard track or HECUA track)
Standard Track Requirements (14 course credits):
Core courses:
ENV 100
SCI 106
SWK 210
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Environmental Connections
Introductory Meteorology
Environmental Justice and Social Change
I Augsburg College 2010-2012
POL 241
or INS 342
or POL 325
or POL 341/
WST 341
or SOC 381
ENL 270
or REL 313/
WST 313
HIS 316
ECO 365
ENV 399
ENV 490
Environmental and River Politics
River Politics Field Seminar
Politics and Public Policy
Environmental Politics (CGE)
The City and Metro Urban Planning
Rites of Thematic Passage (Literature and
Landscape)
Environmental Theology and Ethics (CGE)
U.S. Urban Environmental History
Environmental Economics and Sustainable
Development
Internship
Environmental Studies Independent Project
(Keystone)
Biology requirements:
BIO 151
BIO 152
BIO 481
Introductory Biology
Ecology, Evolution, and Diversity
Ecology
Chemistry requirements:
CHM 105
CHM 106
or CHM 115
CHM 116
Principles of Chemistry I
Principles of Chemistry II
General Chemistry I
General Chemistry II (depends on MPG
score)
HECUA Track Requirements (14 course credits):
ENV 100
SWK 210
ENL 270
Environmental Connections
Environmental Justice and Social Change
Rites of Thematic Passage (Literature and
Landscape)
Environmental Theology and Ethics (CGE)
or REL 313/
WST 313
HIS 316
U.S. Urban Environmental History
INS 345, INS 346, INS 399 (HECUA Environmental
Sustainability Semester, four course credits:
Adaptive Ecosystem Management; Social
Dimensions of Environmental Change,
Field/Research Methods and Investigation,
Internship and Integration Seminar)
SBS 499
Environmental Studies Independent Project
(Keystone)
Biology requirements:
BIO 151
BIO 152
BIO 481
Introductory Biology
Ecology, Evolution, and Diversity
Ecology
Chemistry requirements:
CHM 105
CHM 106
or CHM 115
CHM 116
Principles of Chemistry I
Principles of Chemistry II
General Chemistry I
General Chemistry II (depends on MPG
score)
Environmental Studies
Minor
(Seven courses)
ENV 100
CHM 105
or CHM 115
BIO 151
BIO 152
SWK 210
HIS 316
or ENL 270
or REL 313/
WST 313
POL 241
or INS 342
or POL 325
or POL 341/
WST 341
or ECO 365
Environmental Connections
Principles of Chemistry I
General Chemistry I
Introductory Biology
Ecology, Evolution, and Diversity
Environmental Justice and Social Change
U.S. Urban Environmental History
Rites of Thematic Passage
Environmental Theology and Ethics (CGE)
and examine vocational issues through the study
of an environmental problem. Vocational questions will also be formally explored. (Prereq.:
ENV 100, BIO 152, CHM 106 or 116, SWK 210,
HIS 316, and ENV 399)
Environmental and River Politics
River Politics Field Seminar
Politics and Public Policy
Environmental Politics (CGE)
Environmental Economics and Sustainable
Development
or SOC 381 The City and Metro-Urban Planning
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Environmental Studies Courses
ENV 100 Environmental Connections
An interdisciplinary introduction to current
environmental issues. The course depends on
ecological visions of the world and examines the
connections we share as people living simultaneously in human community and in physical
environments. In examining these connections,
we depend on the insights offered by political
science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The
issues examined in this class—neither remote
nor abstract—exist in our everyday lives, and a
central feature of the course is the application of
knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall)
ENV 490
Environmental Studies Independent Project
An independently-designed project (approved
by the program director and a committee of
three environmental studies faculty representing
at least two academic divisions) that displays a
student’s ability to synthesize interdisciplinary
approaches, demonstrate higher-level learning,
Augsburg College 2010-2012
I 137
Film, Finance, Foreign Languages, French, German
Film
See listing under Communication Studies.
Finance
See listing under Business Administration.
Foreign Languages
See listing under Languages and Cross-Cultural Studies.
French
See listing under Languages and Cross-Cultural Studies.
German
See listing under Languages and Cross-Cultural Studies.
138
I Augsburg College 2010-2012
Health, Physical Education, and Exercise Science
Health, Physical Education,
and Exercise Science—
HPE
All students at Augsburg College will interact at some point
during their college experience with the Department of
Health, Physical Education, and Exercise Science. The philosophy of the department is to provide quality experiences,
preparation for the professions, and an education that leads
to lifelong participation in physical activity. Both recreational
participants as well as athletes will find ample opportunity
for developmental activities.
The physical education program prepares students for
careers in physical education endeavors in the schools and in
allied professions. It also provides general education in physical activity for all Augsburg students.
The health education program prepares students for
careers in school health education and wellness. This program offers a comprehensive view that examines prevention
and promotion needs for individuals, schools, and the community.
The health fitness program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students
will also be prepared to move on to graduate or professional
school in any of the allied health fitness professions.
All students seeking teaching licensure must receive a
minimum grade of 2.0 in all required courses with an HPE
prefix.
Health and Physical Education Faculty
HPE 410
HPE 450
BIO 103
PSY 250
or PSY 252
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Health Education Minor
HPE 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (There
is no teaching minor in Minnesota public schools.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing
requirements for teachers that may be subject to change
after the publication of this catalog. It is the responsibility
of the student to consult with the Augsburg Department of
Education to identify current Minnesota teacher licensure
requirements.
A Bachelor of Science degree is available for students
seeking teacher licensure. Students must consult with a
faculty adviser concerning the Augsburg Core Curriculum
requirements under the Bachelor of Science option.
Physical Education
Physical Education Major
Eileen Kaese Uzarek (Chair), Jennifer Britz, Chris Brown,
Anthony Clapp, Carol Enke, Marilyn Florian, Aaron Griess,
Melissa Lee, Mike Navarre, Missy Strauch
HPE 104
HPE 114
HPE 115
HPE 205
Degree and Major Requirements
HPE 220
HPE 254
Health Education
Health Education Major
HPE 104
HPE 110
HPE 114
HPE 115
HPE 215
HPE 316
HPE 320
HPE 357
HPE 358
HPE 390
Components of Fitness Training
Personal and Community Health
Health and Safety Education
Chemical Dependency Education
Health and Exercise Psychology
Human Sexuality
School Health Curriculum
Measurement in Health, Physical Education,
and Fitness
Assessment in Health and Physical
Education
Instructional Methods and Materials in
Health Education
Administration and Supervision of the
School Health Program
Current Health Issues
Human Anatomy and Physiology
Child Development
Adolescent and Young Adult Development
HPE 275
HPE 324
HPE 334
HPE 335
HPE 340
HPE 350
HPE 351
HPE 357
HPE 358
HPE 473
BIO 103
Components of Fitness Training
Health and Safety Education
Chemical Dependency Education
Introduction to Health, Physical Education,
and Health Fitness
Motor Learning
Introduction to Developmental and Adapted
Physical Education
Prevention and Care of Athletic Injuries
K-6 PE Games and Activities
7-12 Sport Skills and Activities
Outdoor Education
Organization and Administration of
Physical Education Programs
Kinesiology
Physiology of Exercise
Measurement in Health, Physical Education,
and Fitness
Assessment in Health and Physical
Education
Physical Education Curriculum
Human Anatomy and Physiology
Augsburg College 2010-2012
I 139
Health, Physical Education, and Exercise Science
Graduation skills in Critical Thinking (CT), Speaking (S),
and Writing (W) are embedded throughout the offered
courses and are met by completing the major. Consult your
department chair or academic adviser for requirements for
meeting the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
HPE 104, 115, 205, 324, 334, 351. (There is no teaching
minor in Minnesota public schools)
Coaching Certification
The Minnesota Board of Teaching does not require coaching
certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
HPE 114
Safety Education
HPE 275
Prevention and Care of Athletic Injuries
HPE 280
Coaching Theory
The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program
offered through the MSHSL.
HPE 490
Health Fitness Seminar and Keystone
HPE 450
Current Health Issues
HPE 497 or 499 Internship in Health Fitness
BIO 103
Human Anatomy and Physiology
Select and complete one (1) of the following two (2) courses:
HPE 315
Exercise Testing and Prescription
or HPE 330 Community Health Methods
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Health and Physical Education
HPE 001
Foundations of Fitness
This course is required of all Augsburg students
outside the HPE major. It seeks to improve
the student’s knowledge and understanding of
the components of physical fitness and how
they contribute to personal lifelong health and
well being. This course is designed to not only
provide knowledge but the skills an individual
can use to assess, monitor, and discipline him/
herself to maintain a lifestyle of fitness and wellness. (Fall, spring)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing
requirements for teachers that may be subject to change
after the publication of this catalog. It is the responsibility
of the student to consult with the Augsburg Department of
Education to identify current Minnesota teacher licensure
requirements.
A Bachelor of Science degree is available for students
seeking teacher licensure. Students must consult with a
faculty advisor concerning the Augsburg Core Curriculum
requirements under the Bachelor of Science option.
Exercise Science
Exercise Science Major
HPE 104
HPE 110
HPE 114
HPE 115
HPE 205
HPE 215
HPE 275
HPE 300
HPE 305
HPE 350
HPE 351
HPE 357
HPE 430
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Components of Fitness Training
Personal and Community Health
Health and Safety Education
Chemical Dependency Education
Introduction to Health, Physical Education
and Fitness
Health and Exercise Psychology
Prevention and Care of Athletic Injuries
Nutrition (HLTH 345 Nutrition at Univ. of
St. Thomas)
Stress Management
Kinesiology
Physiology of Exercise
Measurement in Health, Physical Education,
and Fitness
Epidemiology (HLTH 400 Epidemiology at
Univ. of St. Thomas)
I Augsburg College 2010-2012
HPE 002, 003 Lifetime Activity
(.0 course)
(.0 course)
Lifetime activity courses are designed to improve
proficiency in a selected physical activity.
Students will be able to understand and demonstrate basic skills, strategy, and rules of the
activity. (Fall, spring)
HPE 104
Components of Fitness Training
This course implements a performance-based
approach designed to enable the student to
become well educated in strength and cardiovascular training. The proficiencies will address
the specifics of knowledge and performance
in fitness training. This course will implement
optimal research based theories for improving
aerobic and muscular strength for the purpose of
designing an individualized strength and aerobic
conditioning program. (Fall and Spring)
HPE 110
Personal and Community Health
Concepts and practices of health and healthful
living applied to the individual and the community. (Prereq.: ENL 111 or 112 or HON 111.
Fall)
HPE 114
Health and Safety Education
(.5 course)
Health, Physical Education, and Exercise Science
Principles and practices of safety education in
school and community life. National Safety
Council First Aid and CPR certification. (Fall,
Spring)
HPE 115
Chemical Dependency Education
An analysis of chemical use and abuse and what
can be done for the abuser. Includes information about school health education and services.
(Fall, spring)
HPE 205
Introduction to Health, Physical Education, and
Health Fitness (.5 course)
An introduction to the professional field of
health, physical education, and fitness. Includes
history, current trends and professional opportunities related to health, human performance,
and wellness. Students also will examine the
components of a healthy lifestyle found on the
wellness continuum. (Spring)
HPE 315
Exercise Testing and Prescription
This is a course in exercise testing and prescription relative to the cardiopulmonary system.
The course is designed to provide the student
with an understanding of the physiological
and pathophysiological responses of the body
to clinical exercise testing and to develop a
basis for the exercise prescription in health and
disease. The content of this course is focused
toward the knowledge and skills required for
taking the ACSM Health Fitness Instructor
(HFI) certification exam. (Prereq.: MPG III, HPE
357. Fall)
(.5 course)
HPE 215
Health and Exercise Psychology
Study of the impact of psychological, behavioral, social, and biological interactions on
exercise and health. Specific physiological and
psychological benefits associated with exercise
are addressed along with health promotion,
intervention, and adherence. Examples of topics covered include: anxiety, depression, stress,
ADHD, perceived exertion, and self-efficacy.
(Spring)
HPE 220
Motor Learning
The study of the processes associated with
developing motor skills and performance, and
how this relates to motor development. (Spring)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality (Prereq.:
HPE 110. Spring)
HPE 320
School Health Curriculum
Techniques for developing a course of study in
school health based upon growth and development for grades K-12. Examination of National
Standards and pedagogy for health education,
curriculum, and assessment included. (Prereq.:
HPE 110. Fall even years)
Introduction to Developmental/Adapted Physical
Education (.5 course)
A general overview of developmental/adapted
physical education from early childhood
through grade 12. The role of school based
health and physical education programs for students with disabilities will be addressed. (Fall)
(.5 course)
HPE 324
K-6 PE Games and Activities
This course integrates theory and practice in
teaching age and skill appropriate activities to
elementary students. Fieldwork experience is a
requirement in this course. (Prereq.: HPE 104
and 205. Spring)
(.5 course)
HPE 254
(.5 course)
(.5 course)
HPE 334
7-12 Sport Skills and Activities
Theory and practice in skills, teaching and officiating selected games and activities. Fieldwork
experience is a requirement in this course.
(Prereq.: HPE 104 and 205. Fall)
(.5 course)
HPE 335
Outdoor Education
A course designed to provide knowledge and
develop skills in a variety of outdoor educational
activities and to study the natural environment
in which these activities occur. The course
will include a three-day camping/hiking trip.
Fieldwork experience is a requirement in this
course. (Prereq.: HPE 104, HPE 114, HPE 205.
fall, even years; spring, even years)
(.5 course)
HPE 275
Prevention and Care of Athletic Injuries (.5 course)
Emphasis placed on preventing and treating
common athletic injuries. Practical experience
in taping and training room procedures. A lab
accompanies this course. (Prereq.: HPE 114.
Spring)
HPE 340
HPE 280
Coaching Theory (.5 course)
Organization and Administration of Physical
Education Programs (.5 course)
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport
and how psychological factors affect participation in sport.
A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPE 205 and pass CT
assessment or GST 100. Fall)
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Health, Physical Education, and Exercise Science
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HPE 350
Kinesiology
A study of the mechanics of movement with an
emphasis on the use of the muscular system. An
analytic approach to the study of movement and
how it relates within the physical education and
health fitness fields. A lab accompanies this course.
(Prereq.: BIO 103. Co-req.: HPE 357. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise on the systems of
the body and physiological principles applied
to exercise programs and motor training. A lab
accompanies this course. (Prereq.: ENL 111 or
112 or HON 111, BIO 103. Spring)
HPE 357
Measurement of Health, Physical Education, and
Health Fitness (.5 course)
Concepts of statistics and the use of statistical procedures in health, fitness, and physical
education programs. Topics include descriptive
statistics, probability, estimation, ANOVA, correlation, and linear regression. (Prereq.: MPG 3,
HPE 104, and either HPE 110 or HPE 205. Fall)
HPE 358
Assessment of Health and Physical Education
(.5 course)
Standards, assessment, and evaluation of tests
in health and physical education. (Prereq.: HPE
104, 357 and either HPE 110 or HPE 205. Fall)
school health programs and resources. (Prereq.:
HPE 110. Fall, even years)
HPE 450
Current Health Issues (.5 course)
This course uses critical thinking skills to examine current health issues in text and media from
a sociological, political, economic, and medical perspective. (Prereq.: HPE 110 and pass CT
assessment or GST 100. Fall, odd years)
HPE 473
Physical Education Curriculum (.5 course)
Techniques for developing a course of study
in physical education based upon growth and
development for grades K-12. Examination of
National Standards and pedagogy for physical education, curriculum, and assessment
included. (Prereq.: HPE 205. Fall)
HPE 490
Health Fitness Seminar and Keystone
This course will provide the student with the
pinnacle component of the Health Fitness
degree plan. The keystone will provide an
understanding of human responses to exercise
and its relevance to a diverse and challenging world, as well as help develop a basis for
research as this relates to the major. The student
will choose a research topic in the field of kinesiology or exercise physiology, design a research
study, recruit subjects, conduct testing, evaluate
data, and present their research to the Health
and Physical Education Department at the end
of the semester. The student will also choose
from a number of options to advance their
career and improve their marketability in the
field. (Prereq.: HPE 350 and HPE 351)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching
physical education in grades K-6. An in-depth
view of all aspects of teaching physical education to elementary-aged children. Fieldwork
experience is a requirement in this course.
(Prereq.: HPE 104, HPE 324. Fall)
Internships and Independent Study Courses
HPE 368
Physical Education Methods (7-12)
HPE 199
Internship
Procedures, materials, and issues involved in
teaching physical education in secondary schools.
Fieldwork experience is a requirement in this
course. (Prereq.: HPE 104, HPE 334. Spring)
See descriptions for this and other internship
options (on-campus, off campus, credit options)
on page 64.
HPE 390
Instructional Methods and Materials in Health
Education
HPE 299
Directed Study
See description on page 65.
Principles and methods of instruction applied
to health education grades K-12. Emphasis on
teaching/learning strategies and student assessment. Evaluation and development of materials
included. Fieldwork experience is a requirement
in this course. (Prereq.: HPE 110. Spring)
HPE 410
Administration and Supervision of the School Health
Program (.5 course)
Historical background, legal basis, and school
health services relationship to community and
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HPE 397/399 Internship
See descriptions for this and other internship
options (on-campus, off campus, credit options)
on page 64.
HPE 499
Independent Study/Research
See description on page 65. Open only to junior
or senior majors.
History
History—HIS
Department of Education to identify current Minnesota
teacher licensure requirements.
History is to society what memory is to an individual; it
brings to a civilization an understanding of its identity. The
distinguished medievalist J. R. Strayer expressed it this way:
“No community can survive and no institution can function
without constant reference to past experience. We are ruled
by precedents fully as much as by laws, which is to say that
we are ruled by the collective memory of the past. It is the
memory of common experiences that makes scattered individuals into a community.”
The study of history enables us to deal more knowledgeably with continuity and change in society. The construction
of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well
as anticipating the future. History majors are prepared to be
active and contributing members of their society. The study
of history, which has long held a major role in the liberal arts,
is an entry to elementary and secondary education, graduate
study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information.
Minor
History Faculty
Prerequisites
Phillip C. Adamo (Chair), Jacqueline deVries, Bill Green,
Don Gustafson, Michael Lansing
Satisfactory completion of a lower division course (100- or 200level) is normally required before enrolling in an upper division
course (300- and 400-level). See instructor for permission.
Degree and Major Requirements
Transfer Students
Major
Nine courses (including HIS 280 and 480). At least four of
these courses must be upper division. A major must have at
least one course (either survey or upper level) from each of
the four areas: ancient and medieval, modern Europe, United
States, and non-Western.
Five courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special
instances, application before the end of the first term of the
junior year; two years of a foreign language at the college
level (or its equivalent); an honors thesis (equal to one
course credit) to be defended before a faculty committee.
Medieval Studies
The History Department also hosts the major in medieval
studies. For more information, please refer to “Medieval
Studies” in this catalog.
Other Requirements
First-year students should enroll in one or more of the
100-level courses. 200-level courses are normally reserved
for sophomore or upper division students. Upper division
courses are numbered 300 and above.
Transfer students planning a major must normally take at
least three of their courses at Augsburg including HIS 280
and 480. A minor normally requires two courses taken at
Augsburg.
History Courses
Graduation Skills
HIS 101
The Beginning of Western Culture
The Critical Thinking (CT) graduation skill is embedded
throughout the offered courses and is met by completing
the major. Speaking and Writing skills are also developed
throughout the major, but are given special emphasis in the
following courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may
be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146,
MAT 163, or PHI 230.
An analysis of the primary civilizations in the
Near East, the classical world of Greece and
Rome, and the Middle Ages of Europe into the
13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and
values from the waning of the Middle Ages
through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
Teaching Licensure
A study of the main currents in Western civilization from the time of Napoleon to the present.
The State of Minnesota has specific licensing requirements
for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may
also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural
and political power in Asia and Africa of the last
200 years.
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History
HIS 120
America to 1815
A survey of the relations between Native,
European, and African peoples from first contacts to the War of 1812, drawing on social,
cultural, and environmental history as well
as political and economic history. The course
will move topically as well as chronologically
through the colonial and early national period.
Themes include the legacies of massive ecological and demographic change, the colonial
competition for North America, Indian-white
conflict and collusion, enslavement of African
peoples, the creation of the United States, and
internal as well as foreign conflicts in that
nation’s early years. (Prereq.: Pass CT assessment or GST 100)
HIS 121
19th-Century United States
A survey of United States history from 18151900, drawing on social, cultural, and environmental history as well as political and economic
history. The course will move topically as well
as chronologically through the years in which
the United States came to prominence despite
internal dissent and violence. Themes include
the emergence of a national identity, political
system, and economy, slavery, expansion, and
empire-building, regional differences, the Civil
War and its aftermath, and industrialization.
(Prereq.: Pass CT assessment or GST 100)
HIS 122
20th-Century United States
A survey of United States history from 1900
to the present, drawing on social, cultural,
and environmental history as well as political
and economic history. The course will move
topically as well as chronologically through
the modern era. Themes include industrialization and urbanization, the significance of
gender, race, and ethnicity in American culture,
the growth of a strong federal government,
the emergence of the United States as a world
power, the creation of a consumer society, the
rise of identity politics, and the passing of
American hegemony. (Prereq.: Pass CT assessment or GST 100)
HIS 150/350 Latin American History
144
This course examines the histories of Mexico,
Central America, and the Caribbean from the
1790s to the 1990s. Centering our analysis in
the Latin American experience, we will examine
cultural trends, social interactions, and economic development as well as the relations that
each of these regions shared with the United
States. Special attention will be paid to indepen-
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dence movements, neocolonialism, dependency
and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of
indigenous communities. (Prereq.: Consent of
instructor required for HIS 350)
HIS/WST
155/355
Cultural Conflict and Change in Latin America
Center for Global Education course. See
International Studies, Sustainable, Development
and Social Change (Guatemala, El Salvador,
Nicaragua)
HIS 162/462 20th-Century South Asia
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as
India, Pakistan, and Sri Lanka. Upper division
students will have additional assignments and
different exams from lower division. (Prereq.:
Consent of instructor required for HIS 462)
HIS 195
Topics in History
An introduction to selected historical topics not
regularly offered in lower division classes. The
specific topics to be offered will be announced
prior to registration.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serves as a
case study for the themes of frontier urbanization, industrialization, and economic change;
transportation, immigration, and ethnicity; and
urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political, and economic history of Minnesota, from
the earliest inhabitants (Ojibwe and Dakota),
through the period of British and French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America
from the pre-Columbian period through
European exploration and settlement to the
present, emphasizing American Indian contributions to world culture, tribal structure, and
inter-governmental relations.
HIS 241
Topics in African American History
Selected topics in African American history not
regularly examined in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African
History
American civil rights focusing on legal, economic, and political issues influenced by race
and class, emphasizing emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis
on the contributions of W.E.B. DuBois, Marcus
Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King Jr.
HIS 316
U.S. Urban Environmental History
A chronological exploration of the interactions between Americans and the nonhuman
world, with particular attention to urban and
suburban areas. Topics include the commodification of nature, the death of the organic city,
political movements organized around nature,
ways of knowing nature, environmental justice,
and relationships between culture and nature.
Additionally, students will use both primary
sources and fieldwork to explore the specific
environmental history of a Minneapolis neighborhood.
HIS 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture, landscape
architecture, and urban design. Class sessions
consist almost exclusively of extensive walking
tours and site visits to prominent examples of
design excellence. (Prereq.: None for HIS 249;
ENL 111 or 112 or HON 111, and an ART, HIS,
or urban studies course for HIS 349)
HIS 280
The History Workshop
This course introduces history majors and
minors to the historian’s craft. Students will
examine the development of the discipline of
history, the methods of analysis used by professional historians today, and the varieties of
applications for history in professional careers
and public life. Students will also gain and
sharpen the research and writing skills critical
to their success in upper-level history courses.
Guest speakers and off-campus site visits will
enhance course content. (Prereq.: ENL 111 or
112 or HON 111)
HIS 282
The History of Women Since 1848
This course examines in comparative perspective women’s changing political, economic,
social, and sexual status since the 19th century,
with attention given to social, racial, ethnic, and
sexual differences among women.
HIS 323
Modern China
A selective treatment of Chinese history since
the Opium War of 1839; the erosion of China’s
isolation and collapse of the imperial system;
and the Nationalist and Communist revolutions
of the 20th century.
HIS 327
Racism and Resistance in Southern Africa and the
U.S.
Center for Global Education course. See
International Studies section, Nation Building,
Globalization, and Decolonizing the Mind
(Namibia)
HIS 331
Topics in United States History
In-depth exploration of selected topics in United
States history not regularly examined in other
departmental offerings. The specific topics to be
offered will be announced prior to registration.
HIS 332
History of United States Foreign Relations
A survey of United States foreign relations from
the American Revolution through the Cold War,
emphasizing changing definitions of war and
peace, tensions between internationalism and
isolationism, and the emergence of the United
States as an economic and military power.
HIS 300
Public History
HIS 335
American Urban History
Public history is the practice of historical methods with a non-academic audience in mind.
This survey explores the components of public
history, many of its venues, and pressing issues
in the field through examination of a range of
topics (including, but not limited to): local history, historical memory, archives, exhibits, oral
histories, documentaries, publishing, museums,
historic sites, and historic preservation.
A study of urban development from colonial and
frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and
reform, and the growth of urban culture.
HIS 311
Topics in Women’s History
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will
be announced prior to registration.
HIS 336
American Labor History
A survey of the history of work and the worker,
primarily in the late 19th and 20th centuries,
emphasizing the nature of work, working class
life and community, evaluation of organized
labor, and the relationship of workers and union
to the state.
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History
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HIS 338
American Legal History
HIS 355
Cultural Conflict and Change in Latin America
An examination of the social, economic, and
intellectual factors in American history that,
combined with English and colonial antecedents, contributed to the emergence of our modern legal system. (Prereq.: Pass CT assessment
or GST 100)
A version of HIS 350 taught on-site in
Mexico through Augsburg’s Center for Global
Education. Cross-listed with Women’s Studies.
HIS 343
The North American West
This course reckons with the contest of colonial powers in North America, the American
conquest of the region, the role of the federal
government in shaping the West, the rise of the
most urban part of the United States, and the
important role that the West plays in modern
American culture. Themes include the persistence of Native peoples, ethnicity, race, and
gender in Western daily and political life, the
creation of an international borderlands, and the
ecological transformation of Western landscapes.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous peoples, the
impact of South African occupation, the war for
independence, and the roots of apartheid and
its institutionalization. (International Studies—
Namibia)
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet
Union, beginning with a brief examination of
Russian history before turning to the Russian
Revolutions of 1917, the rise of Stalin, the Cold
War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic,
economic, and cultural history.
HIS 350
Cultural Conflict and Change in Latin America
For course description, see HIS 150.
HIS 360
Ancient Egypt and Classical Greece
This course examines the history of ancient
Egypt and classical Greece from c. 3200 to 323
BC, and uses a variety of written and visual
sources in an attempt to understand these societies. In addition to the “traditional” political
narrative, it also looks at social, economic, and
cultural aspects of life in antiquity.
HIS 361
Hellenistic Greece and Rome
This course examines the history of Hellenistic
Greece and Rome from c. 800 BC to 476 AD,
and uses a variety of written and visual sources
in an attempt to understand these societies. In
addition to the “traditional” political narrative,
it also looks at social, economic, and cultural
aspects of life in antiquity.
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and
the Mediterranean from c. 300 to 1350 AD, and
uses a variety of written and visual sources in
an attempt to understand medieval society. In
addition to the “traditional” political narrative,
it also looks at social, economic, and cultural
aspects of medieval life. (Prereq.: MPG 3)
HIS 370
The Late Middle Ages to 1648
This course examines the history of Europe
from c. 1300 BC to 1648 AD, and uses a variety
of written and visual sources in an attempt to
understand late medieval society. In addition to
the “traditional” political narrative, it also looks
at social, economic, and cultural aspects of life
in this period.
HIS 352
Modern Germany
HIS 374
Medieval Crusades
A survey of the social, political, and cultural
development of modern Germany, focusing on
the question of Germany’s sonderweg (special
path) and examining such topics as romanticism, unification, the rise of national socialism,
and the Holocaust.
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors
from the Christian West attempted to “take
back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources,
we will examine such issues as pilgrimage, holy
war, and the complex relationships between East
and West, between Muslims and Christians. We
will pay particular attention to the question of
historical representation.
HIS 354
Modern Britain and Ireland
This course will take a distinctively interdisciplinary approach (sources will include literature,
film, music, and artwork) to explore a period
of dramatic change in British politics, society,
culture, and international status.
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HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the Great to
Martin Luther (c. 300 to c. 1517 AD). It uses
History
a variety of written and visual sources in an
attempt to understand the medieval church and
its influence, not only in religious matters, but
also in the social and political spheres. Crosslisted with REL 378.
HIS 440
Topics in World History
This course will investigate topics in world
history that are not included in regular course
offerings. The specific topics to be offered will
be announced prior to registration.
HIS 462
20th-Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe’s discovery of the rest of the world,
cultural interaction and conflict, the building of
European empires in Asia and the Americas, and
the breakdown of these imperial systems at the
end of the 18th century.
HIS 480
Seminar
This course is required for the major, and enrollment is normally restricted to students who
have nearly finished their coursework. Selected
topics will be announced prior to registration. Permission of the instructor is required.
This course fulfills the keystone requirement.
(Prereq.: HIS 280 and ENL 111 or 112 or HON
111. Generally offered fall and spring terms.)
Internships and Independent Study Courses
HIS 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
HIS 299
Directed Study
See description on page 65. A maximum of one
course in directed study may be applied to the
major.
HIS 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
HIS 499
Independent Study/Research
See description on page 64. A maximum of one
course in independent study may be applied to
the major. (Prereq.: 3.50 GPA in history)
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Honors Program
Honors Program—HON
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best.
We offer a friendly and welcoming atmosphere for students
committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the
resources and freedom to build their own ideal higher
education. Students have the opportunity to create their
own courses, edit and write for the Augsburg Honors Review
of Undergraduate Scholarship, participate in an intramural
debate league, belong to an Honors House, and learn through
small reading groups, research projects, and travel around the
world.
Each Honors course has been specifically created for
Honors students and includes a challenging “signature experience” such as writing a play, putting great books on trial,
or attending music, theatre, and art perfomances. Honors
courses bring in professors from several different departments so students can learn from talented professors teaching
their specialties.
For information, contact Robert C. Groven, Honors
Program Director, at honors@augsburg.edu.
Honors Program Recognition
Students who finish the Honors Program requirements satisfy
all general education requirements, except those for physical
education and modern language.
Honors students also receive special transcript notation,
special graduation recognition, résumé-building positions,
and special access to academic advising and career options.
Honors Admission Requirements and Academic
Scholarships
Students with a demonstrated record of achievement are
eligible to enter the Augsburg Honors Program. Prospective
students may demonstrate achievement in a variety of ways.
Most students who are admitted have a composite ACT score
of 27 or higher (or a combined SAT score of 1250 or higher),
and a high school G.P.A. of 3.50 or higher. However, students
without these numeric requirements may be eligible if they
have exceptional records of extracurricular activity or other
exceptional experiences. All students are encouraged to
apply. To apply, students should fill out the online application
at www.augsburg/honors.edu.
Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships:
the President’s, Honors Regents’, International President’s,
and Harwick/Agre Scholarships.
Qualifying Advanced Placement, International
Baccalaureate, College in the Schools, and Postsecondary
Option courses may satisfy Honors Program requirements,
and/or be granted college credit. Contact Academic Advising
or the Honors program director for further information.
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Students may enter the Honors Program at three points:
first semester of first year, second semester of first year, or
first semester of sophomore year. Students who enter during
the second semester of the first year must fulfill all remaining
Honors requirements, may substitute REL 100 for HON 100,
and may be excused from taking HON 120. Students who
enter the first semester of the sophomore year must fulfill
remaining Honors requirements, and may substitute REL 100
for HON 100, may substitute two non-Honors humanities
liberal arts foundation courses for HON 130, may substitute
ENL 111 for HON 111, and may be excused from taking
HON 120.
Scholars Program for Advanced Transfer Students
Students with more than 16 credits in transfer work may
enter the Scholars Program but may not enter the Honors
Program. The Scholars Program allows students to enroll in
Honors courses, join an Honors House, and participate in
all Honors Program activities. In order to graduate with the
Scholars Program transcript designation, students must join
an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take HON 340,
HON 490, and two other full-credit Honors courses.
Honors Co-Curricular Activities
Honors Houses: All Honors students must belong to an
Honors House for the purpose of receiving academic advising
and program information. All Honors students are required
to attend mandatory meetings of the Honors Program or
of their Houses. These meetings are necessary for advising,
information, and governance. When students enter the Honors
Program they choose to join one of the four Honors Houses:
The Crockett Scholars House coordinates scholarship,
research, fellowship, major award or prize opportunities, and
graduate school placement for all Honors students. Crockett
House also organizes events related to scholarship such as
College scholarship events.
The Pike Stewards House coordinates public relations,
job placement, and fundraising opportunities for all Honors
students. Pike House also organizes events for alumni and
fundraising.
The Griffin Citizens House coordinates recruiting, social
activities, admission and scholarship applications, and the
Honors website opportunities for all Honors students. Griffin
House also organizes events for recruiting and socializing,
such as banquets, parties, and high school recruiting trips.
The Hesser Servants House coordinates service-learning,
social justice, experiential learning, and political activity
opportunities for all Honors students. Hesser House also
organizes related events, such as honors service days and
Augsburg experiences.
Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship.
The Review accepts submissions from students at Augsburg
and other colleges and universities around the nation.
Honors Program
Honors Disputation League: Students organize, coach, research,
write, and rehearse as teams which then compete in intramural debate tournaments held four times each year.
• HON 220: Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning
skill requirements)
Student Leadership Opportunities: Students elected to leadership
Second Year: Spring
within their Honors House may serve as House Presidents
or serve in other program leadership positions. The House
Presidents sit on the Honors Student Presidents Council and
make critical decisions about program courses and resources.
• HON 240: Science, Technology, and Citizenship (satisfies
natural sciences and mathematics lab LAF)
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or
through student-created learning experiences. These student
created experiences may substitute for Honors curricular
requirements, or may simply enrich a student’s education.
Such student-created experiences may count toward requirements in majors and satisfy Honors requirements, or simply
be an elective course.
Student-created learning experiences may take almost
any form. Some possible forms include:
• Student-created courses (created in collaboration with
faculty)
• Full course (10-20 students)
• Reading Groups (2-9 students)
• Individual Reading and Examination (individual study)
• Student/Faculty Research (may be one or many students)
Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or
staff person. The interested student should speak with either
an Honors Council Member or the Honors Program Director.
Next, a proposal should be drafted in accord with the Honors
student-created learning experience form. Finally, the
proposal should be submitted by the student to the Honors
Program Director who will carry the proposal to the Honors
Council for review.
Honors Established Curriculum
These requirements are normally taken in the order listed
below, but can be taken out of order if schedule conflicts
require it.
First Year: Fall
• First-year students select Honors House membership.
• First-year students not permitted to join Augsburg Honors
Review or Honors Disputation League.
• HON 100 Christian Vocation and the Search for Meaning I
• HON 120 Scholar Citizen (includes theatre lab, satisfies
speech skill and critical thinking skill requirements)
First Year: Spring
• HON 130 Liberating Letters (humanities LAF and speaking skill)
• HON 111 Effective Writing for Liberating Letters (satisfies
effective writing requirement)
Second Year: Fall
• Students invited to join HON 450 Augsburg Honors Review
or HON 460 Honors Disputation League
Third Year: Fall
• Students invited to join HON 450 Augsburg Honors
Review and HON 460 Honors Disputation League
• HON 250: Social Scientist (satisfies social and behavioral
sciences LAF)
• HON 340: Junior Colloquium (taught by the President or
Dean of the College. P/N, zero credit)
Third Year: Spring
• HON 230: Arts and the City (satisfies fine arts LAF)
• HON 340: Junior Colloquium (continues from Fall semester, P/N, zero credit)
Fourth Year: Fall
• Students may join HON 450 Augsburg Honors Review and
HON 460: Honors Disputation League in their fourth year
• HON 200: Christian Vocation and the Search for Meaning
II
• HON 490: Honors Senior Seminar (offered Fall and
Spring)
Fourth Year: Spring
• HON 490: Honors Senior Seminar (offered Fall and Spring)
Research Requirement: At some point before graduating,
students must satisfy the Honors Research Requirement as
detailed in the Research Requirement document available in
the Honors Suite or online. In addition, students must register for at least two semesters of the following to document
the research experience on their transcript:
• HON 450 Augsburg Honors Review
• HON 470 Student/Faculty Research Collaboration
Summary Notes:
• The Honors recommended sequence satisfies all general
education requirements except foreign language and
physical education.
• Students past first year may take courses out of the recommended sequence without prior permission.
• Residency: All Honors students must complete seven fullcredit courses in the Augsburg Honors Program to meet
the Honors residency requirement for graduation.
Honors Courses
HON 100
Christian Vocation and the Search for Meaning I
Honors section of REL 100. Some students (e.g.
some science majors) may need to defer the
course and take HON 100 in another term.
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Honors Program
150
HON 120
The Scholar Citizen
HON 250
The Social Scientist
An introduction to the Honors Program. Course
content focuses on great primary texts focusing
on the connections between learning and citizenship, or the public uses of knowledge (e.g.
Plato’s cave). (Includes theatre lab)
Problem-based/question-based course in social
sciences involving at least two social science
disciplines and several faculty. (satisfies social
and behavioral sciences LAF)
HON 130
The Liberating Letters: The Trial of Letters
Interdisciplinary humanities survey course that
explores the Western tradition of letters through
significant texts and modern context. Students
stage courtroom trials where great authors, characters or ideas are challenged and tested. Based
on the medieval liberal arts trivium of grammar,
rhetoric, and logic. This course is linked with
HON 111 and both courses share texts, assignments, and some class sessions. Students are
strongly encouraged to register for both courses
in the same term. (satisfies humanities LAF and
speaking skill requirements)
HON 340
Junior Colloquium: The Scholar as Leader
Taught by the Dean and/or President of the
College, this seminar explores themes of leadership and service in the public context. (P/N; 0.0
credit)
HON 380
Student-Created Learning Experience (SCLE)
HON 111
Effective Writing for Liberating Letters
Linked with HON 130, this effective writing
course employs a rhetoric-based and argumentfocused approach to college level writing.
Students are strongly encourged to register
for HON 130 and this course during the same
semester. (Satisfies introduction effective writing
requirement).
Following the guidelines set forth above, SCLEs
may take many forms as determined by the
student and faculty creating the learning experience (may be 0.0, .5 or 1.0 credit, and may use
traditional or P/N grading options).
HON 450
Augsburg Honors Review: Research Thesis
Requirement
Following the guidelines outlined above,
students register for this course to gain course
credit for serving on the Augsburg Honors Review.
(0.0 credit, P/N only)
HON 200
Christian Vocation and the Search for Meaning II
Honors version of REL 200–see REL 200 for
content and requirements.
HON 220
The Scholar Scientist
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course
addresses systems of quantitative thought,
including logic, computing, formal systems.
(Satisfies graduation QR requirement)
HON 230
Arts and the City
Interdisciplinary fine arts course where students
attend museums, galleries, concerts, plays, and
other significant arts events while researching
and writing critical and historical critiques of
central theories and approaches to the fine arts.
(Satisfies fine arts LAF)
HON 240
Science, Technology, and Citizenship
Multidisciplinary/interdisciplinary lab science
course. Physics, biology, and chemistry are used
to critically examine a key national or global
issue. (Satisfies lab natural sciences and mathematics LAF)
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Travel Seminar
Honor students are encouraged to study abroad
at some point during their four-year degree.
This may include a Center for Global Education
10-day seminar, international travel seminar, or
domestic immersion trip.
HON 460
Honors Disputation: Research Thesis Requirement
Following the guidelines outlined above,
students register for this course to gain course
credit for serving in the Disputation League. (0.0
credit, P/N only)
HON 470
Student/Faculty Collaboration: Research Thesis
Requirement
Following the guidelines outlined above,
students register for this course to gain course
credit for a student/faculty research collaboration. (0.0 credit, P/N only)
HON 490
Honors Senior Seminar
This course integrates and synthesizes themes
from all four years of the Honors Program. It
also expands upon the themes of HON 120 by
studying primary texts related to philosophy,
rhetoric, vocation, and meaning.
Interdisciplinary Studies
Interdisciplinary Studies—
INS
Interdisciplinary studies programs draw upon and combine
coursework from multiple academic disciplines to provide
both broad perspective and in-depth focus on an area of
study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures
and perspectives different from their own. Augsburg offers a
number of majors that are interdisciplinary in nature. They
include:
American Indian Studies
Environmental Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
These majors, their descriptions and requirements are listed
alphabetically within the Departments and Programs section
of the catalog. Other interdisciplinary course offerings are
listed under International Studies.
Leadership Studies Minor
Coordinator: Norma Noonan
The world of the 21st century demands complex skills.
It is not enough to have an area of expertise or be a good
manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a
wide variety of courses across disciplinary lines. A minor in
leadership studies can enhance your major in a wide variety
of disciplines including business, sociology, political science,
communication, computer science, economics, and psychology.
Required courses: (4)
BUS 242
SOC 349
COM 345
POL 421
Principles of Management
Organizational Theory (prereq. SOC 121 or
permission of instructor)
Organizational Communication
Topics: This topic only) Becoming a Leader
(prereq. one POL course or permission of
instructor) This course is the only integrative course in the minor.
Required electives: (2)
Select two courses from the following list. (No more than one
per department.)
BUS 340
Human Resource Management (prereq. BUS
200 or 242)
BUS 440
Strategic Management (prereq. BUS 242 or
200)
HIS 122
20th-Century United States (prereq. Pass
CT assessment or GST 100)
INS 325
Building Working Relationships (WEC/
Day)
Industrial Organizational Psychology (prereq. PSY 105)
Business and Professional Speaking
Small Group Communication
The Self and the Organization (WEC)
PSY 373
COM 321
COM 355
COM 410
Middle East Studies Minor
The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and
culture of Middle Eastern people and countries.
Requirements
Six courses, including language and area studies courses
(consult the program director for ACTC listing of approved
courses):
1. Language courses: one year (two courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or
equivalent competency)
2. Required foundational course: POL 358 (Hamline)
Politics and Society of the Middle East.
3. Area courses: three courses distributed among the
humanities and social sciences, with at least one course to be
selected in each area.
Students are encouraged to continue more advanced language study through the ACTC language contract with the
University of Minnesota. A program of study abroad or an
internship in the Middle East is recommended strongly and
will receive credit toward the minor.
Peace and Global Studies Minor
See International Relations, page 153.
Interdisciplinary Courses
INS 225
Introduction to Islam
The course covers the ideological foundations
of Islam, its basic concepts and tenets, Islamic
law (Shari’ah), Islamic economic and policial
systems, and Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to
the African American experience, focusing on
historical, sociological, economic, legal, and
psychological aspects of that experience.
INS 298
Meaningful Work: Linking Education, Vocation &
Career Exploration
This course will introduce students to the nature
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Interdisciplinary Studies
of work and its role and value to the individual
and to society and provide the strategies and
skills necessary for a lifetime of career-related
decision making, meaningful work and active
citizenship. The course is geared to both students who are undecided and students who are
seeking an in-depth look at a chosen personal
life and career path.
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INS 342
River Politics Field Seminar
In this two-week intensive field experience,
students will travel by boat down the Mississippi
River exploring elements of the politics and policies relating to the river. Students will engage in
service projects, field observations, and interviews with residents, legislators, activists, and
government employees. (Prereq.: POL 241 or
equivalent and passing a water safety test)
I Augsburg College 2010-2012
International Relations
International Relations
International relations is an interdisciplinary major which
provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign
service, nonprofit, or international business. The student may
focus on a discipline or geographic area of the world. The
program consists of a core of seven courses and six electives
chosen from a wide list of courses offered at Augsburg and
other colleges. Students are encouraged to consider foreign
study opportunities throughout the year. Competency in one
language is required, and some students study two languages.
All majors complete a significant senior research project and
thesis on a topic of their own choosing.
The goal of the program is to give students a broad
exposure to international studies with considerable freedom
to choose options for specialization. Students in the recent
past have focused their studies on Latin America, the Middle
East, Western Europe, Russia and East Central Europe, the
Far East, Southeast Asia, etc.
Recent students have had double majors in history, political science, international business, or a foreign language.
Numerous combinations of majors and minors are possible
with the international relations major.
Director
Joseph Underhill
Degree and Major Requirements
Required core courses:
ECO 112
or ECO 113
HIS 103
or HIS 104
POL 158
or POL 160
POL 490
Principles of Macroeconomics
Principles of Microeconomics
The Modern World
The Modern Non-Western World
Political Patterns and Processes
World Politics
Seminar in International Relations
One of the following:
INS 225
POL 241
SOC 121
SWK 230
Introduction to Islam
Environmental and River Politics
Introduction to Human Society
Global Peace and Social Development
Two of the following:
HIS 332
POL 368
POL 459
POL 461
History of U.S. Foreign Relations
Model United Nations
Topics: Women in Comparative Politics
Topics in International Politics
Also, the equivalent of four terms of college work in a modern language.
Required electives
Five of the following (not more than three from any one
discipline may be counted toward the major):
BUS 362, 465
ECO 360, 365, 370
ENV 310
FIN 460
HIS 323, 346, 352, 354, 440, 474
MKT 466
PHI 355
POL 350, 351, 359, 459, 483
REL 356
COM 329
FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330
(See Languages and Cross-Cultural Studies)
Seminars, independent study, topics courses, and courses at
other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or
higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts
toward the major; prerequisite courses or competencies
cannot be credited toward the 13 required courses. Students
should confer with the program director about regional and
disciplinary concentrations possible within the major; for
example, a concentration in a geographic area or one of the
major disciplines in the program.
The Critical Thinking (CT) and Writing (W) graduation
skill is embedded throughout the offered courses and is met
by completing the major. The graduation skill in Speaking
(S) is met by completing:
S: one of the following IR electives: ECO 365, HIS 350,
or PHI 355
The graduation skill in Quantitative Reasoning (QR)
may be met by completing the IR elective POL 483.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International
Business Concentration
Required core courses of the international relations major, three
of the following courses:
BUS 362
BUS 465
FIN 460
MKT 466
International Business
International Management
International Finance
International Marketing
One of the following:
ECO 360
ECO 365
ECO 370
International Economics
Environmental Economics and Sustainable
Development
International Economic Development
One elective from the list of international relations major
electives, excluding other business, economics, and marketing courses.
Note: Several of the business courses have prerequisites.
Please consult the catalog and your academic adviser before
registering for one of the advanced courses.
Augsburg College 2010-2012
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International Relations
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior
year and must defend the thesis before a faculty committee.
Students should declare their intention to complete an honors major by the end of their junior year.
International Relations Minor
ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One
course from HIS 332, POL 363 or 461. One year of modern
language. Three courses from the list of required electives for
the major. Not more than two courses from any department
can count toward the minor.
Peace and Global Studies Minor
The peace and global studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of
the campus resources of the Peace Prize Forum (co-hosted
each year by Augsburg College) and the Center for Global
Education. The minor is structured as a learning community
that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the
interconnections between peace, justice, and environmental
sustainability. Students will draw on study abroad in taking
local actions to address global issues.
The minor consists of two required courses (POL 160
and SWK 230), two upper division electives (chosen from
ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/
WST 341, REL 313, POL/WST 359, INS 312, REL 346, HIS
346, POL 353, ECO 495, SOC 240, ENL 365, and other
topics or study abroad courses, with approval of program
director), a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See
International Relations program director for full program
description.
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I Augsburg College 2010-2012
International Studies
International Studies
International study at Augsburg aims to provide students the
skills needed to be successful in today’s highly interconnected
world. The College’s strong commitment to a global perspective and its mission to “... nurture future leaders in service to
the world,” provide the foundation to include international
study in every student’s degree program.
In addition to the following courses, students have more
than 200 programs in nearly 90 countries from which to
choose the best opportunity for their discipline and personal needs. Contact Augsburg Abroad for advising on study
abroad programs, finances, and academics. Augsburg Abroad
is the front door for students and faculty interested in study
abroad. More information about study abroad is located in
the Augsburg Abroad section of this catalog.
Center for Global Education Courses
Crossing Borders: Gender and Social Change in
Mesoamerica (Mexico)—Fall
This program is an intensive semester of study and travel
designed to introduce students to the central issues facing
Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key
social, economic, political, and cultural issues in Mexico and
El Salvador, explore the interconnectedness of race, class, and
gender, and learn first-hand from both women and men who
are involved in struggles for sustainable development and
social change. The program includes a two-week educational
seminar in El Salvador, as well as rural travel within Mexico
and 4-day seminar in Mexico City. Students stay in guest
houses while traveling, in Augsburg approximately six weeks,
and with Mexican host families for four to six weeks.
All students will be expected to take POL/WST 359 as a
core seminar. Other course offerings include REL/WST 366,
REL 200, an internship, independent study, and the choice
of 1-2 Spanish courses from 17 different options (including
ART/SPA 231 that meets the LAF in Fine Arts). A Lifetime
Activity course (Latin Dance) is also available for no credit.
Prerequisite: one college-level Spanish course or its
equivalent.
and Spanish texts that stimulate intellectual
growth and promote cultural understanding
students review all of the basic structures of
Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined by placement
test or completion of prerequisites: 112 for 211
and 211 for 212.)
SPA 231/
ART 231
SPA 295
Topics: Spanish for Healthcare Professionals
This course aims satisfy the needs of students in
nursing, pre-med students, and others in healthcare fields who seek to develop strong speaking
and oral comprehension skills. The main focus
will be on developing specialized vocabulary and
learning grammar within the context of daily
situations relevant to different aspects of health
care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico.)
SPA 295 and 495 Topics: Spanish for Heritage Speakers
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of
the Spanish-speaking world. Taught by Mexican
instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or
completion of prerequisite for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American
This course is for you if you grew up hearing
Spanish and can communicate your ideas but
are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or
speaking it. The goal is to help you gain fluency
and confidence in your native language. (No
prerequisites. 295 or 495 level available according to proficiency)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency
and facility thorough oral and written practice in
correct expression. This course is a prerequisite
for all upper division courses except for SPA
316. Taught by Mexican instructors. (Prereq.:
SPA 212 or equivalent or placement exam.)
SPA 111, 112 Beginning Spanish I, II
Mexican Art
This course aims to develop an understanding
and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods,
with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students
will participate in numerous excursions to many
museum as well as archaeological and historical
sites. (Prereq.: SPA 212. Taught in Mexico)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive,
individualized instruction, discussions, debates, and
oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico
and Central America and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
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International Studies
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SPA 332
Latin American Civilization and Culture
HPE 002
Lifetime Activity: Latin Dance
A study of the cultural heritage of the Spanish
American countries from the pre-Columbian
civilizations to the present. In Spanish. (Prereq.:
SPA 311 or equivalent)
This Lifetime Activity course is designed to
help you develop proficiency in diverse forms
of Latin Dance. There is no academic credit
for this course, but it fulfils the physical fitness
graduation requirement. The course meets for a
total of 21 hours over the course of the semester.
There is additional cost of US $50/student to
cover expenses.
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the
voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one
novel, and testimonials of indigenous peoples,
women, and Central American refugees. Taught
by Mexican instructors. (Prereq.: SPA 311 or
equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of
written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught
by Mexican instructors. (Prereq.: SPA 311 or
equivalent and ENL 111 or 112 or HON 111.)
SPA 495
Contemporary Latin American Women–Texts and
Voices
This course examines the social construction
of gender in Latin American countries and
addresses key issues faced by Latin American
women today. Includes analysis of poems,
excerpts of novels, essays, testimonies, and
interviews by and about Latin American
women. Aims to help students develop an
appreciation for the complexity of diversity of
Latin American women’s experiences. (Prereq.:
SPA 311. Taught in Mexico.)
SPA 495
Topics in Business Spanish
Aims to enable intermediate and advanced
Spanish language students develop proficiency
in the vocabulary, grammar, and cultural competencies necessary to successfully conduct
business in Spanish-speaking countries, with an
emphasis on Latin America. (Prereq.: SPA 311 or
equivalent or instructor’s consent.)
SPA 495
Topics: Contemporary Mexican Literature (SPA 495)
This course examines short stories by the most
important contemporary Mexican authors,
focusing particularly on the second half of the
20th and the first few years of the 21st century. You will learn about the distinctive traits
of Mexican literature as you learn about the
historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent.
Taught in Mexico.)
I Augsburg College 2010-2012
(.0 course)
POL/WST 359 Women, Gender, and Social Change in Latin America
An exploration of gender politics in Latin
America. Particular attention is given to women’s organizing efforts around issues of domestic
and political violence, ecology, human rights,
democracy, political participation, and revolutionary social change.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’
own theological questions and positions and
on recognizing and evaluating religious claims
in the areas of biblical interpretation and the
historical, cultural, and global contexts of
Christianity and other world religions. The
version taught in Mexico will include particular
emphasis on religion in Mexico. (Prereq.: REL
100)
REL/WST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of
liberation and their relationship to social/political transformation. Examines key theological
concepts, critiques, and practical implications.
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship
Students gain 80-100 hours of hands-on work
experience in a Mexican organization and participate in an ongoing seminar which explores
cultural issues, organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval
from the department chair prior to enrollment.
(Prereq.: SPA 212 or equivalent, internship
application, and Spanish reference forms)
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study
Students conduct independent, field-based
research and participate in an ongoing seminar
which explores fieldwork methods and cultural
and ethical issues. Students seeking Spanish
credit must receive approval from the department chair prior to enrollment.
International Studies
International Business and Global Citizenship
(Mexico)—Fall
This program, designed for international business majors,
will study the important role that Mexico plays in the U.S. in
relation to trade issues, how to conduct business in and with
Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. The
program includes intensive Spanish language instruction, a
four-week family stay, a week-long seminar on international
business in Mexico City, and short trips to other nearby
regions in order to develop a broader perspective on globalization and international business issues.
All students will take two Spanish language courses
and BUS 495. For their fourth course, they may take Topics
in Business Spanish, REL 200, or complete an internship or
independent study. A Lifetime Activity course (Latin Dance)
is also available for no credit.
SPA 231/
ART 231
SPA 295
Topics: Spanish for Healthcare Professionals
This course aims satisfy the needs of nursing
and pre-med students, and others in healthcare
fields who seek to develop strong speaking and
oral comprehension skills. The main focus will
be on developing specialized vocabulary and
learning grammar within the context of daily
situations relevant to different aspects of health
care. (Prerequisite: SPA 112 or instructor’s permission. Taught in Mexico.)
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading and writing of
elementary Spanish. Introduction to culture of
the Spanish-speaking world. Taught by Mexican
instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or
completion of prerequisite for SPA 112.)
SPA 295
and 495
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selections of Latin
American and Spanish texts that stimulate intellectual growth and promote culture understanding, students review all the basic structures of
Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined by placement
test or completion of prerequisites: 112 for 211
and 211 for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency
and facility through oral and written practice
in correct expression. This course is a prerequisite for all upper division courses except
for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversations in Cultural Context
Aims to improve oral fluency through intensive,
individualized instruction, discussions, debates,
and oral reports. Uses Latin American films to
stimulate discussion. This course is only offered
in Mexico and Central America and is taught
by local instructors. (Prerequisite: SPA 212 or
equivalent or score at minimum of 311 level on
placement exam.)
Mexican Art
This course aims to develop an understanding
and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods,
with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students
will participate in numerous excursions to many
museums as well as archaeological and historical
sites. (Prereq.: SPA 212. Taught in Mexico)
Topics: Spanish for Heritage Speakers
This course is for you if you grew up hearing
Spanish and can communicate your ideas but
are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or
speaking it. The goal is to help you gain fluency
and confidence in your native language. (No
prerequisites. 295 or 495 level available according to proficiency)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish
American countries from the pre-Columbian
civilizations to the present. In Spanish. Taught
by Mexican instructors. (Prereq.: SPA 311 or
equivalent.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the
voices of contemporary Latin American writers. Focuses on short stories, poetry, plays,
novels, and testimonials of indigenous peoples,
women, and Central American refugees. Taught
by Mexican instructors. (Prereq.: SPA 311 or
equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of
written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught
by Mexican instructors. (Prerequisite: SPA 311
or the equivalent and ENL 111 or 112 or HON
111.)
Augsburg College 2010-2012
I 157
International Studies
158
SPA 495
Contemporary Latin American Women - Texts and
Voices
This course examines the social construction
of gender in Latin American countries and
addresses key issues faced by Latin American
women today. Includes analysis of poems,
excerpts of novels, essays, testimonies, and
interviews by and about Latin American
women. Aims to help students develop an
appreciation for the complexity of diversity of
Latin American women’s experiences. (Prereq.:
SPA 311. Taught in Mexico.)
SPA 495
Topics in Business Spanish
Aims to enable intermediate and advanced
Spanish language students develop proficiency
in the vocabulary, grammar, and cultural competencies necessary to successfully conduct
business in Spanish-speaking countries, with an
emphasis on Latin America. (Prerequisite: SPA
311 or equivalent or instructor’s consent.)
SPA 495
Topics: Contemporary Mexican Literature
This course examines short stories by the most
important contemporary Mexican authors,
focusing particularly on the second half of the
20th and the first few years of the 21st century. You will learn about the distinctive traits
of Mexican literature as you learn about the
historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.)
BUS 495
Global Business Issues and Developing Countries:
Mexico and Beyond
This course examines global economic conditions today and explores vital issues, such as
exchange rates, trade balances, international
joint ventures, resources, tariffs, trade barriers,
government regulations shipping options, etc.
Emphasis is on understanding issues from the
perspectives of both developed and developing
countries, using Mexico as a case study. (Prereq.:
ECO 112 or 113, and BUS 242 or MKT 252, or
consent of instructor).
HPE 002
Lifetime Activity: Latin Dance
This Lifetime Activity course is designed to
help you develop proficiency in diverse forms of
Latin dance. There is no academic credit for this
course, but it fulfills the physical fitness graduation requirement. The course meets for a total of
21 hours over the course of the semester. There
is additional cost of US $50/student to cover
expenses.
I Augsburg College 2010-2012
(.0 course)
MKT 466 International Marketing
Examination of issues and activities unique to
marketing in an international setting. Emphasis
on adaptation of a marketing mix according
to the international marketing environment.
(Prereq.: MKT 252)
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’
own theological questions and positions and on
recognizing and evaluating religious claims in the
areas of biblical interpretation and the historical, cultural, and global contexts of Christianity
and other world religions. The version taught
in Mexico will include particular emphasis on
religion in Mexico. (Prereq.: REL 100)
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship
The internship seminar is a rigorous academic
course that involves not only approximately 100
hours of work experience and/or participant
observation in a Mexican business, government
agency, school, or other organization, but also
participation in a seminar that explores cultural
issues, organizational analysis, and personal and
professional development through class discussions and written and oral assignments. Students
seeking Spanish credit must receive approval
from department chair to enrollment.
BUS/HIS/INS/MKT/POL/REL/WST/YFM 499 Independent Study
Students who are highly independent and selfmotivated may conduct independent, field-based
research during the last third of the semester and
participate in a seminar that explores fieldwork
methods and cultural and ethical issues. This
course option is intended for serious students
who want to begin research related to a senior
thesis or capstone project.
Migration and Globalization: Engaging Our Communities
(Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students
who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish
language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from
diverse communities that are organizing for positive social
change around issues of race, ethnicity, socio-economic class,
gender, sexuality, economics, and the environment.
Credit is available in Spanish, history, women’s studies,
political science, and religion. Students spend most of the
semester living in Augsburg housing and approximately six
weeks living with Mexican host families.
International Studies
All students will be expected to take HIS/WST 357 as a
core seminar. Other course offerings include POL/WST 341,
REL 200, an internship, independent study, and the choice
of 1-2 Spanish courses from 17 different options (including
ART/SPA 231 which meets the LAF in Fine Arts). A Lifetime
Activity course (Latin Dance) is also available for no credit.
Prerequisite: one college-level Spanish course or its
equivalent.
and confidence in your native language. (No
prerequisites. 295 or 495 level available according to proficiency)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency
and facility thorough oral and written practice in
correct expression. This course is a prerequisite
for all upper division courses except for SPA 316.
Taught by Mexican instructors. (Prerequisite: SPA
212 or equivalent or placement exam.)
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of
the Spanish-speaking world. Taught by Mexican
instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or
completion of prerequisite for SPA 112.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive,
individualized instruction, discussions, debates,
and oral reports. Uses Latin American films to
stimulate discussion. This course is only offered
in Mexico and Central America and is taught
by local instructors. (Prerequisite: SPA 212 or
equivalent or score at minimum of 311 level on
placement exam.)
SPA 211, 212 Intermediate Spanish I, II
SPA 231/
ART 231
Through the reading of selected Latin American
and Spanish texts that stimulate intellectual
growth and promote cultural understanding,
students review all of the basic structures of
Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined by placement
test or completion of prerequisites: 112 for 211
and 211 for 212.)
Mexican Art
This course aims to develop an understanding
and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods,
with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students
will participate in numerous excursions to many
museum as well as archaeological and historical
sites. (Prereq.: SPA 212. Taught in Mexico)
SPA 295
Topics: Spanish for Healthcare Professionals
This course aims satisfy the needs of students in
nursing, pre-med students, and others in healthcare fields who seek to develop strong speaking
and oral comprehension skills. The main focus
will be on developing specialized vocabulary and
learning grammar within the context of daily
situations relevant to different aspects of health
care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico.)
SPA 295
and 495
Topics: Spanish for Heritage Speakers
This course is for you if you grew up hearing
Spanish and can communicate your ideas but
are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or
speaking it. The goal is to help you gain fluency
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish
American countries from the pre-Columbian
civilizations to the present. In Spanish. (Prereq.:
SPA 311 or equivalent)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the
voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one
novel, and testimonials of indigenous peoples,
women, and Central American refugees. Taught
by Mexican instructors. (Prerequisite: SPA 311
or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of
written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by
Mexican instructors. (Prerequisite: SPA 311 or
equivalent and ENL 111 or 112 or HON 111.)
SPA 495/
Contemporary Latin American Women-Texts and
Voices
WST 481
This course examines the social construction
of gender in Latin American countries and
addresses key issues faced by Latin American
women today. Includes analysis of poems,
excerpts of novels, essays, testimonies, and
interviews by and about Latin American
women. Aims to help students develop an
appreciation for the complexity of diversity of
Latin American women’s experiences. (Prereq.:
SPA 311. Taught in Mexico.)
Augsburg College 2010-2012
I 159
International Studies
SPA 495
Topics in Business Spanish
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship
Aims to enable intermediate and advanced
Spanish language students develop proficiency
in the vocabulary, grammar, and cultural competencies necessary to successfully conduct
business in Spanish-speaking countries, with an
emphasis on Latin America. (Prerequisite: SPA
311 or equivalent or instructor’s consent.)
SPA 495
Topics: Contemporary Mexican Literature
This course examines short stories by the most
important contemporary Mexican authors,
focusing particularly on the second half of the
20th and the first few years of the 21st century. You will learn about the distinctive traits
of Mexican literature as you learn about the
historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.)
HIS/WST 357 Mexican History, Culture, and Cosmovision
This course traces the historical development of
gender, class-based, and racial/ethnic oppression
in Latin America from the Conquest to the present day, and explores the history of resistance
and social change in Latin America.
HPE 003
Lifetime Activity: Latin Dance
This Lifetime Activity course is designed to
help you develop proficiency in diverse forms of
Latin dance. There is no academic credit for this
course, but it fulfills the physical fitness graduation requirement. The course meets for a total of
21 hours over the course of the semester. There
is additional cost of US $50/student to cover
expenses.
(.0 course)
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study
160
Explores issues of globalization and social
change in Mexico and analyzes political, social
and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in Mexico.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’
own theological questions and positions and
on recognizing and evaluating religious claims
in the areas of biblical interpretation and the
historical, cultural, and global contexts of
Christianity and other world religions. The
version taught in Mexico will include particular
emphasis on religion in Mexico. (Prereq.: REL
100)
I Augsburg College 2010-2012
Students conduct independent, field-based
research and participate in an ongoing seminar
which explores fieldwork methods and cultural
and ethical issues. Students seeking Spanish
credit must receive approval from the department chair prior to enrollment.
Social Work in a Latin American Context (Mexico)—
Spring
This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work
professionals with a global perspective by providing a semester of transformative, experiential learning focused on social
and economic justice.
Augsburg application deadline: Sept. 15. Prerequisites:
approval of the Social Work Department, and one collegelevel Spanish course or the equivalent (students may choose
to study Spanish in Mexico during the month of January
prior to the start of the semester).
SPA 111, 112 Beginning Spanish I, II
POL 341/WST 341 Globalization, Social Struggles, and the
Environment
Students gain 80-100 hours of hands-on work
experience in a Mexican organization and participate in an ongoing seminar which explores
cultural issues, organizational analysis, and personal and professional development. Students
seeking Spanish credit must receive approval
from the department chair prior to enrollment.
(Prerequisites: SPA 212 or equivalent, internship
application, and Spanish reference forms)
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of
the Spanish-speaking world. Taught by Mexican
instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or
completion of prerequisite for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American
and Spanish texts that stimulate intellectual
growth and promote cultural understanding,
students review all of the basic structures of
Spanish and build conversational skills through
class discussions. Taught by Mexican instructors. (Placement level determined by placement
test or completion of prerequisites: 112 for 211
and 211 for 212.)
SPA 231/
ART 231
Mexican Art
This course aims to develop an understanding
International Studies
and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods,
with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students
will participate in numerous excursions to many
museums as well as archaeological and historical
sites. (Prereq.: SPA 212. Taught in Mexico)
Advanced Conversation and Composition
Topics: Spanish for Healthcare Professionals
SPA 411
SPA 295
This course aims satisfy the needs of students in
nursing, pre-med students, and others in healthcare fields who seek to develop strong speaking
and oral comprehension skills. The main focus
will be on developing specialized vocabulary
and learning grammar within the context of
daily situations relevant to different aspects of
health care. (Prerequisite: SPA 112 or instructor’s permission. Taught in Mexico.)
Emphasizes increasing facility and correctness of
written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by
Mexican instructors. (Prerequisite: SPA 311 or
equivalent and ENL 111 or 112 or HON 111.)
SPA 495
Contemporary Latin American Women - Texts and
Voices
This course examines the social construction
of gender in Latin American countries and
addresses key issues faced by Latin American
women today. Includes analysis of poems,
excerpts of novels, essays, testimonies, and
interviews by and about Latin American
women. Aims to help students develop an
appreciation for the complexity of diversity of
Latin American women’s experiences. (Prereq.:
SPA 311. Taught in Mexico.)
SPA 295 and 495 Topics: Spanish for Heritage Speakers
This course is for you if you grew up hearing
Spanish and can communicate your ideas but
are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or
speaking it. The goal is to help you gain fluency
and confidence in your native language. (No
prerequisites. 295 or 495level available according to proficiency)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and written
practice in correct expression. This course is a
prerequisite for all upper division courses except
for SPA 316. Taught by Mexican instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive,
individualized instruction, discussions, debates,
and oral reports. Uses Latin American films to
stimulate discussion. This course is only offered
in Mexico and Central America and is taught
by local instructors. (Prerequisite: SPA 212 or
equivalent or score at minimum of 311 level on
placement exam.)
Examines issues of social change through the
voices on contemporary Latin American writers. Focuses on short stories, poetry, plays, one
novel and testimonials of indigenous peoples,
women, and Central American refugees. Taught
by Mexican instructors. (Prereq.: SPA 311 or
equivalent.)
SPA 495
Topics in Business Spanish
Aims to enable intermediate and advanced
Spanish language students develop proficiency
in the vocabulary, grammar, and cultural competencies necessary to successfully conduct
business in Spanish-speaking countries, with an
emphasis on Latin America. (Prerequisite: SPA
311 or equivalent or instructor’s consent.)
SPA 495
Topics: Contemporary Mexican Literature
This course examines short stories by the most
important contemporary Mexican authors,
focusing particularly on the second half of the
20th and the first few years of the 21st century. You will learn about the distinctive traits
of Mexican literature as you learn about the
historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.)
SPA 332
Latin American Civilization and Culture
SWK 294
International Social Welfare: The Mexican Context
A study of the cultural heritage of the Spanish
American countries from the pre-Columbian
civilizations to the present. In Spanish. Taught
by Mexican instructors.s (Prereq.: SPA 311 or
equivalent.)
SPA 356
Latin American Literature: 20th-Century Voices
Develops students’ understanding of current
social, economic, political, and cultural realities
in Mexico through an exploration of Mexican
culture and history. Emphasis on intercultural
communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social
Augsburg College 2010-2012
I 161
International Studies
SPA 316. Taught by Guatemalan instructors.
(Prerequisite: SPA 212 or equivalent or placement exam.)
work practice with migrants and immigrants in
the Minnesota and the United States at large.
162
SWK 316
Social Work Practice II: With Families and Groups
Develops student understanding and working
knowledge of human behavior in families and
in groups. The Mexican context of family and
group work will be examined and uniquely
Mexican models will be explored and discussed
in relation to current family and group theory.
Groups can be used to accomplish individual,
family, organizational, and/or community goals.
Students will practice skills needed to be an
effective group member and facilitator in class. A
six-week home stay with a Mexican family will
provide an opportunity to learn about Mexican
family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent participants in
efforts to achieve change in social policies and
programs. This course in comparative social
policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis, and the influence of values
on these processes. Central to this course is a
service-learning component. Those enrolled in
Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social workers and citizens
in formulating, implementing, and evaluating
policy responsive to social needs are addressed.
United States and Mexican immigration and
migration policies will be used a primary vehicle
for this critical analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience including work
with individuals, families, groups, and communities in a social service agency. A total of 120
hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours
to the practicum hours required for the BSW
degree for those students with Spanish-language
oral competency. Involves sharing of experiences
with other students in a small group seminar.
(Prereq.: intermediate Spanish, candidacy status;
concurrent with SWK 316. P/N grading only).
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency
and facility thorough oral and written practice
in correct expression. This course is a prerequisite for all upper division courses except for
I Augsburg College 2010-2012
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive,
individualized instruction, discussions, debates,
and oral reports. Uses Latin American films to
stimulate discussion. This course is only offered
in Mexico and Central America and is taught
by local instructors. (Prerequisite: SPA 212 or
equivalent or score at minimum of 311 level on
placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the
voices of contemporary Latin American writers.
Focuses on short stories, poetry, plays, novels,
and testimonials of indigenous peoples, women,
and Central American refugees. Taught by
Guatemalan instructors. (Prerequisite: SPA 311
or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of
written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by
Guatemalan instructors. (Prerequisite: SPA 311
or equivalent.)
HIS/WST/ISS 355 Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history with special
emphasis on the role of women in history.
Focuses on the development of gender, classbased, and racial/ethnic oppression and the
history of resistance and social change in Latin
America from the Conquest to the present day.
Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with
the post-war period in Central America.
POL 310
Topics in Comparative Politics: Citizen Participation
in Policy Formulation within a Globalized Economy
— A Nicaraguan Case Study
This course exposes students to key debates
shaping the contemporary political economy
of development in Nicaragua and the rest of
Central America. The course aims to help students understand the interplay between global
processes and political and economic factors
that define development policy formulation and
implementation at the national level today.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of
to provide students with the opportunity to gain
hands-on work experience in a development
agency.
liberation and their relationship to social/political transformation. Examines key theological
concepts, critiques, and practical implications.
HIS/INS/POL 499 Independent Study
Nation Building, Globalization, and Decolonizing the
Mind: Southern African Perspectives (Namibia)—Fall
or Spring
This program examines the crucial issues of nation building,
globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia
won its independence in 1990 after decades of apartheid
South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build
nationhood and deal with the legacies of apartheid and
colonialism, they are faced with the challenges posed by the
rapid process of globalization in today’s world; the challenges
posed by under and unequal development; and the long-term
project of decolonizing the mind.
INS 312
The Development Process — Southern Africa
This course provides the opportunity to reflect
critically on issues of development, hunger,
injustice, and human rights, with special emphasis given to the experience of women. The
course examines basic theories of development.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of
the church in the midst of the political transformations of southern Africa. Students meet
with people representing a variety of religious
perspectives and roles within churches and religious organizations.
POL 353
Political and Social Change in Namibia: A
Comparative Perspective
This course is an integrative seminar for the
semester and examines the legacy of apartheid
in Namibia with particular focus on the social
and political movements that have evolved in
the struggle for independence.
HIS 327
Racism and Resistance in Southern Africa and
the United States: Struggles Against Colonialism,
Apartheid, and Segregation
This course explores historical parallels of the
development in southern Africa and in the
United States, strategies of resistance, the successes and limitations of political victories over
apartheid and racism, and the lingering economic, social, political, and psychological effects
of racism.
HIS/INS/POL 399 Internship
A limited number of internships will be available
Students may design a proposal to conduct an
independent study of a topic related to their
major or minor.
HECUA Courses
Scandinavian Urban Studies Term: Norway (SUST)—Fall
In less than 50 years, Norway has become one of the richest
nations in the world and increasingly multicultural. Twentyfive percent of Oslo residents, for example, are not ethnic
Norwegian. The program investigates dramatic changes
in Northern Europe by analyzing the development of the
Norwegian welfare state through a wide range of topics
such as globalization theories, nation-building and national
identity, governance and political party systems, European
integration, racial thinking, histories of racialization, international aid politics, sexuality, and environmentalism. Students
study Norwegian language or do an independent research
project, and also intern with a leading NGO.
INS 372
Norwegian Language
INS 377
Challenges of Globalization to the Scandinavian
Welfare State
INS 393
Scandinavian Art, Film, and Literature
INS 394
Urbanization and Immigration
INS 499
Independent Study (Students may choose either INS
372 or 499)
Community Internships in Latin America: Ecuador
(CILA)—Fall and spring
The Community Internships in Latin America program offers
a semester of study experience with a focus on community
participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay
for an intensive immersion into Latin American daily life and
culture. Models of community participation, organization,
development, and social change are compared and contrasted. Students learn first-hand about the social problems in
Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers
may be written in English or Spanish.
INS 366
Community Participation and Social Change
Augsburg College 2010-2012
I 163
INS 399
Internship
(2 course credits)
INS 499
Independent Study
Democracy and Social Change: Northern Ireland—
Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots
of conflict in Northern Ireland, the prospects for peace, and
the progress being made. Through a seven-week internship,
students get hands-on experience with organizations working for social change. Field seminars focus on human rights,
conflict transformation, and education for democracy. The
program is located at the UNESCO Centre at the University
of Ulster in Coleraine.
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship
(2 course credits)
Divided States of Europe: Globalization and Inequalities
in the New Europe—Spring
Ten former communist nation-states have recently joined the
European Union. From three different locations – Norway,
Romania, and Hungary – students examine the complex
dynamics of European integration via issues such as labor
migration, minority politics, right-wing populism, prostitution, and human trafficking. Together, Hungary and Romania
encompass some of Europe’s most pressing social justice
issues and constitute its primary geographic and cultural
bridge between East and West.
164
INS 371
Disjuncture and Difference in Europe
INS 376
Challenges and Opportunities of European
Integration
INS 399
Internship
INS 499
Independent Study
I Augsburg College 2010-2012
Languages and Cross-cultural Studies
Languages and
Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies
at Augsburg College contributes in many ways to realizing
the College’s mission of providing liberal arts education for
service in today’s world. The department is committed to the
view that education should go beyond career preparation
and that familiarity with the language and culture of another
people is an essential step in the development of a truly
global perspective.
The department offers language, literature, and culture
courses leading to majors in French, German, Norwegian,
and Spanish, as well as an interdisciplinary major in CrossCultural studies. Introductory courses in Ojibwe, Farsi,
and American Sign Language are offered at Augsburg, and
courses in Chinese, Japanese, Latin, and Greek are available
to Augsburg students through the College’s affiliation with
ACTC, a consortium of Twin Cities colleges.
Knowledge of several languages, perhaps combined with
the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business,
law, social work, the diplomatic corps, the health professions,
or the ministry may wish to take a second major or minor
in languages. In addition, a minor in languages is a valuable
research tool for those intending to pursue graduate study in
most academic disciplines.
Languages and Cross-Cultural Faculty
Frankie Shackelford (Chair), Anita Fisher, Michael
Kidd, Diane Mikkelson, Pary Pezechkian-Weinberg, Kate
Reinhardt, Susana Sandmann, Dann Trainer, John vanCleve
Degree and Major Requirements
Major
The language major consists of ten courses above 211
(Norwegian only: 211 and above), including two courses in
culture, two courses in language, two courses in literature,
KEY 480, and three electives (from any of the three areas
above). At least seven of these courses must be taught in the
target language of the major and at least four of them must be
taken on the Augsburg campus.
The Cross-Cultural Studies major consists of three core
courses, a language requirement, a study-abroad requirement
and three electives:
Core: LCS 100, LCS 399, and KEY 480.
Language requirement: Minor in French, German,
Norwegian or Spanish or completion of the 212 level in two
different languages (in Norwegian only: 211).
Study-abroad requirement: one semester on an approved
study-abroad program or two travel seminars (consult
Augsburg Abroad for offerings).
Required electives: Three upperdivision courses in
related areas. Courses must be chosen in consultation with
the student’s academic advisor and must include comparative
study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges
and universities can be considered here. No more than two
courses may be counted from a single department.
The Critical Thinking (CT) graduation skill is embedded
throughout the offered courses and is met by completing the
major. The graduation skills in Speaking (S) and Writing (W)
are met by completing 411 in French, German, Norwegian,
or Spanish (W) and KEY 480 (W and S).
The Quantitative Reasoning (QR) graduation skill is met
with one of the following courses: GST 200, MAT 145 or 146,
or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Minor
The minor consists of four courses above 211 (Norwegian
only: 211 and above), including one in language and one
in literature or culture. All of these courses must be taught
in the target language, and at least two of them must be
taken on the Augsburg campus. There is no minor in CrossCultural studies.
Other Requirements
Departmental Honors
Majors seeking graduation with departmental honors must
apply in the junior year. Requirements: 3.50 GPA in the
major, 3.50 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or minor in languages
must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad is required for language majors
and some study abroad is strongly recommended for minors.
Majors in Cross-Cultural studies must complete a semester
abroad or two short-term international study experiences
approved by the department. An advanced-level internship in
the major language (399) or an interdisciplinary internship
(INS 199), linking language skills with community service
and career exploration, is strongly encouraged.
Augsburg College 2010-2012
I 165
Languages and Cross-cultural Studies
Teaching Licensure
French (FRE)
Augsburg College no longer offers a licensure program in
modern languages.
FRE 111, 112 Beginning French I, II
Languages and Cross-Cultural Studies
Courses
LCS 100
Introduction to Cultural Studies
This course is an introduction to the critical
study of cultures and Cross-Cultural difference.
It examines the connections between social relations and the production of meaning. It sets the
stage for global citizenship by revealing how our
“position” in the world affects the way we view,
interpret, and interact with other cultures.
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in communication,
vocabulary building, and developing greater ease
in reading and writing French. Review of basic
structures and grammar. Laboratory work. (Fall:
211; spring: 212, Prereq.: 211)
FRE 295
Topics in Literature, Culture, or Linguistics
LCS 295/495 Topics in Cross-Cultural Studies
LSC 399
Internship in Cross-Cultural Studies
KEY 480
Topics in Global Interdependence
This Cross-Cultural keystone seminar prepares
students to “act globally” by challenging them
to apply the diverse perspectives acquired while
studying abroad and to analyze issues that
transcend national boundaries. In English with
readings in a language other than English. Open
to international students and to upper-division
students who have advanced knowledge of a
language other than English or have studied
abroad for a full semester (including in Englishspeaking countries with consent of instructor).
FRE 311
Conversation and Composition
Explores topics of current interest in both oral
and written form to build fluency, accuracy, and
facility of expression in French. Emphasis on
vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. (Fall,
Prereq.: 212)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the
French from their beginnings to the modern
period. Special attention to cultural manifestations of French intellectual, political, social, and
artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French.
(Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
American Sign Language (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs
and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and
learn the facial expressions and body language
needed to communicate clearly with deaf and
hard-of-hearing people. (Fall: 101; spring: 102,
Prereq.: 101)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural
manifestations that promote understanding of
French-speaking people and their contributions
to the contemporary scene. Readings, reports,
extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent
of instructor. Spring: on rotational basis)
Farsi (FAR)
FAR 111/112 Beginning Farsi I, II
166
An introductory sequence in Basic Modern
Persian (Farsi). Aims to develop communicative
skills in understanding, speaking, translating
into English, and reading phonetic transcriptions, while exploring the culture of Iran
and other Farsi-speaking countries such as
Afghanistan and Tadjikstan. (Alternating years)
I Augsburg College 2010-2012
Aims to develop communication skills of
understanding, speaking, reading, and writing.
Through conversations, classroom practice,
and readings, these courses work toward the
discovery of French culture and way of life.
Four class meetings per week. (Fall: 111; spring
112, Prereq.: 111. WEC—additional sessions
required)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary
movements in France through the reading of
whole literary works where possible. Lectures,
discussion, oral and written reports in French.
(Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
Languages and Cross-cultural Studies
FRE 411
Advanced Conversation and Composition
GER 331
German Civilization and Culture I
By means of reading, speaking, and writing on
topics of intellectual, social, or political interest,
the student acquires extensive training in key
modalities at an advanced level. Attention to
accuracy and effectiveness, characteristic levels
of expression, refinements in style and organization. (Prereq.: FRE 311 or consent of instructor
and ENL 111 or 112 or HON 111. Fall)
Follows the cultural and social development of
the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.)
to the Thirty Years War (1648). In German.
(Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
FRE 495
Topics in Literature, Culture, or Linguistics
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped
Germany, Austria, and Switzerland since the Age
of Enlightenment. The contemporary scene is
considered in view of its roots in the intellectual,
geopolitical, artistic, and scientific history of the
German-speaking peoples. In German. (Prereq.:
GER 311 or consent of instructor. Spring: on
rotational basis)
GER 351
Survey of Literature: German Literature from
Chivalry to Romanticism
The prose, epic, and poetry readings in this
course chronicle the German experience from
Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller,
and the Romantics; and offer a way to relive
the Renaissance, the Reformation, and the
Enlightenment.
GER 354
Survey of Literature: German Literature in the 19th
and 20th Centuries
The literary, cultural, and scientific background
of the new millennium has many Germanspeaking roots in the works of figures like Marx,
Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse,
and Brecht. Selected readings of prose, poetry,
and plays bring alive the drama and conflicts
that characterized the birth of the modern age.
(Prereq.: 311)
GER 411
Advanced Conversation and Composition
Aims at developing and refining the student’s
use of German as a vehicle for expressing ideas
and opinions. Emphasis on written composition
including control of style. Oral practice through
use of German as classroom language. (Prereq.:
GER 311 or consent of instructor and ENL 111
or 112 or HON 111. Fall)
GER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
FRE 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
FRE 299
Directed Study
See description on page 65.
FRE 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
FRE 499
Independent Study/Research
See description on page 65.
German (GER)
GER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom
practice in speaking, understanding, and reading
and writing basic German. Goals: ability to read
extended narratives in simple German, insights
into German culture, and participation in short
conversations. (Fall: 111; spring: 112, Prereq.:
111. WEC—additional sessions required)
GER 211, 212 Intermediate German I, II
Aims at developing basic skills into working
knowledge of German. Review of basic structures with emphasis on extending range of
vocabulary and idiomatic expression through
reading and discussion of materials representing
contemporary German life and literature. (Fall:
211; spring: 212, Prereq.: 211)
GER 295
Topics in Literature, Culture, or Linguistics
GER 311
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial
German. Intensive practice in speaking is
supplemented with exercises in written composition. (Fall, Prereq.: 212)
Internships and Independent Study Courses
GER 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
Augsburg College 2010-2012
I 167
Languages and Cross-cultural Studies
GER 299
Directed Study
NOR 411
Advanced Conversation and Composition
See description on page 65.
Extensive practice in spoken and written
Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports
in Norwegian. (Prereq.: NOR 311 or consent
of instructor and ENL 111 or 112 or HON 111.
Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
GER 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
GER 499
Independent Study/Research
See description on page 65.
Norwegian (NOR)
NOR 111, 112 Beginning Norwegian I, II
NOR 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
NOR 299
Directed Study
See description on page 65.
NOR 211
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural
contexts and integrated vocabulary clusters.
Selected readings in Norwegian are used as a
basis for class activities and writing exercises.
Includes grammar review. (Prereq.: NOR 112 or
equivalent. Fall)
NOR 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
Topics in Literature, Culture, or Linguistics
Two courses in Ojibwe (Chippewa) are offered at Augsburg,
both as part of the Lanuages and Cross-Cultural Studies
Department and as part of the American Indian studies
major.
NOR 295
168
Introduction of the four basic language skills:
speaking, listening, reading, and writing. Stress
is on communication and its cultural context.
Additional sessions required when taken in the
Weekend College schedule. (Fall: 111; spring:
112, Prereq.: 111)
Internships and Independent Study Courses
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian
with emphasis on communicative contexts and
integrated vocabulary. Readings in history, social
science, and literature form a basis for class
activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place
contemporary cultural developments, such as
Norway’s changing role in the global community,
into a historical context. Readings in history are
supplemented by lectures, newspaper articles,
and video materials. In Norwegian. (Prereq.:
NOR 311 or consent of instructor.)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian
literature provide a basis for the study of major
works from earlier periods, including several
in Nynorsk. Readings, lectures, discussion,
journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor.)
I Augsburg College 2010-2012
NOR 499
Independent Study/Research
See description on page 65.
Ojibwe (OJB)
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture
of the Ojibwe (Chippewa). Emphasis is on
vocabulary, reading, writing, and conversational
skills. Classroom practice will include linguistic
patterns and oral interaction. (Fall: 111; spring:
112, prereq.: 111)
Spanish (SPA)
Courses in addition to those below are offered through various programs listed under International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of
the Spanish-speaking world. (Fall: 111 and 112;
spring: 112, Prereq.: 111. WEC—additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American
Languages and Cross-cultural Studies
and Spanish texts that stimulate intellectual
growth and promote cultural understanding,
students review all of the basic structures of
Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212,
Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues
of Spanish and Latin American societies as
portrayed in the films of major filmmakers with
attention to the aesthetic variations across their
works. Films in Spanish with English subtitles;
language of instruction is English. (On demand)
SPA 295
Topics in Literature, Culture, or Linguistics
SPA 311
Conversation and Composition
Thorough oral and written practice in correct
expression with the aims of fluency and facility.
Enrichment of vocabulary. This course is a prerequisite for all upper division courses. (Prereq.:
SPA 212 or equivalent. Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking skills in Spanish
and seek to expand them. Intensive practice
aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.:
SPA 311 or consent of instructor. Spring)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish
contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent
of instructor)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish
American countries from the pre-Columbian
civilizations to the present. In Spanish. (Prereq.:
SPA 311 or consent of instructor. Spring: odd
years)
tor. Note: Students who have taken SPA 356
taught in Mexico may not take 354. Spring: even
years)
SPA 411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness
of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.:
SPA 311 or consent of instructor and ENL 111
or 112 or HON 111. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
SPA 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
SPA 299
Directed Study
See description on page 65.
SPA 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
SPA 499
Independent Study/Research
See description on page 64.
SPA 352, 353 Survey of Spanish Literature I, II
SPA 354
A study of representative authors in Spanish
literature, supplemented by lectures on the
literary movements and development of Spanish
literature. Lectures, discussion, written, and oral
reports in Spanish. (Prereq.: SPA 311 or consent
of instructor). Fall on a rotational basis.)
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures,
discussions, and written and oral reports in
Spanish. (Prereq.: SPA 311 or consent of instruc-
Augsburg College 2010-2012
I 169
Management Information Systems, Marketing
Management Information Systems
See listing under Department of Business Administration.
Marketing
See listing under Department of Business Administration.
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I Augsburg College 2010-2012
Mathematics
Mathematics—MAT
Mathematics is the study of structure and relationships
and provides tools for solving a wide variety of problems.
Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging
in mathematical thinking helps strengthen the problem
solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society.
Moreover, as mathematics has had a formative impact on the
development of civilization, it is an important part of a liberal
arts education.
Students majoring in mathematics acquire the skills
necessary to serve society through a variety of careers. In
addition to acquiring computational and problem solving
skills, mathematics majors at Augsburg develop their abilities
to reason abstractly; to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended
problems; to read and comprehend precise mathematical
writing; to speak and write about mathematical ideas; and
to experience working in teams on mathematical projects.
Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching
mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major
in mathematics.
Students may choose coursework supporting the study
of mathematics as a liberal art, its applications to science and
engineering, its applications to actuarial science, computing,
or economics, or in preparation to teach. Augsburg’s urban
location allows students to gain experience working with
mathematics through internships, cooperative education, and
the colloquium course.
Mathematics Faculty
Matthew Haines (Chair), Pavel Beˇlík, Tracy Bibelnieks,
Suzanne Dorée, Kenneth Kaminsky,
Jody Sorensen, John
Zobitz, Catherine Micek
Degree and Major Requirements
Bachelor of Arts
Mathematics Major
Nine courses including:
MAT 145
MAT 146
MAT 245
MAT 246
MAT 271
Calculus I
Calculus II
Calculus III
Linear Algebra
Discrete Mathematical Structures
A “theoretical structures” course: MAT 304, MAT 314, MAT
324, or other courses approved by the department.
Three additional electives chosen from MAT courses
numbered above 250, at least two of which are numbered
above 300.
Also required: MAT 491 Mathematics Colloquium during junior and senior years.
Students must earn a grade of 2.0 or better in each
course that applies toward the major.
At least two MAT courses numbered above 250 must be
taken at Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QF and QA), Writing (W) are embedded in
the MAT courses and are met by completing the major. An
additional course in Speaking (S) is also required and may be
met by either MAT 201 together with the major, COM 111,
COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major
that includes the speaking skill. Students transferring in
mathematics course(s) must consult their MAT advisor about
potential additional skills courses needed.
Bachelor of Science
Mathematics Major
Twelve courses including:
MAT 145
MAT 146
MAT 245
MAT 246
MAT 271
Calculus I
Calculus II
Calculus III
Linear Algebra
Discrete Mathematical Structures
Four electives chosen from MAT courses numbered above
250, at least three of which are numbered above 300.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses
(or substitutes with departmental approval); BIO 355, BIO
473, BIO 481, BUS 379, CHM 353, CHM 361, CHM 364,
CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC
385, CSC 457, ECO 112 or ECO 113 (cannot count both),
ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163,
MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215,
PSY 315, SOC 362, SOC 363. (Not more than one of MAT
163, MAT 164, BUS 379, PSY 215, SOC 362 may count).
These seven electives must include a(n):
• “Theoretical Structures” course: MAT 304, MAT 314, MAT
324, or other courses approved by the department.
• “Applied Project” course: MAT 355, MAT 369, MAT 374,
MAT 377, or other courses approved by the department.
• “Statistical Perspectives’’ course: MAT 373, MAT 163,
MAT 164, BUS 379, PSY 215, SOC 362, or other courses
approved by the department.
At least five of the seven electives must be chosen from a
focus area approved by the department.
Sample focus areas:
• Biological Sciences: one of MAT 163, MAT 164, PSY 215;
two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT
369, MAT 373
Augsburg College 2010-2012
I 171
Mathematics
• Business, Economics, or Actuarial Science: ECO 112 or
ECO 113; two of CSC 160, BUS 379, ECO 318, ECO 416,
ECO 490, FIN 331, MAT 163, MAT 164, MAT 173, MKT
352; MAT 373; MAT 374 or MAT 377. (Only one of BUS
379, MAT 163 and MAT 164 may count).
• Computational Mathematics: CSC 170; CSC 210; one of
CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355,
MAT 363, MAT 377.
• Physical Sciences: Two of PHY 121, PHY 122, CHM 353,
CHM 361, CHM 364; two of MAT 324, MAT 327, MAT
355, MAT 369; a fifth course from this list.
• Statistics: One of MAT 164, BUS 379, PSY 215, SOC 362;
MAT 324; MAT 373; MAT 374; one of ECO 490, MKT 352,
PSY 315, SOC 363, or another applied statistics course
approved by the department.
• Teaching Mathematics: ESE 330; MAT 252; MAT 287;
MAT 314; MAT 324
• Theoretical mathematics: MAT 314; MAT 324; at least
three of MAT 252, MAT 287, MAT 304, MAT 363, MAT
373, or regularly offered courses at other ACTC colleges
in Complex Variables, Topology, Measure Theory/Real
Analysis II, Abstract Algebra II, Combinatorics.
Also required: MAT 491 Mathematics Colloquium during
junior and senior years.
In addition, an experiential component in the focus area
is required, such as an internship, volunteer or paid work
experience, undergraduate research project, or other experiences approved by the department. Such experiences may
also fulfill the Augsburg Experience requirement if approved.
For an undergraduate research project, the work may build
upon a course-based project, but significant work beyond the
course is expected.
Students must earn a grade of 2.0 or better in each
course that applies toward the major.
At least two MAT courses numbered above 250 must be
taken at Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QF and QA), Writing (W) are embedded in
the MAT courses and are met by completing the major. An
additional course in Speaking (S) is also required and may be
met by either MAT 201 together with the major, COM 111,
COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major
that includes the speaking skill. Students transferring in
mathematics course(s) must consult their MAT advisor about
potential additional skills courses needed.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements
for teachers. The state requirements are subject to change
after publication of this catalog. Students therefore should
consult with the Augsburg Education Department to identify
current Minnesota teacher licensure requirements.
At the time of publication, the mathematics requirements for secondary education licensure to teach math-
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I Augsburg College 2010-2012
ematics in grades 5-12 are the same as the B.S. major
but the electives must include ESE 330 5-12 Methods:
Mathematics; MAT 252; Exploring Geometry; MAT 287
History of Mathematics; MAT 314 Abstract Algebra; MAT
324 Analysis; one of MAT 163 Introductory Statistics, MAT
164 Introductory Biostatistics or MAT 373 Probability and
Statistics I; and an “Applied Project” course.
At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades
5-8 under elementary education licensure are MPG 4 or
MAT 114 Precalculus; MAT 145 Calculus I; one of MAT 163
Introductory Statistics, MAT 164 Introductory Biostatistics
or MAT 373 Probability and Statistics I; MAT 252 Exploring
Geometry; MAT 271 Discrete Mathematical Structures; and
MAT 287 History of Mathematics. ESE 331 Middle School
Methods in Mathematics is also required. Elementary
Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics
department adviser before enrolling in the 200 level MAT
courses.
Departmental Honors in Mathematics
GPA of 3.50 in MAT courses numbered above 200, 3.00
overall GPA, an undergraduate research project in mathematics (usually beginning before senior year), and approval of
the Mathematics Department. The project may build upon a
course-based project, but significant work beyond the course
is expected. A proposal to complete departmental honors
in mathematics should be submitted to the Mathematics
Department chair at least one year prior to graduation.
Specific requirements are available from the department.
Pi Mu Epsilon
Membership in the Augsburg Chapter of this national mathematics honor society is open to those students with declared
mathematics major, junior or senior status, and a GPA of 3.00
in their major and overall.
Mathematics Minor
Five courses including:
MAT 145
Calculus I
MAT 146
Calculus II
Three MAT electives numbered above 200, at least one of
which is numbered above 300. Alternatively students may
complete a minor by taking the six courses: MAT 145, MAT
146, MAT 163 or MAT 164, MAT 252, MAT 271, and MAT
287.
Students must earn a grade of 2.0 or better in each
course that applies toward the minor.
At least one MAT course numbered above 250 must be
taken at Augsburg.
Mathematics
Other Requirements
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics
in contemporary society, with an emphasis on
quantitative reasoning including an introduction
to probability and statistics and topics such as
the mathematics of finance, graph theory, game
theory, voting theory, linear programming, or
cryptography. Note: Students who have successfully completed MAT 138, MAT 163, MAT 164,
BUS 379, PSY 215, or SOC 362 may not register
for credit without consent of instructor. (Prereq.:
MPG 3)
Math Placement Group (MPG)
Before enrolling in any mathematics course, students must
have the required Math Placement. All students are required to
have their Math Placement Group (MPG) determined. In some
cases, students who have transferred in a mathematics course
taken at another college may have their MPG determined by the
registrar’s office. Students who have passed the College Board
Advanced Placement Exam in calculus should consult with
the Mathematics Department. All other students must take the
Augsburg Math Placement Exam, which is administered by
Academic Advising. The exam is given during College registration sessions and at other announced times during the year.
Practice questions and other information are available from
Academic Advising. Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2 may take MAT 105 to
advance to MPG 3. Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course changes a student’s
MPG. Students are also permitted to retake the Math Placement
Exam during their first term of enrollment at Augsburg College.
Prerequisites
A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a mathematics course.
MAT 137-8
Mathematics for Elementary Teachers I and II
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability
with an emphasis on the processes of problem
solving, reasoning, connections, communication, and representation. These courses are
designed for prospective K-6 elementary school
teachers. (Prereq.: MPG 3)
MAT 140
Calculus Workshop (.25 course)
An elective workshop for students concurrently enrolled in Calculus I or Calculus II.
Calculus related problems and activities that
require significant collaborative and creative
effort. Emphasis on strategies for succeeding
in college-level mathematics courses. MAT 140
does not satisfy NSM-LAF requirement. P/N
grading only. (Coreq.: MAT 145 or MAT 146
and consent of instructor).
Mathematics Courses
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations,
exponents, and an introduction to algebraic
expressions and equations with an emphasis on
applications to everyday life. P/N grading only.
Grade of P advances student to MPG 2. MAT
103 does not count as a credit toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and
other models with an emphasis on applications
to the social and natural sciences, business, and
everyday life. Grade of 2.0 or higher advances
student to MPG 3. Students preparing for MAT
114 should consult the department. (Prereq.:
MPG 2 and a year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic,
and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may
register for credit only with consent of department. Grade of 2.0 or higher advances student
to MPG 4. (Prereq.: MPG 3)
MAT 145-6
Calculus I & II
Concepts of calculus of one-variable functions
including derivatives, integrals, differential
equations, and series. (Prereq.: MPG 4 for MAT
145; MAT 145 for MAT 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as
descriptive statistics, methods of counting, probability distributions, approximations, estimation,
hypothesis testing, analysis-of-variance, and
regression. Note: Students who have successfully
completed BUS 379, MAT 164, PSY 215, or SOC
362 may not register for credit without consent
of instructor. (Prereq.: MPG 3)
MAT 164
Introductory Biostatistics
Concepts and techniques of statistical inference
applied to scientific studies in medicine and
biology. Material is centered on real studies from
the biomedical sciences. Topics include counting techniques, probability, descriptive methods,
point and interval estimation, experimental
design, and nonparametric methods. Credit
Augsburg College 2010-2012
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Mathematics
mathematical reasoning, conjecturing, and
proof. (Prereq.: MAT 146 or MAT 145 and one of
MAT 163, MAT 164, MAT 252, or MAT 287; and
pass CT assessment or GST 100.)
may not be received for both MAT 163 and MAT
164. (Prereq.: MAT 114 or MPG 4)
174
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including
binary representations, sequences, recursion,
induction, formal logic, and combinatorics,
with an emphasis on connections to computer
science. Students who have completed MAT 271
may not register for credit. (Prereq.: MPG 3.
Also recommended: CSC 160)
MAT 173
Mathematics of Finance
Concepts of elementary financial mathematics
such as annuities, loan payments, mortgages,
life annuities, and life insurance. Provides an
introduction to actuarial mathematics. (Prereq.:
MPG 3)
(.5 course)
MAT 287
History of Mathematics
Concepts of historical importance from the areas
of geometry, number theory, algebra, calculus,
and modern mathematics. (Prereq.: MAT 145)
MAT 304
Graph Theory
Concepts of graph theory including standard
graphs, classic questions, and topics such as
degree sequences, isomorphism, connectivity,
traversability, matching, planarity, coloring, and
graph metrics. (Prereq,: MAT 271, ENL 111,
and a speaking course. Also recommended MAT
246.)
MAT 201
Communicating Mathematics
MAT 314
Abstract Algebra
An introduction to mathematical speaking, typesetting, presentation technology, reading, and
bibliographic resources. This half-credit course
does not count as an elective in the mathematics major or minor. Completion of this course
plus one of MAT 304, MAT 314, MAT 324, MAT
355, MAT 369, MAT 374, or MAT 377 taken
at Augsburg satisfies the major’s speaking skill
requirement. Students with majors other than
mathematics should consult their major department before taking this course. (Prereq.: MAT
146)
Concepts of algebra including the abstract structures of groups, rings, integral domains, and
fields. (Prereq.: MAT 246, MAT 271, ENL 111,
and a speaking course)
MAT 245
Calculus III
MAT 327
Special Functions of Mathematical Physics
Concepts of multivariable calculus including
functions of several variables, partial derivatives,
vectors and the gradient, multiple integrals, and
parametric representations. (Prereq.: MAT 146)
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation,
numerical differentiation and integration,
numerical solution of differential equations,
error propagation, practical implementation
of numerical methods on modern computers,
and applications. Includes an applied project.
(Prereq.: MAT 146, CSC 160, ENL 111, and a
speaking course)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of
linear equations, matrices, linear transformations, abstract vector spaces, determinants, and
eigenvalues. (Prereq.: MAT 245 or MAT 271)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean
and non-Euclidean geometries and geometric
transformations with an emphasis on geometric
reasoning, conjecturing, and proof. (Prereq.:
MAT 145)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including
number theory, combinatorics, graph theory,
recursion theory, set theory, and formal logic,
with an emphasis on algorithmic thinking,
I Augsburg College 2010-2012
MAT 324
Analysis
Concepts of real analysis including limits,
boundedness, continuity, functions, derivatives,
and series in a theoretical setting. (Prereq.: MAT
146, MAT 271, ENL 111 or 112 or HON 111,
and a speaking course. Also recommended:
additional MAT course numbered 200 or higher)
MAT 363
Dynamical Systems
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such
as applications of dynamical systems and/or
complex dynamics including the Mandelbrot set
and Julia sets. (Prereq.: MAT 146 and MAT 246,
MAT 269, or MAT 271)
Mathematics
MAT 369
Modeling and Differential Equations in the Biological
and Natural Sciences
Concepts of differential equations including
quantitative and qualitative methods of linear
and non-linear systems; the application, modeling, and analysis of differential equations to
model biological phenomena. (Prereq.: MAT
245, ENL 111, and a speaking course)
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random variables,
probability distributions, expectation, the
Central Limit Theorem, sampling distributions,
methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.MAT 374 includes an applied
project. (Prereq.: MAT 245 for MAT 373. Also
recommended MAT 271. MAT 373, ENL 111,
and a speaking course for MAT 374)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems from industrial
settings including the simplex method, sensitivity analysis, duality theory, alternate optima,
and unboundedness with an emphasis on both
the mathematical theory and the application to
current business practice. Includes an applied
project. (Prereq.: MAT 246, ENL 111, and a
speaking course)
is required. (Prerequisite for upper division: at
least one upper division MAT course, junior or
senior standing) See also description on page 64.
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside
of the offered curriculum with the guidance of a
faculty member. Presentation at a departmental
colloquium is required. (Prereq.: at least one
upper division MAT course, junior or senior
standing, and consent of instructor.) See also
description on page 65.
MAT 395/495 Topics/Advanced Topics in Mathematics
Study of an advanced topic such as actuarial
mathematics, combinatrics, complex analysis,
mathematical biology, topology, or foundations
of mathematics. (Prereq.: at least two MAT
courses numbered above 200 and consent of
instructor. For 495, an additional upper division
MAT course depending on the particular topic
may also be required)
MAT 491
Mathematics Colloquium
Information about contemporary applications,
career opportunities, and other interesting ideas
in mathematics. Presented by outside visitors,
faculty members, or students. Carries no course
credit.
Internship and Independent Study Courses
MAT 199/399 Internship
Work-based learning experience that links
the ideas and methods of mathematics to the
opportunities found in the internship. For upper
division credit, significant mathematical content
and presentation at a departmental colloquium
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Medieval Studies
Medieval Studies
The objective of Medieval Studies is to introduce students
to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature—and to the disciplinary and
interdisciplinary skills necessary for its serious study.
The major in Medieval Studies fulfills the original
(medieval) ideal of a liberal arts education. Since the study of
the liberal arts was developed in the Middle Ages, students
majoring in Medieval Studies find a model context for the
pursuit of a liberal arts degree in the modern world.
As was the case in medieval universities, Augsburg’s
major in Medieval Studies prepares students for life beyond
college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major
in Medieval Studies offers a solid foundation for graduate
or professional study, as well as employment opportunities
that require abilities in communication, critical and abstract
thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program Director), Kristin M.
Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas
E. Green (English), John Harkness (English), Martha B.
Johnson (Theatre Arts), Merilee I. Klemp (Music), Philip A.
Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy),
Mark D. Tranvik (Religion)
Degree and Major Requirements
Two (2) electives from the following courses:
HIS 374
Medieval Crusades
HIS 440
Monks and Heretics
POL 380
Western Political Thought
Any literature, religion/philosophy, or history of arts courses
not already taken may be taken as electives.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S),
and Writing (W) are embedded throughout the offered
courses and are met by completing the major. HIS 369 meets
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Minor
Five courses including HUM 120. The remaining four
courses must be in different disciplines, as grouped above
(history, literature, religion/philosophy, and history of arts).
Other Requirements
Language Requirement
Students must take one year of college-level Latin or other
medieval language approved by their adviser, which will fulfill the Modern Languages Graduation Skills requirement.
Quantitative Reasoning (QR) Skills
Fulfilled by HIS 369.
Major
Augsburg Experience
Nine courses, including:
As with all majors, an Augsburg Experience is required
for graduation. For the Medieval Studies major this might
include study abroad, or internships at the University
of Minnesota’s Rare Books Collection, the Hill Monastic
Manuscript Library, or the Minnesota Renaissance Festival.
Prior approval of adviser is required for all Augsburg
Experiences related to Medieval Studies.
Four (4) core requirements:
HUM 120
HIS 369
HIS 370
HUM 499
Medieval Connections
Early and Middle Ages
Late Middle Ages
Keystone, Medieval Studies Project
One (1) of the following literature courses:
ENL 330
ENL 332
ENL 360
ENL 361
Shakespeare
Renaissance and Reformation
The Medieval World
The Classical Tradition
One (1) of the following religion or philosophy courses:
HIS 378
PHI 242
REL 361
REL 362
Medieval Church
Medieval and Renaissance Philosophy
Church in the First Four Centuries
Theology of the Reformers
One (1) of the following history of arts courses:
ART 386
ART 387
MUS 231
THR 361
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Medieval Art
Renaissance and Baroque Art
History and Literature of Music I
Theatre History and Criticism I
I Augsburg College 2010-2012
Courses
HUM 120
Medieval Life in 12th-Century Europe (Medieval
Connections)
This is the introductory course for Medieval
Studies. It uses an interdisciplinary approach to
study European culture during a period known
as the High Middle Ages, roughly AD 1100 to
1300. It attempts to examine medieval culture as
a complex system of thought and feeling, which
includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes
an experiential approach to this material, for
example, by having students and faculty attend
Medieval Studies
class in academic regalia, just as they did in
medieval universities. (Humanities LAF, Spring)
For other course descriptions, refer to the specific departments elsewhere in the catalog.
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Metro-Urban Studies
Metro-Urban Studies—INS
Metro-Urban Studies is the study of cities as social, political,
economic and cultural entities. Metro-Urban Studies brings
many different perspectives to the study of urban life. It is an
interdisciplinary major where students use the tools of sociology, political science, history, environmental studies and art
and architecture to understand metropolitan areas in terms of
complex relationships that contribute to both opportunities
and potential problems. The major is designed to blend ideas
learned in the class room with real world experiences from
field study. For example, all students participate in internships that reflect their career interests as part of the keystone
experience.
Metro-Urban Studies helps prepare students for careers
and graduate work in urban planning, architecture, public
administration, environmental studies, government, community organizing and social welfare.
Internships, community service-learning, and cooperative education are available as ways to enhance the quality of
the major and make fuller use of the extensive metropolitan
opportunities afforded by the College’s location. The Higher
Education Consortium for Urban Affairs (HECUA) and
Associated Colleges of the Twin Cities (ACTC) enrich the
overall program with additional courses and semester-long
programs.
Metro-Urban Studies Faculty
Nancy Fischer (Director, SOC), Andrew Aoki (POL), Jeanne
Boeh, Keith Gilsdorf, Stella Hofrenning (ECO), Michael
Lansing (HIS), Lars Christiansen, Garry Hesser (SOC),
Kristin Anderson (ART)
Degree and Major Requirements
Major
SOC 381, taken in conjunction with INS 399, fulfills the
Keystone requirement.
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic
Information Systems (GIS) at Macalester College (Geography
225, 364 and 365) or at the University of St. Thomas
(Geography 221, 321 and 322). HECUA off-campus programs are highly recommended, especially the Metro-Urban
Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113
Principles of Microeconomics instead of ECO 110.
Graduation skills in Critical Thinking (CT), Speaking
(S), Quantitative Reasoning (QR), and Writing (W) are
embedded throughout the offered courses and are met by
completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Minor
POL 122, SOC 111, HIS 316/249/349, SOC 381 and one of
the following: ECO 110, HIS 335, or INS 399.
The INS 399 Internship is highly recommended where
appropriate. Other combinations are feasible if approved by
the director of the program.
Metro-Urban Studies Courses
Internships and Independent Study Courses
INS 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
INS 299
Directed Study
See description on page 65. (Prereq.: POL 122 or
SOC 211)
Ten courses including:
ECO 113
POL 122
SOC 111
Principles of Microeconomics
Metropolitan Complex
Community and the Modern
Metropolis
U.S. Urban Environmental History
The Designed Environment
HIS 316
or ART 249/349
HIS 249/349
SOC 362
Statistical Analysis
or POL 483
Political/Statistics/Methodology
SOC 363
Research Methods
or POL 484
Political Analysis Seminar
SOC 381
The City and Metro-Urban Planning
INS 399
Internship
Plus two additional approved urban-related courses. Please
discuss the selection of these two courses with your faculty
adviser.
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I Augsburg College 2010-2012
INS 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit).
Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study—Metropolitan Resources
An independently-designed course developed
by a student (or group of students), utilizing the
metropolitan resources available, e.g., lectures,
symposia, performances, hearings. The course is
designed in consultation with and evaluated by
a department faculty member. (Prereq.: POL 122
or SOC 211 and consent of instructor)
Metro-Urban Studies
INS 499
Independent Study/Research
INS 330
Field Seminar: Arts Praxis
See description on page 65. (Prereq.: POL 484 or
SOC 363)
Exploration of the work of artists, activists, and
community organizers in order to better understand the intrinsic value of art in social, cultural,
economic, and political contexts. Visits to performances, installations, museums, studios, etc.
Examination of the differences between community-based art, public art, and more formal forms.
INS 331
Creating Social Change: Art and Culture in Political,
Social and Historical Context
Study of the social and cultural history of art, the
role of art and the artist in everyday life, and the
relationship between intellectual discourse and
the politics of cultural work. Readings, films, and
discussions integrate theory and artistic expression with issues of social change and activism.
Urban Studies Options Through HECUA
Augsburg co-founded and plays a leading role in the
Higher Education Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in
Scandinavia, Latin America, Northern Ireland, and the Twin
Cities. The following programs can be counted towards the
Metro-Urban Studies major and minor. Ask the director of
Metro-Urban Studies for more detail.
Also see International Studies listings.
I. Metro-Urban Studies Term (MUST)—Fall or Spring
This Semester in the Cities program focuses upon the Twin
Cities metro area.
INS 358
Theories of Poverty, Inequality and Social Change
(Reading Seminar)
Theoretical foundations necessary for understanding the roots, dynamics, and reproduction
of urban economic, political, and social inequality, and theoretical tools for evaluating alternative policies and strategies for addressing various
forms of poverty and inequality. Integrated with
field and internship work, the seminar examines
interrelated social systems relevant to the study
of poverty and inequality: the economy and
labor markets, geographic systems, education,
and housing and welfare systems.
INS 359
Social Policy and Anti-Poverty Strategies in Theory
and Practice (Field Seminar)
This seminar illuminates, grounds, and tests theoretical perspectives and insights gained in INS
358. Students will observe and evaluate a variety
of policy alternatives and strategies for social
change used to address poverty and inequality
by conversing with policy makers, community
activists, and public and private organizations
and by participating in a number of structured
field exercises and legislative lobbying.
INS 399
Internship
See description on page 64.
(2 course credits)
II. City Arts—Spring
An interdisciplinary study of the role of art and the artist in
working for social justice, and an exploration of the relationship between art, culture, and identity. Students meet Twin
Cities artists, activists, private and public arts funders, and
politicians, and engage in a thorough examination of the role
of art in advocating for social change.
INS 399
Internship
See description on page 64.
(2 course credits)
III. Environmental Sustainability: Science, Politics, and
Public Policy—Fall
Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over environmental change,
and public policy and community-based strategies to achieve
sustainability. Uses social, economic, and environmental sustainability to address themes like the links between rural and
urban concerns and the way local decisions relate to regional
and global trends. Students gain first-hand experience learning from community organizers, government planners and
business leaders who are rising to the challenges of creating a
more sustainable world.
INS 346 Adaptive Ecosystem Management
INS 345 Social Dimensions of Environmental Change
INS 399 Field/Research Methods and Investigation
INS 399 Internship and Integration Seminar
IV. Writing for Social Change
Seminars and field study addressing the social, cultural, and
ideological contexts of creative writing and literary production, and the ways this work links to community building.
The goal is the growth of students as writers, as readers, and
as actors in our democracy by examining the role of literature
and literary production in creating social transformation.
INS 354 Reading for Social Change: Writing in Context
Interdisciplinary, reflective critique of a wide
variety of assigned texts (fiction, poetry, creative
nonfiction). Exploration of the ways in which
creative writers and literature impact communities and address pressing social issues. Examines
literature as a tool for social critique, a means of
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Metro-Urban Studies
calling for social change and justice, and a tool
for transformation.
INS 355 Writing for Social Change: Creative Writing Workshop
The writing and revision of creative work (fiction, poetry, creative nonfiction): in-class writing
exercises, weekly writing assignments, and
drafts of mock grant applications. Opportunities
for hands-on learning and interaction with
Twin Cities literary arts communities, including
readings and performances, meeting with local
authors, and exploring independent bookstores
and literary arts organizations.
INS 399 Internship and Integration Seminar (2 course credits)
IV. See HECUA under International Studies
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Music
Music—MUS
Bachelor of Science
The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three music degree programs and five majors. It
also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that
meet Augsburg’s Liberal Arts Foundation requirements.
Augsburg’s location in the heart of a major artistic center
makes it an ideal place to study music, and the music faculty
seek and encourage opportunities that connect the campus
and the greater arts communities. These opportunities allow
students to explore the links between theory and applied
knowledge and may take many forms, including internships; community performances; music therapy practica;
community-based learning projects; required off-campus
performance and concert attendance assignments; or travel
and study within and outside the United States.
The music department is an institutional member of the
National Association of Schools of Music (NASM) and the
American Music Therapy Association (AMTA).
Music Therapy Equivalency Certificate
Full-time Faculty
MUS 101
Materials of Music I
MUS 111
Aural Skills I
MUS 102
Materials of Music II
MUS 112
Aural Skills II
MUS 201
Materials of Music III
MUS 211
Aural Skills III
MUS 202
Form and Analysis
MUS 212
Aural Skills IV
MUS 231
History and Literature of Music I
MUS 232
History and Literature of Music II
MUS 331
Music of the Baroque Era (0.5 credit)
or MUS 332 Music of the Classical Period (0.5 credit)
or MUS 333 Music of the Romantic Period (0.5 credit)
or MUS 334 Music of the 20th Century (0.5 credit)
MUP 1xx-4xx Performance Studies
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145:
Chamber Music
One to four semester(s) on the major instrument in accordance with degree requirement (0.0 credit)
MUS 358
Junior Recital and/or
MUS 458 or MUS 459 Senior Recital
MUE 111 or 112 or 114 or 121: Large Augsburg Ensemble
Robert Stacke (Chair), Jill Dawe, Douglas Diamond, Stephen
Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar,
Merilee Klemp, Michael Buck
Part-time Faculty
Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger,
Garrick Comeaux, Marv Dahlgren, Bridget Doak, Susan
Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley
Greenwald, Nancy Grundahl, Megan Holroyd, Mary
Horozaniecki, Joan Hutton, Jim Jacobson, Kathy Kienzle,
Rena Kraut, Erick Lichte, Steve Lund, K. Christian McGuire,
Laurie Merz, Peter Meyer, Vladan Milenkovic, Rick Penning,
O. Nicholas Raths, Shannon Sadler, Andrea Stern, Sonja
Thompson, William Webb, Matthew Wilson, Yolanda
Williams
Fine Arts Coordinator
Cathy Knutson
Fine Arts Facilities Manager
Karen Mulhausen
Music therapy major
Offers students with an undergraduate degree the preparation
necessary to meet the AMTA requirements for becoming a
Board Certified Music Therapist.
Music Minor
Music
Music Business
**All music majors and music minors** must choose and
apply to a degree program by the end of their fourth semester of study. Degree and GPA requirements and applications
are in the Music Department Student Handbook. Transfer
students should meet with a music degree adviser as soon as
possible after enrolling at Augsburg.
Degree and Major Requirements
Music Core
Four to eight semesters in accordance with degree requirement
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music performance major
Music education major
Piano Proficiency Test (see Music Department Handbook)
Music Repertoire Tests (see Music Department Handbook)
Graduation Skills for Bachelor of Arts in Music, Bachelor
of Music Education, Bachelor of Music Performance:
Graduation skills in Critical Thinking (CT) and Writing (W)
are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S)
and Quantitative Reasoning (QR) are met by completing the
following courses:
Augsburg College 2010-2012
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Music
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or
MAT 146
Graduation Skills for Bachelor of Science in Music
Therapy: Graduation skills in Critical Thinking (CT) and
Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skills
in Speaking (S) and Quantitative Reasoning (QR) are met by
completing the following courses:
S: MUS 363
QR fulfilled with QF: PSY 215 or SOC 362 (choose one)
and QA: MUS 372
Graduation Skills for Bachelor of Arts in Music with
Music Business Concentration: Graduation skills in Critical
Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing
the major. The graduation skill in Quantitative Reasoning
(QR) is met by completing the following courses:
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or
MAT 146
Transfer Students and Graduation Skills: Transfer students must consult an adviser about potential adjustments to
their course requirements to fulfill each of these skills.
music industry and to pursue career opportunity where the
arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and
internships. These experiences prepare students for careers in
fields such as arts management, promotion, the record industry, and general music business. The program affords both the
performing artist and the business student the opportunity
to pursue music business studies. The music business major
has two tracks: the Bachelor of Arts in Music with Music
Business Concentration (designed with a music emphasis)
and the Bachelor of Arts in Business Administration with
Specialization in Music Business (designed with business
emphasis).
Augsburg College full-time students may elect to take
one course each semester at McNally Smith College of Music
providing that they meet all McNally Smith College of Music
requirements. A list of approved electives from MSCM for
the music business major is available in the Augsburg music
office. In no instance may a McNally Smith course be used as
a substitute for any Augsburg course specifically listed within
a degree program. This program is open to sophomores
through seniors. There is no additional fee for this program.
Faculty Adviser: Ned Kantar
Bachelor of Arts
B.A. in Music with Music Business Concentration
Music Major
Offers the broadest education in liberal arts and prepares
the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue
non-performance graduate study or desire to enter one of the
many music related business fields most often choose this
course of study.
Faculty Adviser: Douglas Diamond
Requirements
Music core and:
MUS 341
Basic Conducting
MUS 458
Senior Recital
Minimum of two music course electives
MUP 1xx-4xx Performance Studies (.25 credit) Eight
semesters of half hour lessons in the major
instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major
instrument/voice
MUE 113 or 122 or 131 or 142or 143 or 144 or 145 (0.0
credit)
Two semesters of chamber music/small ensemble courses on
the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Music Business Major
The music business major prepares students to enter today’s
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Requirements:
Music core and:
ECO 113
MIS 260
ACC 221
BUS 242
or BUS 254
or BUS 200
MUS 105
MUS/BUS 245
MUS/BUS 399
MUS/BUS
Principles of Microeconomics
Problem Solving
Introduction to Financial Accounting
Principles of Management
Entrepreneurship
Exploring Business as Vocation
Music Business
Arts Management
Internship
Elective (Augsburg or MSCM course, 1.0
Augsburg credit)
MUS 458
Senior Recital
MUP 1xx-4xx Performance Studies (.25 credit) Eight
semesters of half hour lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 121
Eight semesters in a major Augsburg ensemble on the major
instrument/voice
MUE 113 or 122 or 131 or 142 or 143 or 144 or 145 (0.0
credit)
Two semesters of chamber music/small ensemble courses on
the major instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
B.A. in Business Administration with Specialization in Music
Business
Music
Requirements:
ECO 112
ECO 113
MIS 260
ACC 221
ACC 222
BUS 242
or BUS 254
or BUS 200
MKT 252
FIN 331
MUS/BUS 105
MUS/BUS 245
MUS/BUS 399
MUS/BUS
Principles of Macroeconomics
Principles of Microeconomics
Problem Solving for Business
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Entrepreneurship
Exploring Business as Vocation
Principles of Marketing
Financial Management
Music Business
Arts Management
Internship
Elective (Augsburg or MSCM course, 1.0
Augsburg credit)
3 MUS credits — OR — 2 MUS credits and 1 MUE/MUP
credit, selected from:
MUS 101
Materials of Music I
MUS 111
Aural Skills I
MUS 102
Materials of Music II
MUS 112
Aural Skills II
MUS 130
Intro to Music and the Fine Arts
MUS 220
Worlds of Music
MUS 241
History of Jazz
(Other MUS courses as approved by adviser)
Note: All business majors are encouraged to take KEY 490
Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Music Minor
Requirements: 6 credits
MUS 101, 102 Materials of Music I, II
MUS 111, 112 Aural Skills I, II
MUS 341
Basic Conducting
One of the following two:
MUS 231
MUS 232
History and Literature of Music I
History and Literature of Music II
career in the music industry. With the music business minor,
students are given the opportunity to enroll in coursework
and participate in on-site field experiences that address
specific professional skills necessary to enter today’s music
industry. The minor is a collaborative program between the
music and business departments.
Requirements: 8 credits
MUS 105
ECO 113
MIS 260
ACC 221
MUS/BUS 399
One of the following:
MUS/BUS 245 Arts Management and Concert Promotion
BUS 301
Business Law
BUS 254
Entrepreneurship
All of the above courses plus two additional music course
credits beyond MUS 105 and MUS 245 (maximum of 1 credit
in MUE and/or MUP courses)
Bachelor of Music
Music Education Major
Offers students the preparation necessary to become teachers of music in public schools. This preparation includes
coursework that allows the student to become certified to
teach at the elementary through the secondary level. Students
select either vocal/general or instrumental/general emphasis.
In addition to applying to the Music Department, Bachelor
of Music education major candidates must also apply to the
Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete
the requirements for the Bachelor of Music education major.
All music requirements must be completed prior to student
teaching. A cumulative GPA of 2.50 in all music courses is
necessary for the music education licensure program.
One additional course (.5 or above) in music history or
conducting. Other courses may be approved by departmental
petition.
Faculty Advisers:
MUE 111 or 112 or 114 or121 &
Requirements
MUP 1xx-2xx Performance Studies (.25 credit) Four semesters in a large Augsburg ensemble and four (.25 credit) semesters of performance studies in the major instrument/voice
Music core and:
Pass one music repertoire test
Candidates must submit an application for admission prior to
spring juries of the sophomore year
Music Business Minor
The music business minor is a course of study designed both
for the music major desiring additional preparation in business and for the non-music major interested in pursuing a
The Music Business
Principles of Microeconomics
Problem Solving for Business
Introduction to Financial Accounting
Internship (approved for the Music Business
Minor)
Robert Stacke—Instrumental
Peter Hendrickson—Vocal
MUS 311
MUS 341
MUS 358
MUS 459
HPE 115
EDC 200
EDC 210
EDC 211
EDC 220
EDC 310
Composition I
Basic Conducting (.5)
Half Junior Recital
Full Senior Recital
Health and Chemical Dependency Education
Orientation to Education
Diversity in the Schools
Minnesota American Indians
Educational Technology
Learning and Development
Augsburg College 2010-2012
I 183
Music
ESE 300
Reading/Writing in Content Area
ESE 325
Creative Learning Environments
ESE 370
Music K-12 Methods
EDC 410
Special Needs Learner
EDC 480
School and Society
EED 481c, 483c, ESE 485, 487 Student Teaching
MUS 359
Music Methods: Choral/Vocal (.5)
MUS 356
Music Methods: Brass/Percussion (.5)
MUS 357
Music Methods: Woodwinds (.5)
MUS 355
Music Methods: Strings (.5)
One of the following two areas of emphasis:
Vocal emphasis:
MUS 251-254 Diction (.25 credit each=1.0)
MUS 342
Choral Conducting (.5 credit)
MUS/THR 235 Music Theatre (.5 credit)
Instrumental emphasis:
MUS 344
Instrumental Conducting (.5 credit)
Music elective or approved course (1.0 credit)
MUP 1xx
Performance Studies (.25credit)
Two semesters of half hour lessons in the major instrument/
voice (first year)
MUP 2xx-4xx
Performance Studies (.5 credit)
Six semesters of hour lessons in the major instrument/voice
(second, third, fourth year)
A Music Education major whose major instrument is piano,
organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
MUE 111 or 112 or 114 or 121 (.25 credit)
Eight semesters in a large Augsburg ensemble on the major
instrument/voice (winds and percussion, Band; strings,
Orchestra; voice, Choir). You must participate in the ensemble
for which you want to teach. (total= 2.0 credits)
MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0
credit)
Two semesters in a chamber music course on the major
instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Faculty Adviser
Jill Dawe
Requirements
Music Core and:
MUS 341
MUP 1xx
Basic Conducting (0.5 credit)
Performance Studies
Two semesters of half hour lessons (0.25 credit) in major
instrument
MUP 2xx-4xx Performance Studies
Six semesters of one hour lessons (0.5 credit) in major instrument
MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0
credit)
At least four semesters Chamber Music playing on major
instrument (see Handbook)
MUS 358
Junior Recital (.0 credit)
MUS 459
Senior Recital (.0 credit)
(see Handbook)
MUE 111 or 114 or 121or 141
Large Augsburg Ensembles: eight semesters OR for guitarists,
harpists and pianists: four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with adviser.
Additional coursework as follows:
Voice Majors:
MUS 251-254
MUS 435
MUS359
MUS Elective
Diction (0.25 credit each)
Voice Repertoire (0.5 credit)
Music Methods: Voice/Choral
(0.5 credit)
Voice students are also strongly encouraged to take MUS/THR
235 Skills of Music Theater and/or MUE 294 or 494 Opera
Workshop.
Keyboard Majors:
MUS 436
MUS 456
MUS Elective
Piano Repertoire
Piano Pedagogy
(0.5 credit)
Instrumentalists:
Bachelor of Music
MusicMethods: Brass/Percussion (0.5
credit);
or MUS 357 Music Methods: Woodwinds (0.5 credit); or
MUS 355
Music Methods: Strings (0.5 credit)
MUS
Elective (1.0 credit)
Music Performance Major
Bachelor of Science
Achieve a cumulative GPA of 2.50 in all music courses and in
the major instrument/voice
A focused classical training program designed to develop the
skills and challenge the performing ability of the individual
musician, this degree best prepares students who are interested in private and studio teaching, professional performance
opportunities, auditions, and graduate school. Acceptance
184
to the program is by application and audition (see the Music
Department Student Handbook).
I Augsburg College 2010-2012
MUS356
Music Therapy Major
Fulfills the academic and clinical requirements for eligibility
to take the Music Therapy Board Certification Examination.
The B.S. in music therapy is a four-and-one-half-year degree
Music
program, which includes a six month full-time internship in
a clinical facility approved by the American Music Therapy
Association (AMTA). This course of study is chosen by students who wish to become professional music therapists.
Faculty Adviser:
Roberta Kagin
Requirements
Music core and:
MUS 271
MUS 274, 275
MUS 363
MUS 372, 373
MUS 374, 375
MUS 480
MUS 474, 475
MUS 481
MUS 458
EDC 410
PSY 105
PSY 262
BIO 103
MUS 340
MUS 345
Introduction to Music Therapy
Music Therapy Practicums
Expressive and Creative Arts in Healing
Psychological Foundation of Music I, II
Music Therapy Practicums
Music Therapy Senior Seminar
Music Therapy Practicums
Music Therapy Clinical Internship
Half Senior Recital
The Learner with Special Needs
Principles of Psychology
Abnormal Psychology
Human Anatomy and Physiology
Music Therapy Techniques and Materials I
Music Therapy Techniques and Materials II
One of the following two:
SOC 362
PSY 215
Statistical Analysis
Research Methods: Design Procedure, and
Analysis I
MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice
MUE 111 or 112 or 114 or121
Eight semesters in a large Augsburg ensemble on the major
instrument/voice and residency at Augsburg
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145
(0.0 credit)
Two semesters of chamber music/small ensemble courses on
the major instrument/voice
Pass piano and guitar proficiency tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all music therapy courses
Music Therapy Equivalency/Certification Program
The music therapy equivalency program is available to
students who already have a bachelor’s degree and wish to
meet the requirements set by the American Music Therapy
Association to become professional music therapists. This
equivalency program prepares students for eligibility to
take the Music Therapy Board Certification Examination.
Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music
therapy. There is a minimum two-year residency requirement,
which includes participation in a major ensemble for four
terms and successful completion of a two-year music theory
equivalency test.
For acceptance to the degree program, equivalency/certification students must:
• submit an application for admission during the first
semester of residency at Augsburg
• submit a copy of a current academic transcript and transferred credits with the application
• submit the studio instructor recommendation form for the
major instrument or voice with the application (found in
Music Department Student Handbook)
• complete the piano and guitar proficiency requirements
during the first semester of residence
Acceptance to the degree program will be based on the successful completion of the above, as well as on the student’s
performance at his or her first jury.
Departmental Honors
Students may apply for departmental honors by submitting
an honors project proposal to the music faculty during the
first semester of the senior year.
Students submitting a proposal should include a transcript showing a cumulative GPA of 3.00 or higher in music
courses, and a brief resume outlining their experience, performances, work, research, leadership roles, and study.
The honors proposal should clearly outline a project that
goes well beyond required coursework, and could include
but is not limited to one of the following: defending a senior
thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research
paper, or some combination of any of the above.
Student Recitals
Students planning a recital should carefully read the Music
Student Handbook and consult regularly with their applied
instructor. Registration in performance studies in the major
instrument/voice is required during the semester in which
a degree recital is given. At least two full-time music faculty
members and the student’s private instructor will evaluate
junior and senior recitals. Recitals are graded on a pass/fail
basis.
Recitals required for the fulfillment of the B.M., B.A., or
B.S. degree requirements or Honors program will be sponsored by the music department. Other non-degree student
recitals may be considered for departmental sponsorship. All
music degree recitals must meet the academic guidelines set
forth in this catalog.
• B.M. degree junior recitals (MUS 358) will be one-half
hour in duration for music education majors, and one
hour in duration for music performance majors.
• B.M. degree senior recitals (MUS 459) will be one hour in
duration for music education majors and music performance majors.
• B.A. and B.S. degree senior recitals (MUS 458) will be onehalf hour in duration.
Augsburg College 2010-2012
I 185
Music
Examinations
Piano Proficiency: All music majors enrolled in a music degree
program must complete the piano proficiency requirement
by the end of the sophomore year. Consult the Music Student
Handbook for piano major and non-piano major requirements and test dates.
with MUS 211. (Prereq.: Passing MUS 101 and
102 with a minimal grade of 2.0)
MUS 202
Form and Analysis
Musical structures of common practice period
and introduction to 20th-century practice. To
be taken concurrently with MUS 212. (Prereq.:
Passing MUS 201 and 211 with a minimal grade
of 2.0 and pass CT assessment or GST 100.)
Music Repertoire Tests: Music majors are required to pass three
music repertoire tests, transfer students must pass two, and
music minors must pass one. Consult the Music Student
Handbook for contents of music repertoire tests and test
dates.
Music Courses
Many music courses are offered alternate years. Consult the
registrar’s website <www.augsburg.edu/enroll/registrar> or
the Music Department for course offerings in each term.
MUS 211
Aural Skills III (.5 course)
Melodic, harmonic dictation, and sight singing
to parallel progress in MUS 201. To be taken
concurrently with MUS 201. (Prereq.: MUS 112)
MUS 212
Aural Skills IV
Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211 and
pass CT assessment or GST 100.)
Theory and Musicianship
186
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken
concurrently with MUS 111. (Prereq.: Theory
Placement Test)
MUS 102
Materials of Music II
Diatonic harmony, secondary dominants, and
simple modulations. To be taken concurrently
with MUS 112. (Prereq.: Passing MUS 101 with
a minimal grade of 2.0)
(.5 course)
MUS 111
Aural Skills I (.5 course)
Rhythmic and melodic dictation, interval and
triad recognition, sight singing, and harmonic
dictation to parallel progress in MUS 101. To be
taken concurrently with MUS 101.
MUS 112
Aural Skills II (.5 course)
Development of listening and reading skills to
parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 160
Fundamentals of Music
Introduction to the basic elements of Western
musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures and
chords). Students will develop basic aural and
keyboard skills, identify typical compositional
forms in popular and classical music. Students
write their own composition for the final project.
MUS 201
Materials of Music III
Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently
I Augsburg College 2010-2012
(.5 course)
(.5 course)
(.5 course)
MUS 311
Composition I
Ranges and characteristics of voices and orchestral instruments, standard notation and score
layout; related 20th-century literature. (Prereq.:
Passing MUS 202 and 212 with a minimal grade
of 2.0 and pass CT assessment or GST 100.)
(.5 course)
MUS 312
Composition II
Contemporary approaches to melody, harmony,
tonality, rhythm, and form. Atonality, serialism,
indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS
202 and 212 with a minimal grade of 2.0)
(.5 course)
History and Literature
MUS 130
Introduction to Music and the Fine Arts
Relationship between music of each period and
the other fine arts. Live performance will be a
feature of this course. The ability to read music
is not required.
MUS 220
Worlds of Music
A survey of non-Western music, this course
explores diverse musical styles and instruments
from many cultures.
MUS 231
History and Literature of Music I
An intensive survey of the evolution of music
from antiquity to 1750, studying music in its
historical and cultural contexts as well as basic
knowledge of repertory. (Prereq.: MUS 101, 102,
201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the
present. (Prereq.: MUS 101, 102, 201)
MUS 241
History of Jazz
MUS 272
Human Identity through the Creative Arts
This course is a study of the musical elements,
cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined
including early New Orleans Dixieland, swing,
cool, jazz/rock/fusion, ragtime, bop, and progressive jazz.
A study of the aesthetic expression and experience as they relate to human identity, with an
emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies
of art, music, drama, and movement.
MUS 331
Music of the Baroque Era
MUS 274, 275 Music Therapy Practicums
(Prereq.: MUS 231, 232 and ENL 111 or 112 or
HON 111)
(.5 course)
MUS 332
Music of the Classical Period
(Prereq.: MUS 231, 232 and ENL 111 or 112 or
HON 111)
(.5 course)
MUS 333
Music of the Romantic Period
(Prereq.: MUS 231, 232 and ENL 111 or 112 or
HON 111)
(.5 course)
MUS 334
Music of the 20th Century (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or
HON 111)
Each course in the MUS 331-334 sequence offers a detailed
investigation of Western European classical music from a
specific era: Baroque, Classical, Romantic, or 20th Century.
Significant repertoire is studied within cultural and historical
contexts; listening is emphasized; and each course fulfills the
LAF required skill in writing.
MUS 432
Church Music and Worship
Development and influence of church music as
evidenced in contemporary worship practices.
Designed for the general as well as the music
and theology student.
MUS 435
Voice Repertoire
A survey of standard art song repertoire
from Eastern and Western Europe, Russia,
Scandinavia, and the Americas. Includes listening, writing, and performance. Required for
vocal performance majors. (Prereq.: MUS 251,
252, 253, 254, or permission from instructor)
MUS 340
Music Therapy Techniques and Materials I
This course will introduce students to primary
instruments used in MT sessions, i.e. guitar, keyboards and drums/percussion. Classes will focus
on skill development in accordance with AMTA
standards. The course will emphasize functional
playing skills as well as song composition and
group leading. The class is open for freshmen,
sophomores and transfer students.
MUS 345
Music Therapy Techniques and Materials II
This experiential course includes an introduction to musical improvisation, making use of the
skills acquired in Techniques and Materials Pt.
I. These include the use of modes, various song
forms, harmonic relationships and rhythm based
exercises. The course will explore the student’s
own personal relationship to music while introducing them to clinical improvisation methods.
MUS 363
Expressive and Creative Arts in Healing
An experiential approach to healing through
music, art, drama, dance, and movement.
Consultants will describe and demonstrate specific specialties in expressive and creative arts, as
used in therapy.
(.5 course)
MUS 436
Piano Repertoire
A study of piano literature from the 17th century to the present. (Prereq.: MUS 231, 232)
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and
response, with an emphasis on acoustics and
sociopsychological aspects of music. An understanding of the research process and development of an experimental research project.
(.5 course)
Music Therapy
MUS 271
Introduction to Music Therapy (.5 course)
Study of non-symphonic instruments, OrffShulwerk, applications of recreational music
activities to clinical settings, and acquisition
of skills in improvisation. Includes on-campus
practicum with children.
(.0 course)
Volunteer work in a clinical setting acquiring
clinical skills in leadership, observation, and
functional music skills including improvisation.
Two hours per week. No course credit.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual
research projects, emphasis on a multidisciplinary approach to music therapy. Theories of
learning music, musical talent, and performance.
(Prereq.: ENL 111 or 112 or HON 111)
MUS 374, 375 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring
Augsburg College 2010-2012
I 187
clinical skills in leadership, observation, and
functional music skills including improvisation.
Two hours per week. No course credit.
MUS 474, 475 Music Therapy Practicums (.25 course each)
Volunteer work under the supervision of a
Board Certified Music Therapist, requiring more
advanced clinical and musical skills, including
improvisation. Two hours per week. (Prereq.:
Three of MUS 274, 275, 374, 375, and pass
piano, guitar, and vocal proficiency test)
MUS 481
Music Therapy Clinical Internship (.0 course)
Full-time placement in an AMTA-approved
internship site for six months (minimuym 1,020
hours toward the AMTA required total of 1,200
hours). Application for internship must be made
nine months in advance. Sites in Minnesota are
limited. (Prereq.: Completion of all other graduation requirements, including all proficiency
exams and music repertoire tests)
MUS 359
(.5 course)
MUS 456
Piano Pedagogy
Explores methods, materials, and techniques for
teaching piano. This course has a community
service-learning requirement that fulfills the
LAF Augsburg Experience requirement.
(.5 course)
Applied Skills and Group Lessons
MUS 152
Class Voice
Fundamentals of tone production and singing.
MUS 155A/B Class Piano
(.25 course)
(.25 course)
This class teaches basic piano skills including
scales, chord progressions, harmonization, sightreading, and improvisation. It will help music
majors prepare for the piano proficiency test.
(Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar (.25 course)
Beginning techniques of classic guitar.
MUS 480
Music Therapy Senior Seminar
Class discussions of theories and research as
they apply to therapeutic settings, including
discussion of professional ethics. A holistic
approach to therapy with music. This course satisfies the Keystone requirement.
MUS 235
Skills of Music Theatre
An interdisciplinary approach to the topic using
music and theatre techniques to develop the
student’s basic skills of Music Theatre. Concepts
of diverse music-theatre forms are introduced.
Course includes reading, writing, research, class
discussion, exercises, small and large group
participation, memorization, and public performance. Students will attend and review live
productions.
Music Business
MUS 105
The Music Business
An introduction to the music industry. Topics
include copyright, licensing, contracts, publicity and marketing. Other topics include the
record industry, agents and managers. Musical
genres and historical periods are compared and
analyzed.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts administrator
in the management of performing arts projects
and organizations. Factors affecting trends and
earnings, challenges within the industry, and
differentiation between the for-profit and nonprofit sectors are discussed. Emphasis is placed
on developing a working vocabulary of industry topics and in benefiting from practical field
experience. (Prereq.: MUS/BUS 105)
Methods and Pedagogy
188
Music Methods: Vocal
MUS 355
Music Methods: Strings (.5 course)
MUS 356
Music Methods: Brass/Percussion
MUS 357
Music Methods: Woodwinds
I Augsburg College 2010-2012
(.5 course)
(.5 course)
MUS 251-254 English Diction (251), Italian Diction (252), German
Diction (253), French Diction (254) (each .25 course)
Intensive course covering basic singing pronunciation of English, Italian, German, and French
through the study of the art song repertoire.
Includes regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music education majors.
MUS 341
Basic Conducting
Study of fundamental conducting patterns and
baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature.
(Prereq.: MUS 101, 111, 231)
(.5 course)
MUS 342
Choral Conducting
Choral literature and organization, vocal methods and voice selection, advanced conducting
techniques with class as the choir. (Prereq.: Pass
piano proficiency test and MUS 341)
(.5 course)
Music
MUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.:
Pass piano proficiency test and MUS 341)
Performance/Study/Chamber Music/Recitals/
Accompanying/
MUP 1xx-4xx Performance Studies
Performance Studies provide a unique opportunity
for Augsburg students to study on an individual basis with
artist/teachers who are active performers in this region.
Performance Studies courses are available to music majors
and non-majors and are individualized to meet the experience, ability, background, and goals of the student.
Music majors may register for 0.25 credits (half-hour
weekly lessons); or 0.5 credits (one hour weekly lessons), in
accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour
weekly lessons). First-years may qualify to have their lesson fee waived (one instrument per semester for half-hour
weekly lessons, 0.0 or 0.25 credits), if concurrently registered
for and playing that instrument for a large ensemble (MUE
111, 112, 114, 121, 141). Other ensembles may qualify upon
petition to the music department.
Lessons are numbered sequentially to reflect each year
of performance study (i.e. 1xx is two semesters, first year of
study; 2xx is second year of study, etc.) and lessons for credit
must be registered by ADD/DROP form, signed, and delivered to registrar’s office by the student. Check with the music
office or use the search option on AUGNET Records and
Registration to get the correct course section for instruments
with more than one teacher.
MUP 111-211-311-411
Voice
MUP 116-216-316-416
Electric Bass
MUP 121-221-321-421
Violin
MUP 122-222-322-422
Viola
MUP 123-223-323-423
Cello
MUP 124-224-324-424
Bass
MUP 131-231-331-431
Oboe
MUP 132-232-332-432
Bassoon
MUP 133-233-333-433
Clarinet
MUP 134-234-334-434
Saxophone
MUP 135-235-335-435
Flute
MUP 137-237-337-437
Horn
MUP 141-241-341-441
Trumpet
MUP 142-242-342-442
Trombone
MUP 143-243-343-443
Baritone
MUP 144-244-344-444
Tuba
MUP 152-252-352-452
Piano
MUP 161-261-361-461
Guitar
MUP 171-271-371-471
Percussion
MUP 181-281-381-481
Organ
MUP 191-291-391-491
Harp
MUP 192-292-392-492
Improvisation
MUP 193-293-393-493
Composition
The following Chamber Music courses are offered for 0.0
credit and fulfill the chamber music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor.
MUE 113
Vocal Chamber Music (.0 course)
MUE 122
String Chamber Music (.0 course)
MUE 125
Guitar Chamber Music (.0 course)
MUE 129A/B Improvisation (.0 course)
Basic improvisational skills within a jazz combo format.
Open to instrumentalists and vocalists.
MUE 131
Woodwind Chamber Music (.0 course)
MUE 142
Brass Chamber Music (.0 course)
MUE 144
Percussion Chamber Music (.0 course)
MUE 145
Piano Chamber Music (.0 course)
MUE 143
Jazz Ensemble (0.0/.25 course)
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed
reflects the cultural diversity and historical context of jazz.
Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
MUE 294
Opera Workshop
Experience the process of preparation, rehearsal,
and performance of operatic repertoire.
(1.0 course)
MUE 494
Opera Workshop
Experience the process of preparation, rehearsal,
and performance of operatic repertoire.
(.25 course)
Augsburg College 2010-2012
I 189
Music
MUP 159
Piano accompanying
Professional accompanying/weekly coaching for
singers and instrumentalists. Recommended for
students preparing recitals, auditions, or special
performance projects who would benefit from
individualized collaboration and coaching with
a professional pianist. MUP fee schedule applies.
(see the Music Department Student Handbook)
MUS 358
Junior Recital (.0 course)
B.M. candidates only. One-half hour recital at
repertoire level III for music education majors,
one hour recital at level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital (.0 course)
One-half hour recital at repertoire level III for
B.A. or B.S. candidates. No course credit. Private
instructor may request a pre-recital hearing.
MUS 459
Senior Recital (.0 course)
B.M. candidates only. One hour recital at repertoire level IV for Music Education majors, one
hour recital at level V for Music Performance
majors. No course credit. Private instructor may
request a pre-recital hearing.
Large Ensembles
Please note that only large ensemble participation (Augsburg
Concert Band, Augsburg Chamber Orchestra, Augsburg
Choir, Masterworks Chorale, Riverside Singers, or Cedar
Singers) for credit will satisfy the Liberal Arts Foundation
requirements. Large ensemble LAF requirements are fulfilled
by participation with 0.25 credit granted each semester for
four semesters, to equal 1.0 credit. (A maximum of two
credits for large ensemble participation may be used towards
graduation requirements.) Transfer students must participate
in an Augsburg ensemble during their entire residency. Music
majors may choose to take large ensembles for 0.0 or .25
credit, depending on course load/need.
Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting
the ensemble director.
190
MUE 111
Augsburg Choir
(0.0/.25 course)
MUE 112
Riverside Singers of Augsburg
(0.0/.25 course)
MUE 114
Masterworks Chorale
(0.0/.25 course)
MUE 115
Cedar Singers
(0.0/.25 course)
MUE 121
Orchestra
(0.0/.25 course)
MUE 141
Concert Band
(0.0/.25 course)
I Augsburg College 2010-2012
Internships and Independent Study Courses
MUS 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
MUS 299
Directed Study
See description on page 65.
MUS 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64. (MUS/BUS 245 is the prerequisite for
MUS/BUS 399 Internship)
MUS 498
Independent Study
Advanced research and projects not otherwise
provided for in the department curriculum.
Open only to advanced students upon approval
by the faculty.
(.5 course)
MUS 499
Independent Study/Research
See description on page 65. Open only to
advanced students upon approval of the faculty.
Natural Science Teaching Licensures
Natural Science Teaching
Licensures
The natural science licensure program for teachers is
designed to provide strong preparation for science teaching
and to satisfy Minnesota licensure requirements.
Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The
following programs assume that the student will meet the
distribution/general education requirements of the College,
the requirements for appropriate majors, the courses required
in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the
Department of Education for requirements in education.
Early consultation with the major area coordinator is essential.
Coordinators
Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff
Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific licensing requirements
for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may
also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current licensure
requirements. All upper division courses required for the
biology major must be completed before student teaching.
Licensure Requirements
Broad Base Requirements (also for 5-8 general science licensure)
GEO XXX
Introductory Geology (taken off-campus)
SCI 106
Introductory Meteorology
BIO 121
Human Biology and Lab
BIO 102
Biological World
PHY 116
Introduction to Physics
or PHY 121, 122 General Physics I, II
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I, II
Biology Major—B.A. in Life Sciences
(for licensure in biology 5-12)
Requirements are the same as for the Bachelor of Arts in
Biology degree, but with the following differences:
Only four (rather than five) upper division biology courses are
required, along with:
Additional science courses required for 5-12 include:
PHY 116
Introduction to Physics
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I, II
SCI 106
Meteorology
An introductory geology course
A grade of 2.0 or above is required for all supporting courses
and upper division biology courses applied to the major.
Upper division biology requirements must be traditionally
graded. A GPA of 2.50 in upper division biology courses is
required for all life sciences majors.
Post-baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and
seek life science teaching licensure at Augsburg are required
to complete a minimum of two upper division biology
courses at Augsburg with grades of 2.5 or higher. Required
or elective courses are determined by the department following review of transcripts and prior to matriculation.
Chemistry Major
(for licensure in chemistry 9-12)
Broad Base Requirements, plus Graduation major in chemistry:
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I, II
CHM 351
Organic Chemistry I
CHM 352
Organic Chemistry II
CHM 353
Quantitative Analytical Chemistry
CHM 361
Physical Chemistry
CHM 363
Physical Chemistry Laboratory
CHM 491
Chemistry Seminar (4 semesters)
MAT 145, 146
Calculus I, II
Two courses from:
CHM 364, 367, 464, 470, 481, 482 or BIO 367
One year of general physics — PHY 121, 122
General Science
(for licensure for grades 5-8)
If added to life science Chemistry or Physics, will expand
license to 5-12
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I, II
PHY 116
Introduction to Physics
or PHY 121, 122 General Physics I, II
BIO 102
Biological World
BIO 121
Human Biology
SCI 106
Introduction to Meteorology
GEO XXX
Introductory Geology (taken off-campus)
Physics Major (for licensure in physics 9-12)
Broad Base Requirements, plus Graduation major in physics:
PHY 121
General Physics
PHY 122
General Physics
PHY 245
Modern Physics
PHY 351
Mechanics I
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395
Comprehensive Laboratory
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Natural Science Teaching License
PHY 396
Comprehensive Laboratory
Two additional physics courses above 122; PHY 261 recommended
MAT 145, 146, 245 Calculus I, II, and III
PHY 327
Special Functions of Mathematical
Physics (Prereq.: MAT 245 or equivalent)
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I, II
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Nordic Area Studies
Nordic Area Studies—NAS
Nordic area studies is an interdisciplinary program. The
curriculum treats Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as
an integrated cultural region with a shared history, common
values, and a high degree of political, social, and economic
interdependency. Courses in Nordic area studies postulate a
Nordic regional identity as a context in which to appreciate
the differences between the five individual countries and to
understand the complexity of their interactions among themselves and the global community.
NAS 121
Fire and Ice: Introduction to Nordic Literature
This course provides an introduction to Nordic
culture via the medium of literature. Readings
foreground issues of personal, ethnic, and
national identity against the broad backdrop of
Scandinavian history, social democratic values,
and globalization.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special
emphasis on conditions and developments in
the 20th century. No knowledge of Scandinavian
language required.
Coordinator
NAS 351
The Modern Nordic Novel
Frankie Shackelford
Lectures illustrate the development of the
Nordic novel. Class discussion is based on
reading selected works in translation from all
five Nordic countries. Norwegian majors will be
required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
Major
Eight courses, six of which must be upper division.
Minor
Four upper division courses.
Other Requirements
At least four of the courses required for the major must be
Augsburg courses. The remainder may be transfer credits
included in the major on approval of the program coordinator. Students graduating with a major or minor must also
present the equivalent of intermediate level competence in a
Scandinavian language. See Norwegian language course listings under the Department of Languages and Cross-Cultural
Studies.
Recommended supporting preparation: Study abroad
through International Partners, or SUST (See International
Studies, International Partners, and Scandinavian Urban
Studies Term); independent study in Denmark, Norway,
Sweden, Finland, or Iceland; elective courses or a second
major such as Norwegian, history, political science, urban
studies, business administration, international relations,
sociology, or social work.
The Critical Thinking (CT), Speaking (S), and Writing
(W) graduation skills are embedded throughout the offered
courses and are met by completing the major. The graduation
skill in Quantitative Reasoning (QR) is met by completing
one of the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen,
Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama.
Norwegian majors will do appropriate readings
and written work in Norwegian. (Spring: alternate years)
ART 382
Scandinavian Arts
(See Department of Art)
Internships and Independent Study Courses
NAS 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
NAS 299
Directed Study
See description on page 65.
NAS 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
NAS 499
Independent Study/Research
See description on page 65.
Nordic Area Studies Courses
Additional course offerings are available through the
Scandinavian Urban Studies Term. (See International Studies)
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Norwegian
Norwegian
See listing under Languages and Cross-cultural Studies.
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Nursing
Nursing—NUR
The Augsburg Department of Nursing is designed exclusively
for registered nurses who want to expand their career opportunities in the healthcare field.
The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations,
parishes, government agencies, schools, and community
organizations, or in their own private practices. Wherever
they work, nurses provide comprehensive health care for persons, groups, and communities comprised of diverse cultures
and socioeconomic levels throughout the life span.
The bachelor’s degree equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing.
The nursing program at Augsburg also provides educational
opportunities to increase skills in critical thinking, clinical
investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems.
Augsburg’s nursing program, which leads to a bachelor
of science degree with a major in nursing, is fully accredited by the Commission on Collegiate Nursing Education
(CCNE). Graduates of the program are eligible to apply for
a public health nurse registration certificate through the
Minnesota State Board of Nursing.
ing courses from another institution to meet requirements in
the nursing major at Augsburg must consult an adviser about
potential adjustments to their course requirements to fulfill
each of these graduation skills.
The program has been planned so that courses in the
nursing major can be completed over 15 months (full-time
study, two courses per term) with a summer break; however,
students may pursue their studies at a slower and more flexible pace.
Courses in the nursing major are offered on weekday
evenings with a practicum course (NUR 411) requiring additional weekday time. More time may be required to complete
the total course of study depending on the number of liberal
arts (general education) courses needed to complete the BSN
degree, and the number of credits transferred from other
colleges or universities. Students in nursing may take nonnursing courses in both day school and Weekend College.
Students interested in pursuing the nursing major should
consult with BSN admissions staff in the Adult and Graduate
Admissions Office for program planning.
Departmental Honors
Degree and Major Requirements
Admission to the honors major requires: a GPA of at least
3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented
before a faculty committee by April 15. Candidates register
for NUR 499 to complete the honors requirement.
Note regarding Latin honors: To be eligible for Latin
honors, a student must meet minimum GPA standards as
well as complete a minimum of fourteen traditionally graded
credits at Augsburg and have no more than two elective pass/
no pass graded credits at Augsburg (classes offered only as
P/N by the department will not be counted, nor will “N”
grades). For further information, see the Latin honors section
on page 61.
Major
Admission to the Nursing Major
Nursing Faculty
Cheryl Leuning (Chair), Magdeline Aagard, Marty Aleman,
Katherine Baumgartner (Coordinator BSN program in the
Minneapolis/St. Paul), Joan Brandt, Ruth Enestvedt, Joyce
Miller, Sue Nash (Coordinator BSN program in Rochester),
Joyce Perkins, Pauline Utesch, Kathleen Welle (Coordinator
of Augsburg Central Nursing Center)
Seven courses including:
NUR 300
NUR 305
NUR 306
NUR 403
NUR 410
NUR 411
NUR 490
Trends and Issues in Nursing
Communication
Paradigms in Nursing
Families and the Life Cycle
Community Health Nursing I
Community Health Nursing II
Leadership/Management
A minimum grade of 2.0 in each nursing course and a
cumulative major GPA of 2.50 are required. Students also
must complete Augsburg’s residence and general education
requirements.
The Critical Thinking (CT), Quantitative Reasoning
(QR), Speaking (S), and Writing (W) graduation skills are
embedded throughout the required courses in the nursing
major and are met by completing the major.
Students petitioning to transfer in upper division nurs-
In addition to meeting admission requirements for Augsburg
College, admission to the nursing major requires the following:
• Completed application
• Cumulative GPA of 2.5 or higher in the basic nursing
program
• Unencumbered RN license – must be a registered nurse
who is licensed and currently registered to practice in
Minnesota prior to beginning the nursing major
• Evidence of HIPAA training
• Up-to-date immunization records
• Federal criminal background check
Special conditions:
• Students may be provisionally admitted to the bachelor of
science in nursing program at Augsburg due to a cumulative GPA of less than 2.50 in their basic nursing program.
Full admission to the program requires students to achieve
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Nursing
a GPA of 3.00 or better in two liberal arts courses at
Augsburg.
• Students may apply to Augsburg College prior to completion of their degree program provided all admission
requirements are met prior to enrolling to Augsburg.
Credit for Previous Nursing Courses
Registered Nurses (RNs) transferring into Augsburg College’s
BSN Completion program will be granted six (6) course credits (24 semester credit hours) in recognition of their previous
lower division nursing coursework if the following standards
are met:
• Prior nursing education in the United States is taken in an
Associate Degree in Nursing (ADN) program or a Diploma
in Nursing program. Both must be a state board-approved
program.
• Nursing coursework taken outside of the United States is
submitted for evaluation to the World Education Service
(WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly
to Augsburg College. In addition, nursing coursework
must be verified for authenticity by the Commission
on Graduates of Foreign Nursing Schools (CGFNS).
Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate
successful passing of the National Council Licensure
Examination (NCLEX). Nurses who have previously
submitted CGFNS credential verification in a state other
than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency
requirements expected of all students.
Students who change their major and transfer out of the B.S.
in Nursing completion program will lose the six-credit block
grant and their transfer credit evaluation will be reassessed.
The six credit block grant will be applied toward a Bachelor
of Science degree in Nursing only.
campus; at United, Mercy, Unity, and Children’s Hospitals in
St. Paul, Coon Rapids, and Fridley, Minn.; and in Rochester,
Minn.
Nursing Courses
NUR 300
Trends and Issues in Nursing
A transitional course designed to investigate
the current responsibilities of the professional
nurse. Economic, social, political, and professional trends and issues are explored in relation
to their implications for a changing practice.
NUR 305
Communication
Explores the components of the professional
role and continues the professional socialization
process. Theories about how individuals and
groups communicate are applied to changing
professional roles. (Prereq.: NUR 300 or concurrent enrollment, ENL 111 or 112 or HON 111.)
NUR 306
Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and
applied to practice and research. (Prereq.: NUR
300 or concurrent enrollment.)
NUR 403
Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and explores theories
related to family structure and function throughout the life span. (Prereq.: NUR 305 and 306, or
consent of instructor.)
NUR 410
Community Health Nursing I
Introduces the theory and methods that are
essential to maintain or improve the health of
culturally diverse individuals, families, groups,
and communities. (Prereq.: Math Placement
3 or MAT 105, completion of NUR 300-level
courses.)
Options for Completing the Degree
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must
be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and parttime sequential alternatives for pursuing a nursing degree.
Nursing courses at Augsburg are available evenings and
weekends. Nursing classes usually meet on alternate weekday evenings for three-to-four-hour time blocks. Clinical
practicum requirements usually occur on weekdays. Optional
immersion practicums abroad are scheduled throughout the
year. Check with the Department of Nursing for details.
It is recommended that most liberal arts courses be taken
before starting the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis
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NUR 411
Community Health Nursing II
Provides clinical experience in communitybased health care delivery systems. Students will
apply nursing process, teaching/learning theory,
and public health principles with culturally
diverse clients. (Prereq.: NUR 410)
NUR 490
Leadership/Management
The capstone course for the nursing major.
Integrates concepts from nursing and the liberal
arts. Examines the professional nurse roles of
leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics,
Nursing
accountability, and advocacy in the leadermanager role are studied. Application of theory
occurs in selected practice settings with a professional nurse preceptor. This course satisfies the
Keystone requirement. (Prereq.: Senior status
and completion of 300 level nursing courses and
REL 300.)
NUR 495
Topics in Nursing (optional)
Provides opportunities for in-depth exploration
of selected topics in nursing. The subjects studied will vary depending upon the interests of the
faculty and students.
NUR 499
Independent Study/Research (optional)
See description on page 65.
Note: If NUR 411 is not taken immediately following NUR
410, students are required to consult with faculty prior to
registration regarding review of the theoretical content.
Students who decelerate for more than five years may be
asked to audit courses already taken. There is a fee to audit
courses.
* This course involves an additional clinical tuition and 48
clinical practicum hours.
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Philosophy
Philosophy—PHI
Philosophy is in an important sense the most fundamental of
the disciplines. All of the sciences and most other disciplines
arose out of it. Moreover, it is concerned with asking and
answering the “big” questions that are the most basic. For
example, Is there a God? Is there life after death? Are there
absolute moral standards? What kind of life is the best? What
is knowledge and what are its sources?
Students learn to ask and answer these and other similar
questions for themselves through the development and use of
critical reasoning, assisted by the study of philosophers from
the past and present.
The philosophy major has been carefully planned so that
students can easily graduate with two majors. Some majors
continue on to graduate school in philosophy, while others
use the major to prepare for other professional studies such
as law, medicine, religious ministry, or journalism.
Philosophy Faculty
Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach
Degree and Major Requirements
Philosophy Major
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose
of the major is to augment the technical skills of a computer
scientist with the creativity and liberal arts perspective of a
philosopher. The result is a degree that is very marketable in
industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate
study in philosophy. See Computer Science for course listing.
Departmental Honors
Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year. The program
will consist of an honors thesis on an approved topic of the
student’s choice that involves research above the course level,
and a defense of this thesis before the faculty of the department.
Philosophy Minor
Five courses, including two from PHI 241, 242, 343, and
344.
Philosophy Courses
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we know, if we can
have certain knowledge, if there are universal
moral principles, whether God exists, the nature
of the mind, etc.), to philosophical vocabulary,
and to critical thinking and what it means to
view the world philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they use to make moral
judgments. The course explores major philosophical approaches to evaluating moral actions
and then applies them to contemporary issues.
The Christian tradition will inform the considerations. Students who receive credit for PHI
120 may not receive credit for PHI 125. (Prereq.:
Pass CT assessment of GST 100)
Eight courses including:
PHI 230
or PHI 385
Logic
Intro. to Formal Logic and Computation
Theory
PHI 241
History of Philosophy I: Ancient Greek
Philosophy
PHI 242
History of Philosophy II: Medieval and
Renaissance Philosophy
PHI 343
History of Philosophy III: Early Modern and
19th Century Philosophy
PHI 344
20th-21st Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Graduation skills in Critical Thinking (CT), Speaking
(S), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The
Quantitative Reasoning (QR) graduation skill can be met by
taking PHI 230.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Computational Philosophy
In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing
areas of interest in which philosophy and computer science
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PHI 125
Ethics and Human Identity
A philosophical study of the role of human
understanding, emotions, and action with
respect to the pursuit of happiness. Beginning
by asking what the end or purpose of human life
is, students learn about the moral and intellectual virtues required to reach the end. Topics
of friendship and human love are followed by
an analysis of human happiness. Students who
receive credit for PHI 125 may not receive credit
for PHI 120.
Philosophy
PHI 175
Philosophy of Love and Sex
The nature and history of romantic love. The
ethics of sex in relation to love, marriage, the
institution of monogamy, and homosexuality are
considered.
PHI 230
Logic
Students learn to distinguish arguments from
exposition. Then they learn the rules that govern valid arguments and develop their ability to
recognize and construct sound arguments. The
last part of the course focuses on informal logic
and inductive reasoning. (Prereq.: MPG3 and
pass CT assessment or GST 100)
PHI 241
History of Philosophy I: Ancient Greek Philosophy
Central philosophical questions that concerned
the Greek philosophers from Thales to Plotinus
and still concern us today: the nature of reality
and its relationship to language and reason, the
immortality of the soul, the nature of truth and
human knowledge, and the nature of the good
life.
PHI 242
History of Philosophy II: Medieval and Renaissance
Philosophy
Students will read writings by various medieval
and Renaissance philosophers in order to understand the process of philosophical assimilation
involved in constructing a Christian philosophy.
Topics include: the nature of being, human
understanding in relation to faith, and the
place of the image of God in the human condition. (Prereq.: ENL 111 or 112 or HON 111.
Suggested prior course: PHI 241. Spring)
PHI 344
History of Philosophy IV: 20th-21st Century
Philosophy
The course surveys the major philosophical
schools in the 20th and 21st centuries: analytic
philosophy, phenomenology, existentialism,
pragmatism, and post-modern philosophy.
Focus of study is on major texts of these movements. Students are strongly encouraged to take
PHI 343 before taking PHI 344.
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What is the
relation between faith and reason? Does God
exist, and if so, what can be said about God?
Can God’s goodness be reconciled with human
suffering? Are miracles and life after death possible? (Prereq.: Pass CT assessement or GST
100)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism, Buddhism,
Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, ways of
knowing, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge
is, whether the scientist’s knowledge of the
world is profoundly different and better than
that of the non-scientist, and what degrees of
certainty are yielded by scientific methods.
(Suggested prior course: one course in natural
science)
PHI 260
Philosophy and the Arts
PHI 370
Existentialism
Philosophical issues raised and illustrated by
painting, sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of art; the
nature of aesthetic experience, the evaluation
of art, creativity, the relation between the artist’s
intention, the work of art, and its relation to the
rest of the artistic tradition. For arts majors and
students with a strong background in the arts.
(Prereq.: Pass CT assessment or GST 100)
Studies in the writings—both philosophical and
literary—of prominent existentialist authors.
The course examines what it means to be a
being-in-the-world and explores such themes as
absurdity, freedom, guilt, despair, and paradox.
(Suggested: one prior course in philosophy.
Alternate years)
PHI 343
History of Philosophy III: Early Modern and 19thCentury Philosophy
We study the major rationalists of the 17th
century (Descartes, Spinoza, Leibniz), the major
empiricists of the 18th century (Locke, Berkeley,
Hume), Kant’s synthesis of rationalism and
empiricism, and 19th-century Idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and
Mill). (Suggested prior course: PHI 241)
PHI 380
Ethics of Medicine and Health Care
The course discusses some fundamental ethical
theories, which it then carefully applies to problems that arise in the areas of health care and
delivery, allocation of scarce resources, human
experimentation, genetic engineering, abortion,
care for the dying, and euthanasia.
PHI 385
Introduction to Formal Logic and Computation
Theory
An introduction to sentential and first-order
logic including logical connectives, proof theory,
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Philosophy
and quantification. Formal models of computation including finite state automata, pushdown
automata, and Turing machines. Incompleteness
and uncomputability. (1.5-hour lab for PHI 385.
Prereq. for PHI 285: None. Prereq. for PHI 385:
CSC 210 and one of MAT 122 or MAT 145 or
MAT 171)
PHI 388
Seminar in Philosophy
This course focuses on one philosopher, one
philosophical writing, and/or on one topic in
philosophy. Students work on preparing an indepth thesis paper on some aspect of the course
through discussion of the course material. Short
lectures are used to introduce students to the
material followed by discussion and debate to
move students into the depths of the material.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual
philosopher or a specific topic in philosophy,
such as philosophical movements, the history
of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI
241, 242, 343, 344, or consent of instructor, and
ENL 111 or 112 or HON 111. Offered annually)
PHI 490
Keystone
This course integrates the student’s general education experience with an overview of specific
philosophical ideas.
Internships and Independent Study Courses
200
PHI 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
PHI 299
Directed Study
See description on page 65.
PHI 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
PHI 499
Independent Study/Research
See description on page 65.
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Physical Education
Physical Education
See listing under Health, Physical Education, and Exercise Science.
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Physics
Physics—PHY
Physicists are a curious and ambitious lot. Their aim is to
understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called
“natural philosophers,” physicists investigate by means
of controlled experimentation and mathematical analysis.
Physics includes the study of systems ranging from subatomic particles to the largest galaxies and from the relative
stillness of near absolute zero to the fiery activity of stars.
Physics plays an important role in many of the liberal arts
disciplines and contributes to society’s understanding of such
areas as energy, weather, medical science, and space exploration.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an
understanding of basic concepts, but also insights into recent
developments. A rigorous major provides students with the
preparation required for graduate study in physics. It also
provides flexibility, serving as a stepping stone to advanced
work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical
and health-related fields. The department serves the liberal
arts by offering courses for non-science students that enable
them to attain a general understanding of a particular area of
science. These courses provide the basis for further study and
enable students to follow new developments in science with
heightened awareness and comprehension.
The department supervises the pre-engineering program,
with degree programs available at cooperating universities at
both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for
the Minnesota Space Grant College Consortium, funded by
NASA. It also maintains active research programs through
its Center for Atmospheric and Space Sciences and the
Sverdrup Laboratory for Biophysics, with support from the
National Science Foundation, NASA, and other private and
public sources. Several students work as research assistants
in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate
research programs provide opportunities for students to
apply their knowledge and problem-solving skills in practical
situations in industrial, governmental, and academic settings.
Physics Faculty
Stuart Anderson, Mark Engebretson, Jeffrey Johnson, David
Murr, Ben Stottrup, David Venne, Kevin Landmark
Physics Research Staff
Jennifer Posch
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Degree and Major Requirements
Bachelor of Arts
Major
Thirteen courses including:
PHY 121
General Physics I
PHY 122
General Physics II
PHY 245
Modern Physics
PHY 351
Mechanics I
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, II
MAT 245, 369 Calculus III and Modeling and Differential
Equations in Biological and Natural
Sciences
or MAT 245 Calculus III
and PHY 327 Special Functions of Mathematical Physics
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), and Writing (W) are embedded throughout
the offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing the following course:
S: COM 111, COM 115, or MAT 201
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Bachelor of Science
Major
Seventeen courses including:
PHY 121
General Physics I
PHY 122
General Physics II
PHY 245
Modern Physics
PHY 261
Electronics
PHY 351
Mechanics I
PHY 352
Mechanics II
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395
Comprehensive Laboratory I
PHY 396
Comprehensive Laboratory II
PHY 486
Quantum Physics
One physics course above PHY 122
CHM 105, 106
Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146
Calculus I, II
MAT 245, 369
Calculus III and Modeling and
Differential Equations in Biological
and Natural Sciences
or MAT 245
Calculus III
PHY 327
Special Functions of Mathematical
Physics
Physics
Graduation skills in Critical Thinking (CT) and Writing (W)
are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative
Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course:
S: COM 115
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics
honor society is open to those students who have completed
the equivalent of a minor in physics, have a GPA of 3.00 in
physics and overall, and rank in the upper third of their class.
Physics Courses
PHY 101
Introductory Astronomy
A descriptive course covering our solar system,
stars, and galaxies. In addition the course traces
the development of scientific thought from early
civilization to the present day. Night viewing
is required. (Three one-hour lectures. Prereq.:
MPG 2. Fall, spring)
Bachelor of Science
Physics Major With Concentration in Space Physics
Eighteen course credits. It is the same as the B.S. major, with
the addition of PHY 320 and PHY 420, and the omission of
the elective physics course.
Departmental Honors
PHY 103
Conceptual Physics
An introductory course (with a hands-on
intuitive approach) in which the applications,
problems, and experiments are selected to illustrate fundamental principles of physics. (Two
three-hour lectures/laboratories. Prereq.: MPG 3.
Spring)
A GPA of 3.50 in physics and 3.30 overall. An original
research project on a significant topic in physics with an oral
presentation and written report. Project proposals should be
made to the department by Sept. 30 of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to
work closely with members of the physics faculty. Normally,
students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during
the sophomore year.
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s
weather and climate. Topics include winds,
fronts, cyclones, clouds and precipitation,
thunderstorms, tornados and hurricanes, climate and climate change, global warming, and
ozone depletion. (Three one-hour lectures, one
two-hour laboratory. Prereq.: MPG 2 and pass
CT assessment or GST 100. Fall, spring)
Teaching Licensure Major
The State of Minnesota has specific licensing requirements
for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may
also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota
teacher licensure requirements.
SCI 110
Natural Science I
The first semester of a two-semester survey
of natural science. This course focuses on the
nature of science and major concepts of physics
and chemistry. Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three
one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3)
Minor
Seven courses including:
PHY 121
General Physics I
PHY 122
General Physics II
Three elective physics courses above PHY 122
MAT 145, 146
Calculus I, II
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course focuses on
major concepts of earth science and biology.
Laboratory work will complement lectures and
will include the use of computers and electronic
sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: SCI 110)
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national
physics society and of participating in the physics community on a professional basis. Membership in the society is
open to all students interested in physics.
PHY 114
Earth Science for Elementary Education Teachers
A practical and hands-on approach to earth
and space science for students admitted to the
Augsburg College 2010-2012
I 203
Physics
elementary education program. Topics covered
include the solar system and the origin of Earth;
the structure of Earth including plate tectonics,
earthquakes, volcanoes, and minerals and rocks;
the hydrologic cycle and the effect of water on
the planet; and the changing climate of Earth.
(Two three-hour laboratory/lecture periods.
Prereq.: elementary education major and MPG
3. Fall, spring)
204
PHY 116
Introduction to Physics
An algebra-based introductory course in which
the applications, problems, and experiments
are selected to illustrate fundamental principles
and provide a broad survey of physics. (Three
one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 119
Physics for the Fine Arts
A scientific study of sound, light, and the
mechanics of structures and the human body
relating to music, the visual arts, and theatre.
Explores the physics of phenomena and perception fundamental to these disciplines. (Three
one hour lectures, one three-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including
mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors.
(Three one-hour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including
thermodynamics, electricity, magnetism, and
optics. Designed for physics, pre-engineering,
and other specified majors. (Three one-hour
lectures, one three-hour laboratory. Prereq.: PHY
121, ENL 111 or 112 or HON 111, MAT 146 or
concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modern physics from a historical and experimental perspective. Relativity,
atomic, molecular, nuclear, and solid state
physics. This course develops the experimental
foundations and need for quantum mechanics.
(Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital
electronics, and the analysis and use of microprocessors and microcomputer systems. (Three
I Augsburg College 2010-2012
one-hour lectures, one three-hour laboratory.
Prereq.: PHY 116 or 122; and MAT 146. Spring:
cross-listed with computer science)
PHY 320
Introduction to Space Science
A survey of Earth’s space environment including
solar, planetary, magnetospheric, ionospheric,
and upper atmospheric physics (solar dynamics,
magnetic storms, particle precipitation, aurora,
and related topics). (Three one-hour lectures.
Prereq.: PHY 245. Spring)
PHY/MAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial
differentiation, partial differential equations,
Fourier series, series solution of differential
equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues
and eigenvectors, special matrices, determinants), and functions of a complex variable.
(Three one-hour lectures. Prereq.: PHY 122 or
consent of instructor, MAT 245 or equivalent.
Spring: cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian,
Lagrangian, and Hamiltonian formalisms. Topics
include conservation principles, single particle
motion, gravitation, oscillations, central forces,
and two-particle kinematics. (Three one-hour
lectures. Prereq.: PHY 122, MAT 369 or PHY
327, and pass CT assessment or GST 100. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian,
Lagrangian, and Hamiltonian formalisms. Topics
include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three
one-hour lectures. Prereq.: PHY 122, PHY 351,
MAT 369 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is
developed using vector calculus. Topics include
electrostatics, solution of Laplace’s and Poisson’s
equations, and electric properties of materials.
(Three one-hour lectures. Prereq.: PHY 122,
MAT 369 or PHY 327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is
developed using vector calculus. Topics include
magnetostatics, magnetic properties of materials, and electromagnetic radiation based on
Maxwell’s equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 369 or PHY 327. Spring)
Physics
PHY 395
Comprehensive Laboratory I
Students work in small groups on advanced
experiments from various physics subfields
(including modern physics, electronic instrumentation, magnetism, and optics) with a
focus on the role of experiments, interpretation of data, and scientific communication.
Incorporates an introduction to LabVIEW
software for computerized data acquisition and
experiment control. (One three-hour laboratory
and an occasional one-hour seminar per week.
Prereq.: junior or senior standing or consent of
instructor and ENL 111 or 112 or HON 111.
Fall)
(.5 course)
PHY 396
Comprehensive Laboratory II (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and software design
(LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum
physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory
and an occasional one-hour seminar per week.
Prereq.: PHY 395, junior or senior standing or
consent of instructor, and ENL 111 or 112 or
HON 111. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including
waves, instabilities, drifts, plasma drifts, particle
motion, electric and magnetic fields, Boltzmann
equation, magnetohydrodynamics, transport,
and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY
362, 363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various
theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and
consequences of the solid state of materials will
be explored at a very detailed level, taking realistic parameters of materials into account. (Three
one-hour lectures. Prereq.: PHY 351, PHY 362;
PHY 486 strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including
de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation
values, and approximation methods. Applications
include potential wells and barriers, the harmonic
oscillator, and the hydrogen atom. (Three onehour lectures. Prereq.: PHY 245, 351. Spring)
Internships and Independent Study Courses
PHY 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
PHY 299
Directed Study
See description on page 65.
PHY 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
PHY 499
Independent Study/Research
See description on page 65. Open to juniors and
seniors with departmental approval.
Augsburg College 2010-2012
I 205
Poltical Science
Political Science—POL
Firmly grounded in the liberal arts tradition, political science
shares concerns with the humanities, other behavioral sciences,
and mathematics and the sciences. The role and significance
of authority in human affairs establish the focus of political
science. Augsburg political science students have the benefit of
an experienced faculty that offers courses in all major areas of
political science, and also possesses special expertise in the areas
of campaigns and elections, comparative and international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American public law.
Political scientists use systematic inquiry and analysis to
examine political reality. The student who majors in political science will explore political ideas and values, investigate
political cooperation and conflict, analyze and compare
political systems, and develop perspectives on international
relations. In the process, the student will be encouraged
to relate insights from other liberal arts disciplines such as
philosophy, psychology, economics, history, and sociology to
the study of politics.
Providing work in several subfields of political sciene,
the major supplies the breadth appropriate for graduate
work in political science, public administration, public
policy analysis, law, and other professions. It also serves as
a foundation on which to develop careers in public service,
business, communications, and other fields. Legislative and
other internships, as well as significant independent research
projects, are within easy reach of Augsburg political science
students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a
successful career.
Political Science Faculty
Joseph Underhill (Chair), Andrew Aoki, Sarah CombellickBidney, Milda Hedblom, Elizabeth Klages, Norma Noonan
Degree and Major Requirements
Political Science Major
Ten courses:
POL 158
POL 483
POL 484
Political Patterns and Processes
Political/Statistics/Methodology
Political Analysis Seminar
Required elective—one of the following:
POL 121
POL 122
POL 160
POL 170
American Government and Politics
Metropolitan Complex
World Politics
Law in the United States
Also at least five other upper division courses in four out of
five political science areas. A seminar in one of the five areas
may be counted for that area. Only one internship may count
206
I Augsburg College 2010-2012
for an upper division area. Also one other political science
course in any area, upper or lower division.
The Critical Thinking (CT), Quantitative Reasoning
(QR), and Writing (W) graduation skill is embedded
throughout the offered courses and is met by completing the
major. The graduation skill in Speaking (S) is met by completing one of the following courses:
S: POL 325, POL 326, or POL 380
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Pre-Law Concentration in Political Science
Major: 11 courses required
Specific Required Courses — six total
POL 121
POL170
POL 483
POL 484
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223 and ENL 220)
PHI 230
COM 111
Electives—five total
Three courses from the choices below:
POL 350
POL 370
POL 371
POL 380
POL 381
Plus two additional upper level courses in Political Science
(can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in
Political Science
Major: 11 courses required.
Six Specific Courses:
ECO 112 or 113
POL 121 or 122
POL 325 OR 326
POL 399 (internship must be approved by political science
adviser)
ECO 490, POL 483, or SOC 362 (only one can be used for
this requirement)
POL 484
One Course from the Following:
POL 121
POL 122
POL 124
POL 140
POL 158
POL 160
POL 170
Political Science
Four Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 370
POL 371
POL 381
POL 421
POL 461
ECO 312, 313, 413 (only one of these can be used for this
requirement)
SOC 381
Notes
1. POL 140 can be substituted for POL 122, with adviser
approval.
2. If both POL 121 and 122 are completed, one can
count for section I and one for section II. The same course
cannot fulfill requirements in both sections.
3. If both POL 325 and 325 are completed, one can
count for section I and one for section III. The same course
cannot fulfill requirements in both sections.
4. Only one economics course (either 312, 313, or 413)
can be counted toward the four courses required in Section III.
Departmental Honors
The honors major in political science includes the requirements listed above, plus the following: The student’s GPA
must be 3.50 in the major and 3.00 overall; the student must
take an honors independent study and a seminar, and must
submit an honors thesis to be defended before a faculty
committee. Students may work with any member of the
department on their honors thesis. For specific requirements,
consult the department chair. Students should apply for the
honors major no later than the junior year.
Minor
Five courses, including POL 121 or 122 or 170; POL 158;
and at least three upper-division courses in three out of five
political science areas. POL 483 may not usually be used for
a minor.
POL 371
POL 380
When necessary, substitutions can be approved by the chair
(e.g. if a required course has to be canceled).
Public Policy and Political Change Minor: Six courses
required
Three Specific Courses:
POL 121 or 122.
POL 325 OR 326
POL 399 (internship must be approved by adviser)
Three Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 381
POL 421
POL 461
ECO 312, 313, or 413
SOC 381
Notes
1. POL 140 can be substituted for POL 122, with adviser
approval.
2. If both POL 325 and 325 are completed, one can
count for section I and one for section II. The same course
cannot fulfill requirements in both sections.
3. Only one economics course (either 312, 313, or 413)
can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five
courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for
the social studies core; education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
POL 121
POL170
Principles of Macroeconomics (elective for
social science core)
ECO 113
Principles of Microeconomics (elective for
social science core)
ECO 312
Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313
Intermediate Microeconomics
One other upper division economics course
Two of the following three courses:
Education Courses:
ENL 223 or 220 (cannot use both ENL 223 and ENL 220)
PHI 230
COM 111
ESE 310
Pre-Law Minor: six courses required
Four Required Courses:
Two Electives:
Two courses from the choices below:
POL 350
POL 370
ECO 112
EDC 200
Orientation to Education (required for
licensure)
5-12 Methods: Social Studies — Capstone
course (required for licensure)
Political Science Courses:
POL 121
American Government (social science core
course)
Augsburg College 2010-2012
I 207
Poltical Science
Two upper-level political science courses (must be in two
different areas)
Two other political science courses
In addition, in order to graduate with this major, a student
must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses
and the social studies core are required.
Political Science Areas
(I) American Government and Politics, (II) Comparative
Politics and Analysis, (III) International Politics, (IV) Public
Law, and (V) Political Theory and Analysis. Any course
listed in more than one area may be counted in only one area
toward major or minor requirements.
Note: Students interested in secondary education may
take a political science major or the teaching major in economics and political science. Either option requires that the
student also take courses required for the social studies core.
For more information, see the department chair.
See the class schedule for precise listing of terms in
which courses are offered.
POL 323
Social and Political Change
Examines interaction between cultural, social,
and political change, looking primarily, but
not exclusively, at the United States. Also looks
at how individuals can try to effect political
change. (Prereq.: one previous course in political science, or junior or senior status or consent
of instructor)
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials, bureaucrats, and
interest groups shape government policies in
various areas, including taxes, the environment,
and social welfare policy. How public policies
are formulated and implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral process. Field work
with political parties, interest groups, and media
in presidential elections (optional in non-presidential election years). (Prereq.: one course in
political science or consent of instructor. Fall
term of election years)
Political science Courses
I. American Government and Politics
208
POL 342
Mass Communication in Society
Studies effects of new information technology
(such as the Internet) and of the traditional
electronic media. Covers uses of technology and
media for newsmaking, selling, entertainment,
and public affairs. (Prereq.: Sophomore, junior,
or senior standing)
POL 121
American Government and Politics
Surveys major parts of American national government—including Congress, the presidency,
and the courts—as well as campaigns and elections, federalism, interest groups, and political
parties.
POL 122
Metropolitan Complex
POL 370
Constitutional Law
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences
on urban public policy. Includes case studies of
the Twin Cities metro area.
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic, and social issues
will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the Upper Mississippi
River watershed, including controversies about
river pollution, the lock and dam system,
regional water supply, flood control, and farming
practices. Includes site visits to see how local
policy-makers and stakeholders are trying to
achieve sustainability in the watershed.
I Augsburg College 2010-2012
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can
include focus on national, state, or local level.
(Prereq.: one course in political science or consent of instructor)
II. Comparative Politics and Analysis
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political
system and decision-making process with some
comparison of major political systems and discussion of contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and
Political Science
processes of European states. The course will
focus on either European community law and
politics or domestic politics in European states.
(Prereq.: one course in political science or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other
communist/post-communist states in terms of
political behavior, evolution, institutions, and
political processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative
politics will be explored. Themes and countries
vary. (Prereq.: one course in political science or
consent of instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of
political systems and comparisons of political
processes such as political participation, political
development, political change, and revolution.
Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
included in subtitle. (Prereq.: one course in political science or consent of instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in
international relations; analysis of some methods for studying international relations; analysis
of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International
Relations majors. (Prereq.: four courses in the
international relations sequence and ENL 111 or
112 or HON 111)
IV. Public Law
POL 170
Law in the United States
A survey of American law and legal process.
Theories of law; law and society; roles of courts,
police, lawyers, and juries; the United States
Constitution as “supreme” law; law as politics;
historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophical role of the
Supreme Court in the American political system
in significant decisions affecting the allocation
of powers in the national government and in
the federal system. (Prereq.: POL 170 or at least
junior status and one previous course in political science)
III. International Politics
POL 160
World Politics
Introduction to the processes and issues of international politics, including the dynamics of the
international system, theories of international
relations, and a focus on recent problems.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign
policy process in Russia (and the former USSR)
and China. (Prereq.: one course in political science or consent of instructor)
POL 368
Model United Nations
This course provides students with in-depth
understanding of the United Nations and
international diplomacy through the process of
preparation for attending the National Model
United Nations Conference which is held each
spring in New York City. Students research a
country and set of issues for the committee on
which they will serve. (Prereq.: POL 160 or
equivalent and consent of instructor.)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign policy decision-making,
simulations of international problems. Topic to be
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content
will vary, defined by the subtitle of the course.
(Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts
in media law and regulation, including the uses
of law to settle disputes about media content,
access, ethics, and ownership. (Prereq.: one
course in political science, POL 342, or consent
of instructor)
V. Political Theory and Analysis
POL 140
Social Justice in America
Examines social justice in urban policies such
as housing and education (issues may vary).
Students develop their own arguments about
social justice. Emphasis on class discussion; substantial participation required.
POL 158
Political Patterns and Processes
(See Section II for description.)
Augsburg College 2010-2012
I 209
Political Science
POL 282
Understanding Asian America
POL 299
Directed Study
Asian Americans and their place in American
politics and society. Includes some coverage of
Asian American history and looks at the struggle
to define Asian Americans.
See description on page 65.
POL 380
Western Political Thought
A study of influential political philosophers,
emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in
political science or consent of instructor and
ENL 111 or 112 or HON 111)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative perspective and
American political thought. Topic to be included
in the subtitle. (Prereq.: one course in political
science or consent of instructor, ENL 111 or 112
or HON 111, and pass CT assessment or GST
100)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories
in the study of politics including an examination of the requirements of science as a model
for political study. Major research is required.
This course satisfies the Keystone requirement.
(Prereq.: POL 158 and two upper division
courses, or consent of instructor)
VI. Seminars, Independent Study, and Internships
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter. (On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design, descriptive
and inferential statistics, computer methods,
and issues in the construction and execution of
political surveys. (Prereq.: MPG 3)
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses
210
POL 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64. P/N grading unless internship supervisor grants exception.
I Augsburg College 2010-2012
POL 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
POL 499
Independent Study/Research
See description on page 65.
Psychology
Psychology—PSY
Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and
group behavior. The study of psychology equips students to
understand and use the scientific method to think creatively
and critically beyond the classroom. To prepare students for
graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of
knowledge and skills in coursework, research experiences,
and internships within the community. The curriculum’s
emphasis on the experiential dimensions of learning and the
integration of liberal arts and professional domains prepares
students for careers in many settings including business,
education, social services, research, law, government, church,
and medicine.
Faculty members in the Department of Psychology have
varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and
industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy.
Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi
Honor Society, and faculty-student research teams.
Psychology Faculty
David Matz (Chair), Grace Dyrud, Stacy Freiheit, Lisa Jack,
Bridget Robinson-Riegler, Nancy Steblay, Henry Yoon, Paloma
Hesemeyer
Degree and Major Requirements
Major
The major is 10 courses
Foundations of Psychology
PSY 105
PSY 215
PSY 315
Principles of Psychology
Research Methods and Statistics I
Research Methods and Statistics II
At least one course from the following:
PSY 325
PSY 354
PSY 355
Social Behavior
Cognitive Psychology
Biopsychology
At least one course from the following:
PSY 491
PSY 493
Advanced Research Seminar
Seminar: Contemporary Issues
Professional Perspectives (two courses)
PSY 399/396 Internship
At least one course from the following:
PSY 201
PSY 263
Health Psychology
Sports Psychology
PSY 357
PSY 359
PSY 373
PSY 385
PSY 410
Behavioral Analysis
Assessment
Industrial/Organizational Psychology
Counseling Psychology
Clinical Neuropsychology
Electives (three courses in psychology)
Majors are encouraged to take more than the minimum 10
required psychology courses; no more than 13 course credits
can count for graduation.
Note: A minimum of five courses must be from
Augsburg. No more than two courses from among PSY 199,
299, 399/396, and 499 may be counted.
Graduation skills in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years
will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective or PSY 105 credit
for the major.
All psychology majors must have an adviser in the psychology department.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements
for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may
also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota
teacher licensure requirements.
Concentration in Psychology and Law
The field of psychology and law involves the application of
scientific and professional aspects of psychology to questions
and issues relating to law and the legal system. This field
encompasses contributions made in a number of different
areas — research, clinical practice, public policy, and teaching/training among them — from a variety of orientations
within the field of psychology, such as developmental, social,
cognitive, neuropsychology, and clinical. Students in this
concentration will participate in at least three experiential
learning venues: laboratory research, a community-based
internship, and study tours to Hennepin County Courts.
See department chair for specific requirements.
Concentration in Social Psychology
Both the sociology and psychology departments offer courses
relevant to students with interests in social psychology. The
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Psychology
intent of the social psychology concentration is to provide
students with a solid disciplinary foundation along with
specific coursework to strengthen a cross-disciplinary social
psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills,
theoretical analysis, and applied work in areas intended to
prepare students for careers in law, consulting, research, and
social policy, as well as many other areas. In addition, the
social psychology concentration is ideal for graduate school
preparation. See department chair for specific requirements.
PSY 250
Child Development
Theory and scientific methods of examining
development and behavior. Practical implications of data and theory are stressed. (Prereq.:
PSY 105)
PSY 253
Aging and Adulthood
Departmental Honors
Development through middle and older adulthood. Consideration of positive and negative
aspects of aging. Content is especially relevant
to those who study and work with the largest
growing segment of our population—the elderly.
(Prereq.: PSY 105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to
development during the adolescent and young
adult years. (Prereq.: PSY 105)
GPA of 3.00 in the major and 3.50 overall, and completion of
a high-quality research project. Formal application must be
made during the junior year. Consult the department chair
for more detailed requirements.
Minor
Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than
two courses from among PSY 299, 399/396, and 499 may be
counted.
Psychology Courses
212
PSY 105
Principles of Psychology
An introduction to the methods and principles
of psychology. Applications of psychological
concepts to everyday situations are emphasized.
Research participation is required.
PSY 201
Health Psychology
Consideration of the impact of psychological,
behavioral, social, and biological interactions on
health. (Prereq.: PSY 105)
PSY 215
Research Methods and Statistics I
Part I of a two-term sequence. See PSY 315. PSY
215 may be taken for one course credit without
taking PSY 315. Scientific method as practiced
in psychology. This sequence emphasizes skills
of bibliographic research, research design and
data collection, statistical analysis and interpretation, and APA-style presentation of research
findings. (Prereq.: PSY 105, MPG 3, and sophomore status; pass CT assessment or GST 100)
PSY 235
Psychology and Law
Application of psychological principles and
research to legal processes, policy, and problems.
Emphasis on three content areas: eyewitness
memory, courtroom procedures, and forensic
clinical practice. (Prereq.: PSY 105)
I Augsburg College 2010-2012
PSY 256
Environmental Psychology
This course uses a cultural-ecological viewpoint
to study the influence of both the natural and
built physical environment on human behavior.
(Prereq.: PSY 105)
PSY 261
Personality/Cultural Context
Current scientifically-based approaches to
description, dynamics, and development of
personality. Includes study of gender, social
position, and cross-cultural behavior. (Prereq.:
PSY 105)
PSY 262
Abnormal Psychology
Applying psychological science to understanding the causes and treatments for psychological
disorders. Topics include depression, anxiety,
schizophrenia, substance use, and eating disorders. (Prereq.: PSY 105)
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological
concepts applied to sports and enhancement of
athletic performance. Topics include motivation,
team development, leadership, psychological
skills training, and goal setting. (Prereq.: PSY
105)
PSY 271
Psychology of Gender
Emphasis on the social construction of gender
and its impact on the lives and behavior of individuals. (Prereq.: PSY 105)
PSY 295
Topics in Psychology
Specific topic will be published prior to registration; e.g., Positive Psychology, Close
Relationships, Psychology and Religion.
(Prereq.: PSY 105)
Psychology
PSY 315
Research Methods and Statistics II
PSY 373
Industrial/Organizational Psychology
Part II of a two-term sequence. See PSY 215.
Ideally PSY 315 should be taken in the term
immediately following PSY 215. (Prereq.: PSY
215 with a grade of 2.0 or higher and ENL 111
or 112 or HON 111)
The theoretical and applied study of organizations. Topics include: the individual, group and
organizational structure/process and change.
(Prereq.: PSY 105)
Historical Perspectives
Social Behavior
PSY 381
PSY 325
Social factors that influence individual and
group behavior in natural and laboratory settings. Topics include social cognition, group
behavior, social influence, attitudes formation,
and change. (Prereq.: PSY 215, or PSY 105 with
consent of instructor)
Focus on the people in psychology’s history,
their questions and positions, from the early
Greek period to the present. Emphasis on the
20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 215 or
PSY 105 with junior standing)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant
to the following topics: attention, perception,
pattern recognition, memory, mental imagery, problem-solving, decision-making, and
language. (Prereq.: PSY 215, or PSY 105 with
consent of instructor)
PSY 385
Counseling Psychology
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis,
person-centered therapy, cognitive behavioral
therapy, and post-modern approaches). Topics
include counseling diverse clients, evidence
based practice, and ethical guidelines for the
counseling relationship. (Prereq.: PSY 215 or
PSY 105 with consent of instructor)
PSY 355
Biopsychology
Relationship between biology and behavior.
Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness.
(Prereq.: PSY 215, or PSY 105 with consent of
instructor)
PSY 390
Special Topics in Psychology
Specific topic will be published prior to registration; e.g., Individual Differences, Evolutionary
Psychology. (Prereq.: PSY 215, or PSY 105 with
consent of instructor)
Clinical Neuropsychology
Behavior Analysis
PSY 410
PSY 357
Principles of learning/behavior change and their
application to self-management, family, work,
school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 with consent
of instructor, and ENL 111 or 112 or HON 111)
The exploration of human behavior when the
brain is altered by traumatic brain injury and
diseases such as stroke, epilepsy, and dementia.
Learn human neuroanatomy in order to relate
brain systems to attention, perception, memory,
language, personality, and awareness. Address
clinical issues, including neuropsychological
assessment and interviewing. (Prereq.: PSY 315
or consent of instructor)
PSY 359
Assessment
Theory and scientific methods of assessing
human aptitudes, achievement, personality, abnormal behavior, vocational interests,
and impacts of the environment on behavior.
Examination of a variety of tests, concepts of
reliability and validity, and legal and ethical
issues. (Prereq.: PSY 215, or PSY 105 with consent of instructor)
PSY 360
Psychology Laboratory (.5 credit)
Laboratory research experience under the
supervision of a faculty member. Concurrent or
previous enrollment in a full credit course in the
faculty member’s area of expertise and approval
by that faculty member are required. (Prereq.:
Psy 215)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format.
Designed to extend students’ knowledge of
statistical and methodological techniques and to
explore contemporary professional issues and
implications for social policy. Recommended for
students headed for graduate school and those
electing an honors major. (Prereq.: PSY 315 or
consent of instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary,
Augsburg College 2010-2012
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Psychology
theoretical, professional, and social policy issues
from a psychological viewpoint. (Prereq.: PSY
315 or consent of instructor)
Internships and Independent Study Courses
PSY 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit)
on page 64. (Prereq.: PSY 105 and one other
psychology course).
PSY 299
Directed study
See description on page 65. (Prereq.: PSY 105)
PSY 399/396 Internship
214
See descriptions for this and other internship
options (on-campus, off-campus, half credit)
on page 64. Weekly class meetings are required
for this course. PSY 399 involves an off-campus
internship; PSY 396 involves an on-campus
internship. The internship satisfies the Keystone
requirement. (Prereq.: PSY 315 and ENL 111 or
112 or HON 111)
PSY 499
Independent Study/Research
See description on page 65. (Prereq.: PSY 315)
I Augsburg College 2010-2012
Religion, Youth and Family Ministry
Religion, Youth and Family
Ministry—REL, YFM
In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values.
The study of religion at Augsburg College invites students on
a search for meaning, challenging them to explore their own
religious beliefs and those of their neighbors, gain a broader
view of the role of faith in public life, and better understand
our global context.
As an academic discipline, religion probes many of life’s
critical questions:
• Who are we as human beings and where did we come
from?
• Why do bad things happen?
• How can we live meaningful lives?
• What happens after we die?
• How do our values shape our choices?
• What is our responsibility to others?
• What texts are sacred and how should we read them?
• How can we encourage cooperation and respect among
people of different faiths?
Students begin their search for meaning in the AugCore
courses REL 100, 200, or 300. Here they learn to articulate
their own beliefs and understand that what they believe
really matters. Students engage in a close reading of the Bible
and other sacred texts, study their historical contexts, and
apply these insights to contemporary social issues. They
also explore their own gifts and how they might be used in
service of the broader community as they pursue a life of
vocation. Students are invited to deepen their pursuit of these
questions by choosing a major or minor in religion, which
offers a wide range of courses in theology, biblical studies,
and world religions.
As a college of the Evangelical Lutheran Church in
America (ELCA), Augsburg faculty and staff are eager to
engage in dialog with Christians from all denominations,
with people who practice other faith traditions, and with
those who claim no particular beliefs. Faculty in the Religion
Department represent several Christian denominations and
model respectful dialogue with students from a variety of
faith perspectives. We challenge all of our students to respect
and learn from one another and to think critically about matters of faith and reason in our lives together.
General Requirements
Majors
The Religion Department offers two majors: Religion (REL)
and Youth and Family Ministry (YFM).
Prerequisites
Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses.
Graduation Requirements
Courses designated REL and YFM are offered by the religion
department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require
students to complete more than the minimum 32 courses
required for graduation.
Transfer Courses
All transfer courses for majors and minors, including ACTC
courses, must be approved in writing by the chair. Only
courses successfully completed (2.0 or above) within the last
10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to elective credit for
the major. Students who have taken an approved introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the College REL 100 and
200 requirement; consult the registrar’s office.
Advising
All majors must have an adviser in the department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department
by Dec. 30 of the student’s senior year.
Religion Faculty
Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt,
Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly
Stratton, Mark Tranvik, Hans Wiersma, Karl Jacobson,
Matthew Maruggi, Jeremy Myers
Augsburg College 2010-2012
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Religion
Religion—REL
A religion major provides a strong foundation in the liberal
arts and prepares students for professional work and graduate studies in a wide range of fields. Since the major requires
only eight courses, students are encouraged to double-major
in a related field. Students considering seminary should
attend two Bible courses, and one course in theology or
church history. Students planning on graduate studies
in Religion ought to complete one Bible course, a world
religions course, and the Philosophy of Religion course. A
religion major also provides strong preparation for graduate
studies in theology, religious studies, sacred scripture, church
history, and related fields. The major prepares students to
think critically, read analytically, write clearly, and speak confidently, skills that make our graduates attractive to graduate
schools.
Religion Courses
REL 100
Christian Vocation and the Search for Meaning I
This introductory course will explore some of
the biblical and theological resources that the
Christian tradition, seen through the lens of
vocation, brings to the search for meaning. Not
accepted for credit for students who have taken
REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
REL 120
Religion and Science in Popular Culture
This course explores the relationship between
religion and science through issues that emerge
in public discussion through news and popular
media. Examples of topics include evolution
and intelligent design, genetic engineering and
stem cell research, and the social role of science
and science as vocation, along with historical
and philosophical development of science in its
relationship to religion.
Degree and Major Requirements
Bachelor of Arts
Religion Major
Eight courses including:
Christian Vocation and the Search for
Meaning II
or REL 300 Bible, Christian Theology, and Vocation
REL 210
Research Methods in Religion
REL 495
Religion Keystone
Five additional electives
Note: Keystone, especially for majors, should be taken in the
junior or senior year. One New Testament Greek course may
be applied to the major.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’
own theological questions and positions and
on recognizing and evaluating religious claims
in the areas of biblical interpretation and the
historical, cultural, and global contexts of
Christianity and other world religions. (Prereq.:
REL 100)
REL 200
REL 205
Exploring Topics in Religion
This course introduces students to various
topics within the field of religion. Students will
explore primary texts on topics such as gender,
economics, and politics and investigate and analyze the contemporary debates involving these
complex issues. Students will develop their own
perspectives on the topic under investigation.
(Prereq.: REL 100, 111, 221, 300, or 331; also
ENL 111 or 112 or HON 111)
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded
throughout the offered courses and is met by completing the
major. The graduation skills in Speaking (S) and Writing (W)
are met by completing the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230
S: REL 302, 386 or consult with your adviser for an
approved course outside the major
W: REL 495 and one of the following: REL 362, 370, or 481
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
REL 206
Apostles of Hope
This course will explore how Israel adapted,
resisted, fractured into sects, and was crushed
in revolt (70-73 AD/CE) in the crucible of the
Greek and Roman empires. Why was Jesus of
Nazareth seen both as a sign of Israel’s hope and
a threat in Roman Judea? How did the apostolic
movement bring its irrepressible hope in God
into the nations, religions, philosophies, and
languages of the Roman order?
Religion Minor
Five religion courses including REL 100 and 200. (Advanced
transfer students take REL 300 and four electives.)
Note for majors and minors: Students are required to have at
least a 2.00 GPA in courses counted toward the major or
minor. One or two courses in youth and family ministry
(YFM) may count toward the religion major or minor.
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I Augsburg College 2010-2012
REL 210
Research Methods in Religion
An introduction to the study of the main disci-
Religion
plines within the academic study of Christianity
(Bible, theology, and church history), including
methods and research skills. (Prereq.: REL 100
or 300 and ENL 111 or 112 or HON 111)
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer
students explores the Bible, Christian tradition,
and vocation. Students will articulate their own
theological questions and positions and begin
to recognize and evaluate religious claims in a
world of many religions. Open only to advanced
transfer students. Not accepted for credit for
students who have taken REL 100, 111, 221, or
331.
REL 301
Interpreting the Old Testament
An investigation of the Torah, Prophets, and
Writings, including forms, genres, historical
contexts, portrayal of God, and interpretation of
these texts by ancient and modern Jewish and
Christian communities. (Prereq.: REL 100 or
300 and pass CT assessment or GST 100)
REL 302
Interpreting the New Testament
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New
Testament writings as persuasive literature for
ancient and modern communities.
REL 306
Non-Western Christianity
A study of Christian belief and practice in a
variety of cultural settings different from those
of Western Europe and North America. In addition to introductions to forms of this faith on
other continents, the course will explore the
deep questions of the relationship of culture and
religion, and the ethnic and cultural location of
Christianity.
REL 309
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and
belief, salvation and redemption, and forgiveness
and mercy will be explored through the medium
of popular film.
REL 313
Environmental Theology and Ethics
An overview of contemporary theology and
theologically-based approaches to environmental
ethics using studies of environmental problems
in South, Central, and North America. Taught in
Mexico during spring semester program.
REL 320
Buddhism and Christianity in Thailand
An examination of Buddhism and the interface
of Buddhism and Christianity in Thailand, with
attention to the plurality of religions, the role
of Christian mission, and religious responses to
some of Thailand’s contemporary problems such
as AIDS and the sex industry. Short-term travel
seminar.
REL 343
Theology of Marriage and Family
An examination of the nature of modern marriage and family relationships within the context
of the faith and practice of the Christian church.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the
church in the midst of political transformations of Southern Africa. Students will meet
with people representing a variety of religious
perspectives and roles within churches and religious organizations. Taught in Namibia.
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of
the major Christian denominations and of the
world religions as practised in America. Some
controversial religious movements will also be
considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world, including Hinduism,
Buddhism, Confucianism, Taoism, Shinto, and
Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the
lives and theology of notable figures. Thinkers
who may be studied include Augustine, Martin
Luther, Dorothy Day, and Martin Luther King, Jr.
REL 362
Martin Luther and the Reformation
An introduction to the theological thought of
the Protestant reformers of the 16th century.
Special attention to the writings of Martin
Luther and other representative figures. (Prereq.:
REL 100 or 300 and ENL 111 or 112 or HON
111)
REL 363
Religion in America
A study of the history of religion in America.
Special attention to the rise of religious liberty,
revivalism, denominations, and the responses
of religion to the challenges of its environing
culture.
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives
that have shaped Latin American culture and
politics. Focuses on the relationship between
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Religion
theology and social/political transformation.
(Prereq.: Pass CT assessment or GST 100)
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REL 370
American Indian Spirituality and Philosophical
Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied.
Tribal similarities and differences are explored
as are tribal relationships with nature, religious
oversight of life cycles, sacred ritual ceremonies,
and beliefs in an afterlife. (Prereq.: ENL 111 or
112 or HON 111, junior standing, and REL 100
or 300)
REL 441
Feminism and Christianity
Attention will be given to religious influences
on societal roles for women and men, feminist
interpretation of the Bible, and the impact of
feminism on Christian theology, especially in
terms of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents,
particularly the Gospels, dealing with their
context, literary structure, and relationships.
Attention to the variety of interpretations given
the person of Jesus.
REL 378
Medieval Church
REL 472
Paul the Apostle
(See description under HIS 378)
A study of the apostle Paul including his historical background, his relationship to the early
church, and some of the themes found in his
writings. (Prereq.: REL 100 or 300 and pass CT
assessment or GST 100)
REL 383
Process Theology
Influences of the relational world view of
process philosophy on Christian faith and ethical deliberations (including killing, abortion,
human sexuality, and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and
the role of interpretation through study of the
characters and values portrayed in Genesis and
related biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint
of Christian theology and ethics, taking into
account also what other religions and the biological, psychological, and social sciences have
had to say on the subject. Special emphasis on
medical ethics brought on by modern medical
technology.
REL 405
Christensen Scholar Seminar I
This course will study the Bible and Christian tradition in order to help participants discern a call in
Christian ministry. This course is open to participants in the Christensen Scholar program only.
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community.
REL 480
Vocation and the Christian Faith
This course will examine vocation in the Bible,
the Christian tradition, and contemporary
culture. Students will be challenged to make
vocation the lens through which they view their
lives and communities. This course satisfies the
Keystone requirement.
REL 481
Contemporary Theology
An introduction to some representative trends
in Christian theological thought today, as seen
from the systematic perspective, in the light of
the continuing theological task of the Christian
church. (Prereq.: REL 100 or 300 and ENL 111
or 112 or HON 111)
(.5 course)
REL 406
Christensen Scholar Seminar II
This course will study the Bible and Christian tradition in order to help participants discern a call in
Christian ministry. This course is open to participants in the Christensen Scholar program only.
(.5 course)
REL 425
Christian Spiritual Practices
A practical forum on “habits of the heart” that
sustain Christian service. Students explore and
critically reflect on the value and practice of
spiritual disciplines such as prayer, meditation,
journaling, and service to the poor.
I Augsburg College 2010-2012
REL 475
REL 483
Christian Ethics
The bases of Christian social responsibility, in
terms of theological and sociological dynamics.
Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Religion Keystone
This course is required for the major, and enrollment is normally restricted to students who have
nearly finished their coursework. Selected topics
vary by instructor. Students will improve writing
abilities through writing a major research paper.
Religion
(Prereq.: REL 210 and ENL 111 or 112 or HON
111)
Internships and Independent Study Courses
REL 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64. Limited to special cases.
REL 299
Directed Study
See description on page 65.
REL 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
REL 499
Independent Study/Research
See description on page 65. For religion majors
only.
See department listing for a description of the following
approved electives:
PHI 350
Philosophy of Religion
SOC 260
Religion and Society
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Youth and Family Ministry
Youth and Family
Ministry—YFM
Youth and Family Ministry Major
In keeping with Augsburg’s mission to nurture future leaders
in service to the world, the major in youth and family ministry prepares persons for faithful work as youth and family
ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study
of theology, Bible, and ministry with supporting coursework
in the social sciences. A distinctive element of the major is
the combination of practical and theological training: students will have many opportunities to apply their knowledge
and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM
major and receive faculty approval before participating in
off-site field work. A youth and family ministry minor is also
offered.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR),
Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Course Maximums
A student majoring in YFM may take apply up to 15 courses
from the religion department toward graduation if they
are required to take REL 100 and 200, and the 15th course
is a REL or YFM study abroad course or the Lilly Scholar
Seminar. If the student is required to take REL 300, they may
apply up to 14 courses if the 14th course is a REL or YFM
study abroad course or the Christensen Scholar Seminar.
Contemporary Theology
Religion Keystone
Youth and family ministry core (4 courses):
YFM 208
YFM 209
YFM 235
YFM 305
YFM 358
YFM 399
Vocational Formation I [required non-credit
experience]
Vocational Formation II [required noncredit experience]
Foundations for Ministry with Youth and
Families
Ministry Practices
Life and Work of the Church
Internship
Youth and family ministry electives (2 courses):
YFM 205
Exploring Topics in Youth and Family
Ministry (students will choose two topics
courses from a list of 0.5 credit courses)
One REL or YFM course from the following list:
YFM 232
YFM 316
REL 343
REL 345
REL 353
REL 356
REL 357
REL 425
Peer Ministry
Church and Culture in Context
Theology of Marriage and Family
The Lutheran Heritage (required for A.I.M.
certification)
Denominations and Religious Groups in
America
World Religions
Giants of Christian Faith
Christian Spiritual Practices
And three supporting courses:
SOC 231
Family Systems: A Cross-Cultural
Perspective
PSY 105
Principles of Psychology
PSY 250
Child Development
or PSY 252 Adolescent and Young Adult Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major or
minor may not also major or minor in religion.
Youth and Family Ministry Minor
Associate in Ministry (A.I.M.)
The minor consists of the following five courses:
Course work completed with the major fulfills part of the
requirements for Associate in Ministry (A.I.M.) status within
the Evangelical Lutheran Church in America. Students interested in A.I.M. certification should consult with their home
synod and with a YFM adviser no later than their second year.
YFM 235
Youth and Family Ministry Major
Fourteen courses including:
Theology core (6 courses):
REL 210
REL 301
REL 302
REL 362
220
REL 481
REL 495
Research Methods in Religion
Interpreting the Old Testament
Interpreting the New Testament
Martin Luther and the Reformation
I Augsburg College 2010-2012
Foundations for Ministry with Youth and
Families
One youth and family ministry course from:
YFM 305
YFM 358
Ministry Practices
Life and Work of the Church
One Bible survey course from:
REL 301
REL 302
Interpreting the Old Testament
Interpreting the New Testament
One theology course from:
REL 362
Theology of the Reformers
REL 481
Contemporary Theology
and one course from the theology core, YFM core, or YFM
electives as listed in the major.
Youth and Family Ministry
Youth and Family Ministry Courses
REL 100 or 300 is a prerequisite for all religion and youth
and family ministry courses.
YFM 205
Exploring Topics in Youth and Family Ministry
(0.5 course)
Exploring Topics in Youth and Family Ministry
features a selection of half-credit courses
in which students may further focus upon
ministry topics introduced in YFM 235 and
elsewhere. Special ministry topics will vary
from year to year and include such subjects as
Outdoor Ministry, Service Learning, Program
Administration and Planning, Youth Culture
and Religion, Communications, Media, Music
and Ministry, and Ministry with Youth on the
Margins.
YFM 208
Vocational Formation I
A non-credit requirement for all students majoring in youth and family ministry that is to be
completed by the end of the student’s second
year. Students will complete an entrance process
into the major, participate in monthly cohort
groups, monthly roundtables, attend multiple
spiritual direction sessions, and attend a vocational formation retreat.
faithful ministry might look like in a specific
location.
YFM 305
Ministry Practices
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An
exploration of the history and development of
the spiritual practices of the Christian tradition,
combined with modern practices used for effective ministry, make up the major themes of this
course. (Prereq.: YFM 235)
YFM 316
Church and Culture in Context
A study of culture, church life, and the contemporary religious situation in another country. An
exploration of the roles of households, congregations, and other ministry organizations in
shaping and nurturing faith as compared to the
United States. Short-term travel seminar, available as offered.
(.0 course)
YFM 209
Vocational Formation II
A non-credit requirement for all students majoring in youth and family ministry that is to be
completed by the end of the student’s final year.
Students will complete a professional portfolio,
participate in monthly cohort groups, monthly
roundtables, have multiple meetings with an
assigned mentor from the field, and attend one
approved professional conference or workshop.
(Prereq.: YFM 208)
YFM 358
Life and Work of the Church
This course features an overview of the manner
in which Christianity has carried out its mission
throughout the centuries, as well as an exploration of the issues and challenges facing modern
and “post-modern” churches. A central element
of this course will be a research project that
studies the methods and strategies of congregations and other ministry organizations in their
efforts to introduce, nurture, and shape the
Christian faith. (Prereq.: YFM 235)
(.0 course)
YFM 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and
junior high youth to serve as peer ministers
in their congregations and communities. They
will learn and practice communication skills,
facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act
of caring and serving others within a Christian
belief system.
YFM 235
Foundations for Ministry with Youth and Families
An introductory level study in which the biblical, theological, and historical foundations of
ministry with youth and families are explored.
Students will also be introduced to the principles of practical theology and learn the skills
and sensibilities necessary for discerning what
YFM 399
Internship
The internship centers around 150 hours of
supervised leadership practice focused on youth
and families, fulfilled in partnership with a congregation or other approved ministry setting. A
formal learning agreement as well as the development of a professional portfolio round out the
internship experience. (Prereq.: YFM 235 and
YFM 305 or 358)
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Scandinavian Studies
Scandinavian Studies
See Nordic Area Studies.
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I Augsburg College 2010-2012
Social Studies Teaching Licensure
Social Studies Teaching
Licensure
Students preparing to teach social studies at the secondary
level must complete, in addition to the professional requirements to be met within the Department of Education, a
program designed to provide a broad foundation in the social
sciences.
Coordinators
Don Gustafson, degree-seeking students.
Anne Kaufman, licensure only and MAE graduate students.
Social Studies Teaching Licensure
Broad base requirements:
ECO 113
Principles of Microeconomics
ESE 220
Introduction to Human Geography
HIS 120
America to 1815
or HIS 121 19th-Century United States
or HIS 122 20th-Century United States
POL 121
American Government and Politics
PSY 105
Principles of Psychology
SOC 121
Introduction to Human Society
ANT 141
Cultural Anthropology
Plus a major in one of six fields—economics, history, political economics, political science, psychology, or sociology.
Geography and anthropology are also acceptable fields,
although they are not offered as majors on the Augsburg
campus.
An interdisciplinary social studies major is available for
persons holding a bachelor’s degree and seeking licensure
only. Consult with Anne Kaufman for details.
Students considering a career in social studies education should consult, as soon as possible, the Augsburg
Department of Education and the social studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements
for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with
the Augsburg Department of Education to identify current
Minnesota teacher licensure requirements.
Augsburg College 2010-2012
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Social Work
Social Work—SWK
Students in social work are preparing to engage in professional practice with individuals, families, groups, communities, and organizations. Students learn to become skilled at
designing change strategies with clients that promote individual change, social justice, and empowerment. The curriculum includes classroom instruction, agency practicum, social
work skills development, history of social work and social
welfare in the United States, analysis of social welfare policy,
and social science research. In and out of the classroom,
students study privilege and oppression and engage with
diverse communities. In the end, our students are prepared
to practice in multi-cultural settings.
Those graduating with a social work major receive a
Bachelor of Science degree in social work and are eligible to
apply for licensure as a generalist social worker. Students
interested in a graduate degree in social work (MSW) are
encouraged to apply to our Master of Social Work program.
The undergraduate degree provides transferable credits
toward the foundation year of an MSW program, reducing
the number of credits needed. Both the baccalaureate and
graduate social work programs are accredited by the Council
on Social Work Education.
Social work graduates embody the Augsburg College
motto, “Education for Service.” One example of this motto in
action is the extensive service learning and practica assignments embedded in the social work curriculum. Students
begin service learning early in their major and engage in over
400 hours of agency based training, supervised by licensed
social workers. The Twin Cities offers a variety of innovative
and professional programs and agencies. Students are encouraged to train with and learn from these local, regional, and
national leaders in social work.
Social Work Faculty
Nancy Rodenberg (Chair), Anthony Bibus, Laura Boisen
(MSW Field Coordinator), Lois Bosch (MSW Program
Director), Francine Chakolis, Ankita Deka, Christina
Erickson (Fields Education Coordinator), Annette Gerten
(BSW Field Coordinator), Barbara Lehmann (BSW Program
Director), Glenda Dewberry Rooney, Michael Schock,
Maryann Syers, Kelly Knochel
Degree and Major Requirements
The B.S. degree consists of ten upper level courses and a total
of seven supporting courses.
Social work courses that are also open to non-majors are
designated with an asterisk.
Global Peace and Social Development*
Select one of these four courses:
ECO 112
POL 121
POL 122
POL 325
Principles of Macroeconomics
American Government and Politics
Metropolitan Complex
Politics and Public Policy
Take these four courses:
BIO 121
PSY 105
SOC 121
SWK 280
Human Biology and Lab
Principles of Psychology
Introduction to Human Society
Diversity and Inequality in Professional
Practice*
Select one of these two courses:
SOC 362
MAT 163
Statistical Analysis
Introductory Statistics
GPA Requirements for degree completion
After admission to the program a minimum grade of 2.0 is
required for each upper level course and a 2.00 cumulative
GPA is required in the supporting program.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing
(W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The
Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and ECO 112, MAT 163, or SOC 362.
Pass/No Credit Maximums for Majors
All social work majors must take their upper level courses
with traditional grading. Social work majors are allowed
to apply up to six credits with a grade of Pass (P) toward
graduation, as are other majors. Students seeking Latin and
Department Honors may only take two P/N credits. (See
Latin Honors for additional details.)
Major Courses
Ten upper level courses:
SWK 301
SWK 303
SWK 306
SWK 307
SWK 316
SWK 317
SWK 401
SWK 406
History and Analysis of Social Policy*
Human Development and the Social
Environment*
Social Work Practice 1: With Individuals
Field Work 1: Integrative Seminar
Social Work Practice 2: With Families and
Groups
Field Work 2: Integrative Seminar
Social Work Research and Evaluation
Social Work Practice 3: With Communities
and Policies*
Field Work 3: Integrative Seminar
Field Work 4: Integrative Seminar
The Supporting Courses
SWK 407
SWK 417
Select one of these three courses:
Social Welfare Minor
SWK 100
SWK 210
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SWK 230
Introduction to Professional Social Work*
Environmental Justice and Social Change*
I Augsburg College 2010-2012
(for other majors)
Social Work
The goal of the social welfare minor is to give non-majors a
sense of the impact of social work on society and a means to
incorporate some social welfare perspectives to their chosen
career.
Six courses including:
SWK 100
SWK 303
SWK 301
SWK 406
SOC 265
Introduction to Professional Social Work
Human Development and the Social
Environment
History and Analysis of Social Policy
Social Work Practice 3: With Communities
and Polices
Race, Class, and Gender
And one course from:
POL 121
American Government and Politics
POL 158
Political Patterns and Processes
POL 325
Politics and Public Policy
No credit for non-academic work
In accordance with accreditation standards, the Social
Work Department does not grant social work course credit
for life experience or previous work experience.
Social Work Courses
Social Work Entry Level Courses
The social work major offers three ways to begin the B.S.
degree: SWK 100 is for those students interested in the
profession, SWK 210 is for students more interested in policy
and advocacy, and SWK 230 is for students interested in
international social work and global issues. All three courses
are equal as introductions to the major.
All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency,
program or institution. The placement is selected by the
student, approved by the course instructor, and supervised
by agency staff. These courses are also open to non-majors.
SWK 100
Introduction to Professional Social Work
This course provides an opportunity for students to explore a possible social work major
or future career in human services. Students
will receive an overview of social welfare as an
institution and social work as a profession. The
course examines service needs associated with
the unequal impact of social, economic and
political structures on diverse groups in society.
Admission to the Major
Students must apply to be admitted to the degree program
in social work. This application process, called candidacy,
is subsequent to and separate from admission to Augsburg
College. The candidacy application is completed in the
spring term of the sophomore year or in the summer months
for junior transfer students. Each social work major must
complete the application materials and be officially admitted to the social work program before beginning the first
field practicum in the junior year. Social work majors must
have a cumulative 2.20 GPA to enter the program. Students
who do not meet this minimum GPA standard will be given
an opportunity to explain their GPA and may subsequently
be considered for conditional admission. Admission to the
program is required as a pre-requisite for those 300 and 400
level courses restricted to social work majors only. Contact
the Social Work Department for details.
SWK 210
Environmental Justice and Social Change
This course examines the relationship between
environmental justice issues and principles
and methods of social change. It explores the
relationship between environmental damage
and damage to human populations, the differential effect of environmental damage on specific
populations, and the ways social change agents
can mobilize action to correct these injustices.
(Elective credit)
SWK 230
Global Peace and Social Development
This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case
studies present examples of how social work and
human services function in a global context and
are vital to fostering peace, human rights, and
well-being. (Elective credit)
Departmental Honors
The social work department offers students the opportunity to earn Departmental Honors through the completion
of an applied or scholarly project. Students may apply for
Departmental Honors if they have earned and maintain an
overall GPA of 3.30 and maintain a cumulative GPA of 3.60
in all social work classes at the 300 level and above. Honors
applicants may take up to two courses as P/N (pass/no credit)
and must complete a minimum of 14 traditionally graded
Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate
critical understanding of one area in the field of social work
or social welfare. A faculty mentor will guide and supervise
work on this paper or project. Please consult with your
adviser or program director for complete details and deadlines.
SWK 280
Diversity and Inequality in Professional Practice
This course explores diversity and social
inequality as they relate to professional practice
in social work and other helping professions.
Building cultural competence in work with
diverse populations, students learn through
dialogue, reading, experiential exercises, and
community observation.
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Social Work
Course Sequence and Concurrency
Social work upper level courses are taught in a two-year
sequence. Courses are taught once a year. The courses in the
chart below must be taken together during the same term:
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SWK 301
History and the Analysis of Social Policy
The history of social workers, social movements, and changing social norms in Europe,
North America, and globally profoundly affects
social welfare policy today and tomorrow. In this
course, students learn how historical events,
policies, and programs influenced today’s social
responses to human needs. (Prereq.: junior
standing and pass CT assessment or GST 100)
SWK 303
Human Development and the Social Environment
Students will focus on the theories and knowledge of human bio-psycho-social spiritual
development throughout the life span. Students
will study how people develop, with attention
to the interaction between individuals, families, and the changing social environment. The
course takes a life span perspective of human
development, from birth to death in the context
of the person in the environment. Traditional
approaches to life “stages” are also explored,
along with less traditional issues, such as human
behavior and development as a result of different
cultures, sexual orientation, poverty, and differing physical or mental abilities, and the relationship between diverse statuses and the social
environment.
SWK 306
Social Work Practice 1: With Individuals
Students develop foundational social work
practice knowledge, skills, and values while
learning to interview, assess, set goals, and
work with individual clients. Course readings,
class participation, simulations, and role-plays
provide learning opportunities for students to
build skills necessary for generalist social work
practice with individuals, families, and groups.
Emphasis is on holistic practice applying the
strength-based problem solving approach and
working with diverse populations. (Coreq.: SWK
307)
SWK 307
Field Work 1: Integrative Seminar
Students begin applying practice knowledge
and skills in their first social work practicum.
Social work professionals in regional human
service agencies supervise students in a full-year
field placement. Students also synthesize their
course-based learning with their supervised
training through participation in weekly integrative seminars. Students complete a minimum of
I Augsburg College 2010-2012
120 hours of supervised practice in the fall term.
(Coreq.: SWK 306)
SWK 316
Social Work Practice 2: With Families and Groups
Students continue to develop generalist social
work practice knowledge, skills, and values
while learning to interview families and facilitate
groups. Emphasis is on holistic practice applying the strength-based problem solving approach
and working with diverse groups and families.
(Prereq.: SWK 306, 307, and ENL 111 or 112 or
HON 111. Coreq.: SWK 317)
SWK 317
Field Work 2: Integrative Seminar
This course is a continuation of SWK 307.
Students apply practice knowledge and skills
in their first social work practicum. Students
synthesize their course-based learning with their
supervised training through participation in
weekly integrative seminars. Students complete
a minimum of 120 hours of supervised practice
in the spring term. (Coreq.: SWK 316)
SWK 401
Social Work Research and Evaluation
This course will provide students with an introduction to positivist and constructivist theories
and related methods commonly used in both
social science research and social work evaluation. Students will learn to integrate social work
values and ethical principles with social science
research and evaluation. Methods of program
and practice evaluation will be examined.
Various approaches to organizing information
and interpreting data will also be examined.
(Prereq.: MAT 163 or SOC 362, MPG 3)
SWK 406
Social Work Practice 3: With Communities and
Policies
Students learn how community organizations,
human service agencies, and social policies
emerge in Western society. Students study how
to organize communities for empowerment, how
to assist human service agencies to adapt, and
how to influence local, regional, and national
policies. (Coreq.: SWK 407)
SWK 407
Field Work 3: Integrative Seminar
Social work professionals in regional human
service agencies supervise students in a senior
year field placement. Students synthesize their
advanced course learning with their supervised
training through participation in weekly integrative seminars. Students complete a minimum of
120 hours of supervised practice in the fall term.
(Coreq.: SWK 406)
Social Work
SWK 417
Field Work 4: Integrative Seminar
This course is the Social Work major keystone
course and a continuation of SWK 407. Social
work students synthesize their advanced course
learning with their supervised training through
participation in weekly integrative seminars.
Students complete a minimum of 120 hours of
supervised practice in the spring term.
Internships and Independent Study Courses
SWK 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
SWK 295
Topics:
Special themes in social work specified in
subtitle.
SWK 299
Directed Study
See description on page 65.
SWK 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
SWK 499
Independent Study/Research
See description on page 65.
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Sociology
Sociology—SOC
Sociology is the scientific study of society as a whole and of
human social organization in groups. The sociological perspective provides a way to better understand the social world
and how human beings come to think and act as they do.
The goal of the department is to guide students in gaining knowledge of the social order, an understanding of how it
affects them in their daily lives, and how it can be applied to
their vocation. Sociology majors develop an understanding of
the theories of society and social groups, learn to create and
use scientific tools of analysis, and practice the application of
sociological concepts to the solution of social problems.
Students are encouraged to select study abroad, internships, independent study, and field studies as electives. The
department urges students to use Augsburg’s metropolitan
setting as a laboratory for learning. Internships and service
learning enable majors to apply the theories and research
skills of sociology while they explore career alternatives.
Augsburg alumni who have majored in sociology are currently employed in research, law, management, and human
resources departments of both government and private
corporations, in the criminal justice field, and as professors
of sociology. Others have used the major as preparation for
advanced study in areas such as the ministry, social work,
urban planning, and human services.
Sociology Faculty
Tim Pippert (Chair), Lars Christiansen, Nancy Fischer, Garry
Hesser, Diane Pike, James Vela-McConnell
Degree and Major Requirements
Major
Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human
services to criminal justice to business to public service.
The foundation of the major at Augsburg is that it provides
a clearly organized curriculum that is challenging, develops
over the course of the major, and integrates and reinforces
a challenging set of important skills; those skills include
abstract thinking, writing, critical analysis, basic research,
integration of theory and data, and the connection of the
individual and collective perspectives in the unique way of
the sociological imagination. The five core courses intentionally develop those skills in our students. The remaining electives allow students to choose courses that add other skills
related to areas of career interest.
The major includes a total of 10 courses: five required
core courses and five electives, at least three of which are
upper division courses from the specified list below:
Core major:
SOC 121
SOC 362
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Introduction to Human Society
Statistical Analysis
I Augsburg College 2010-2012
SOC 363
SOC 485
SOC 490
Research Methods
Sociological Theory
Senior Seminar
At least three of the following upper-division courses (Prereq.:
SOC 121):
SOC 320
SOC 349
SOC 375
SOC 377
SOC 381
SOC 387
SOC 390
SOC 399
Sociology of Law
Sociology of Organizations
Social Psychology
Organizational Crime and Deviance
City and Metro-Urban Planning
Juvenile Delinquency
Social Problems Analysis
Internship
Two additional sociology electives
Note: Majors must have a 2.0 or better in each required
course (SOC 121, 362, 363, 485, and 490) to receive credit in
the major.
The Critical Thinking (CT), Quantitative Reasoning
(QR), Speaking (S), and Writing (W) graduation skills are
embedded throughout the offered courses and are met by
completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study,
the Department offers Interest Tracks within the major.
These interest tracks are: City and Community; Crime and
Deviance; Law; Organizations; and Social Psychology. The
Interest Tracks guide majors in selecting elective courses in
a way that tailors their sociological training, experiences and
skills. Working with an advisor and following the guidelines
and recommendations provided at the links below, sociology
majors can design a pathway through the major that directs
them toward careers or graduate work in criminal justice,
law, organizational development, public relations, social services, and urban studies.
Students who are interested in pursuing an Interest
Track should discuss this with their adviser or the Sociology
Department Chair. A full description of each Interest Track
may be found at the Sociology Department website http://
www.augsburg.edu/home/sociology/Sociology/Overview.html.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements
for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may
also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota
teacher licensure requirements.
Departmental Honors
To complete departmental honors in sociology, the student
must have a minimum GPA of 3.50 in the major and overall.
Sociology
See department chair and website for specific requirements.
An application for departmental honors/graduation with distinction must be completed by spring of the junior year.
Minor
20th century U.S. history recommended, but not
required. Fall, Spring)
SOC 260
Religion and Society
An examination of the interaction of religion
and society with attention to secularization,
race, gender, and the public role of religion
utilizing sociological research on the role of
religion and religious organizations in American
society. (Fall)
Five courses including SOC 121 and at least two upper
division courses taken at Augsburg College. Students are
required to have a 2.0 or better in SOC 121 and at least a
2.00 GPA in courses counting toward the minor.
Sociology courses
SOC 111
Community and the Modern Metropolis
How is community possible in the context of
multicultural, social, and ideological forces that
are characteristic of urban life? The cultural
and structural dynamics of the Twin Cities are a
basis for exploring this theme. (Fall, spring)
SOC 121
Introduction to Human Society
What is society and how does it make us who
we are? Sociology offers insights into discovering the world and one’s place in it. Course study
focuses on an understanding of culture, social
structure, institutions, and our interactions with
each other. (Fall, spring)
SOC 222
Office Space: The Sociology of Work
Why does a doctor get paid handsomely, and a
burger-flipper get paid poorly? Can workplaces
be functional, or are they inherently conflictual?
How does the current expansion of global capital (globalization) shape our work experiences
in the U.S.? This course explores these and other
questions through various sociological theories
of work and labor in modern society. (Fall)
SOC 231
Family Systems
The term family is a universal concept, yet its
membership, rituals, and functions vary dramatically across world cultures and sub-cultures in
the United States. Family systems are explored
with respect to cultural and historical settings,
variations among families, and modern cultural
and social patterns. (Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social
Movements
Why do people engage in protests and join
social movements? What impacts do social
movements have on social institutions, the state,
culture, and even personal identity? This course
explores these and other questions through
studying social movement theory and several
social movements occurring over the last two
centuries. (SOC 121 and courses on 19th or
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals
and groups from diverse backgrounds—race,
ethnicity, class, gender, and sexuality—receive
unequal portions of wealth, power, and prestige
in our society. This course focuses on both the
collective and individual processes involved in
social inequality. (Fall, spring)
SOC 266
Sociology of Sexualities
What we mean by “sex” changes over time.
During different historical time periods it’s been
a sin, a means of forging ties between powerful
families, a source of psychological perversion,
a means to pleasure, a symbol of love, as well
as a personal identity. This class explores how
sexuality and its components (desire, pleasure,
love, the body) are socially constructed. (Spring)
SOC 277
Introduction to Criminology
What do we know about crime in American
society? How can we explain crime sociologically? Topics include: Patterns of crime, theories
to explain crime, analysis of the police, the
courts, and the correctional system.
SOC 290
Cultures of Violence
Street gangs and warfare. Police brutality and
genocide. Domestic abuse and riots. What are
the dynamics underlying different forms of
violence? This course takes violence in its many
forms as a topic for sociological analysis. (Fall)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq. for
300 level courses only: SOC 121 or consent of
instructor)
SOC 320
Sociology of Law
How does law in practice differ from law as it
is written in the Constitution/Bill of Rights?
Despite the pretense that legal language is
neutral, in practice, the law constructs people in
different, unequal ways based on their class, age,
Augsburg College 2010-2012
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Sociology
race, gender, and sexuality. We will explore the
different ways that law is practiced and theorized. Coursework will involve observing law
in practice in local courts. (Prereq.: SOC 121 or
consent of instructor. Fall)
230
SOC 349
Sociology of Organizations
What is the nature of these modern organizations in which we spend so much of our daily
lives? Organizations as corporate actors are
analyzed with respect to their goals, culture,
technology and structure. We will explore the
consequences of living in a society dominated by
organizations. (Prereq.: SOC 121 or consent of
instructor, pass CT assessment or GST 100, and
ENL 111 or 112 or HON 111. Spring)
SOC 362
Statistical Analysis
This course is an introduction to descriptive
and inferential statistics in the social sciences; as
such, it provides a foundation for understanding quantitative analysis—be it in an academic
journal or a daily newspaper. (Prereq.: MPG 3.
Fall/Spring)
of metropolitan areas. Readings, simulations,
outside speakers, and field study in a seminar
format. (Prereq.: SOC 111 or 121 or consent of
instructor. Spring)
SOC 387
Juvenile Delinquency
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing
this question the social construction of deviance
and delinquency as well as the historical precedents for treating juveniles differently will be
examined. Topics include: sociological theories,
patterns of delinquency, and the social and legal
reactions to juvenile delinquency. (Spring of
alternate years)
SOC 390
Social Problems Analysis
How do social problems develop? What can
be done about them? This course engages the
sociological imagination in an attempt to draw
connections between micro-level analysis and
macro-level analysis, linking our own private
troubles with public issues. (Prereq.: SOC 121 or
consent of instructor. Spring of alternate years)
SOC 363
Research Methods
SOC 485
Sociological Theory
Good research—do you know it when you see
it? Can you produce it yourself? Social science
research skills are learned through the practice and application of the basic tools of valid
and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor and
ENL 111 or 112 or HON 111. Fall/Spring)
An examination of the classical theoretical
traditions within sociology, tracing the course of
their development in the 19th and 20th centuries. (Prereq.: Two upper division courses in
sociology, SOC 121 or consent of instructor, and
pass CT assessment or GST 100. Fall)
Senior Seminar and Keystone
Social Psychology
SOC 490
SOC 375
How does society construct the individual?
How does the individual construct society? This
course examines individual identity within the
social context of symbolic interaction. (Prereq.:
SOC 121 or consent of instructor. Fall)
This Keystone experience provides the opportunity for majors to integrate the sociology
program and general education, develop an
understanding of the value of sociology beyond
college, and articulate a sense of vocation and
professional identity. Pass/No Pass grading.
Senior sociology majors only. (Prereq.: SOC 485.
Spring)
SOC 377
Organizational Crime and Deviance
The benefits of contemporary organizational
life come with costs: space shuttle explosions,
insider trading, chemicals dumped in lakes;
nuclear accidents; corporate scandals. What are
the causes and consequences of organizational
crime and deviance? Case study analysis and the
application of sociological models of explanation will be examined in depth. (Prereq.: SOC
121 or consent of instructor; Recommended but
not required: SOC 222 and/or SOC 349. Spring
of alternate years.)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and
approaches to urban planning and the shaping
I Augsburg College 2010-2012
Internships and Independent Study Courses
SOC 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
SOC 299
Directed Study
See description on page 65.
SOC 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
Sociology
SOC 498
Independent Study—Metropolitan Resources
An independently designed course a student (or
group of students) develops, making extensive, systematic, and integrated utilization of
resources available in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 111 or 121 and/or
consent of instructor. Fall and Spring)
SOC 499
Independent Study/Research
See description on page 65. (Prereq.: SOC 121,
consent of instructor and department chair. Fall
and Spring)
Augsburg College 2010-2012
I 231
Spanish
Spanish
See listing under Languages and Cross-cultural Studies.
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I Augsburg College 2010-2012
Theatre Arts
Theatre Arts—THR
The study of theatre is firmly grounded in the liberal arts,
integrating knowledge and principles from many academic
and artistic disciplines, including communication, art,
music, history, English, literature, business, philosophy, and
religion. Both the curriculum and dramatic productions by
the Theatre Arts Department offer valuable cross-disciplinary
connections for the campus while also providing a solid
base in classical, modern, contemporary, and multicultural
theatre.
Augsburg’s location in the heart of a major theatre center
makes it an ideal place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both
as theatre artists and scholars by encouraging connections
between our campus and the greater arts community, while
also exploring connections between theory and application.
Students have the opportunity to make these connections
through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring
visiting theatre professionals from the Twin Cities community who work closely with students), and attendance
at numerous professional productions in the Twin Cities.
Augsburg theatre productions are treated as unique learning
laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence.
In addition to theatre training, students in theatre arts
learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization,
critical thinking, leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for successful careers in law, education, business, communication,
and journalism, as well as prepare theatre students for careers
in professional or academic theatre, television, and film. In
order to prepare students for graduate school or the workplace, the department encourages a second major or minor
in such fields as art, English, education, film, music, history,
sociology, or religion.
Theatre Arts Faculty
Darcey Engen (Chair), Michael Burden (Production Program
Director), Martha Johnson, Sarah Myers, David DeBlieck,
Karen Mulhausen, Sandy Schulte, Warren C. Bowles, Adriene
Heflin, Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theatre Arts Department currently has three concentrations within the major: performance, directing/dramaturgy,
and theatre design/technical theatre. Each concentration
consists of the Theatre Core Curriculum supplemented by
electives specific to each concentration.
Graduation Skills for Each Concentration
The theatre arts department addresses the graduation skills
using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking,
Writing, and Speaking. The Quantitative Reasoning (QR)
graduation skill can be met by completing GST 200, MAT
145, MAT 146, or PHY 119.
Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of
these skills.
Theatre Arts Major
Eight core courses for each concentration:
THR 228
THR 232
THR 245
THR 250
THR 328
THR 361
THR 362
THR 366
Introduction to Stagecraft
Acting
Introduction to Asian and Asian American
Theatre
Script Analysis: Foundations of Theatre
Theatrical Design
Theatre History and Criticism I
Theatre History and Criticism II
Stage Direction
Performance Concentration
This concentration within the Theatre curriculum is
designed to serve students hoping to pursue graduate studies in Theatre (M.A./Ph.D. and M.F.A.) and/or professional
work as performers. Students choosing this concentration
will enroll in the eight core theatre major courses taken by
all theatre majors and will supplement the core with courses
identified as concentration specific electives. Students in the
performance concentration are encouraged to consult with
their adviser when selecting electives. Advisers will assist students in identifying the year and semester elective courses are
offered. Students are strongly encouraged to also complete a
professional Internship at a local Twin Cities theatre.
To fulfill this concentration:
Ten THR courses — eight required core courses and two
courses chosen from THR Performance Concentration electives, plus 10 theatre practicum units taken as THP courses.
Two electives from:
THR 226
Movement for the Theatre
THR 350
Voice for Speech, Stage, and Screen
THR 365
Advanced Acting
Ten production practicum units (THP)— See Practicum Units
Directing/Dramaturgy Concentration
This concentration within the theatre curriculum is designed
to serve students hoping to pursue graduate studies in
theatre (MA/PhD and MFA) and/or professional work as a
director or dramaturg. Students choosing this concentration
will enroll in the eight core theatre major courses taken by
all theatre majors and will supplement the core with courses
Augsburg College 2010-2012
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Theatre Arts
identified as concentration specific electives. Students in the
Directing/Dramaturgy concentration are encouraged to consult with their adviser when selecting electives. Advisors will
assist students in identifying the year and semester elective
courses are offered.
To fulfill this concentration:
Ten THR courses--eight required core courses and two electives chosen from two categories of courses Plus 10 theatre
practicum units taken as THP.
Electives:
Select and complete one (1) of the following courses:
ENL 330
ENL 338
ENL 358
ENL 368
NAS 352
Shakespeare
Readings in British and Commonwealth
Drama
Readings in American Drama
Readings in World Drama
Modern Nordic Drama
Select and complete one (1) of the following courses:
THR/ENL 325 Playwriting
ENL 221
Expository Writing about the Arts and
Popular Culture
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one Main-Stage Show
Technical Design/Technology Concentration
This concentration within the theatre curriculum is designed
to serve students hoping to pursue graduate studies in theatre
(MA/PhD and MFA) and/or professional work as a theatre
designer or technician. Students choosing this concentration
will enroll in the eight core theatre major classes taken by all
theatre majors and will supplement the core with at least two
electives from the Art Department. Students in the emphasis
are strongly encouraged to also take an Independent Study
in their area of focus and to do a professional internship at a
local Twin Cities theatre.
To fulfill this concentration:
Ten THR courses--eight required core courses and two electives chosen from ART electives, plus 10 theatre practicum
units taken as THP.
One Elective from:
ART 107
THR/ART 265
Drawing
Computer Drafting for Theatre and
Architecture
THR/FLM 230 Scene Painting
One Elective from:
ART 240
Art History Survey
ART 243 or 244 History of Architecture
Optional Supporting Courses
THR 299
Directed Study
THR 399
Internship
THR 499 Independent Study in Theatre
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I Augsburg College 2010-2012
Curricular Planning Information
First-years planning to major in theatre arts should begin
with courses THR 228, 232, or 250; sophomores: THR 226,
228, 245, 361, 362; juniors: THR 325, 328, 350, 360, 361, or
365; seniors THR 365, 366.
Note: Some courses are offered alternate years only.
Incoming students should meet in the fall of the first year
with a theatre adviser to ensure proper sequence of classes to
be taken based on odd or even year of entry.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Honors majors must maintain a 3.75 GPA in
the major and a 3.50 GPA overall and, as part of their major,
complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their
departmental adviser early spring semester of their junior
year to develop a proposal for the honors project.
Transfer Students
Transfer students should meet with a transfer adviser upon
acceptance to determine what credits taken at another
institution will transfer into the major. The majority of
theatre core classes should however be taken at Augsburg.
Additionally, transfers are required to take a minimum of
three upper division theatre arts courses. Ten practicum units
are also required, five of which need to be completed within
the department. Transfers must also complete a minimum of
five THP credits within the department. No more than five
units can be credits from other schools.
Theatre Arts Minor
Five courses including:
THR 250
Script Analysis: Foundations of Theatre
THR 228
Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232
Acting
THR 362
Theatre History Criticism II
THR 366
Stage Direction
The theatre arts minors also must complete five practicum
units. Students must take a minimum of one performance
unit and a minimum of three production units. Refer to the
practicum categories listed below the curriculum concentrations.
Theatre History and Criticism Dramaturgy Minor
Five courses:
THR 250
THR 325
THR 361
THR 362
THR 299
or THR 299
Script Analysis: Foundations of Theatre
Playwriting
Theatre History Criticism I
Theatre History Criticism II
Directed Study in Dramaturgy
Directed Study in Theatre History and
Critcism
Theatre Arts
Theatre Arts Courses
and techniques in neutral mask, Asian martial
arts, and physical and vocal characterization
exercises. Students will examine various performance paradigms and see professional productions.
THR/HPE 002 Lifetime Sports—Introduction to Dance and
Composition (.0 course)
This course offers an overview of various
exercises and gives an introduction to a variety of movement styles, cultures of dance, and
composition. Each class includes a rigorous,
physical warm-up, mixing yoga, conditioning,
and modern dance.
THR 228
Introduction to Stagecraft
An introduction to the backstage world of the
theatre; its organization, crafts, and creative processes. Students will execute practical projects,
attend theatre tours, see professional productions, and participate on the theatre department’s fall production. Open to all students.
Forty-hour lab requirement.
THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation
(.0 course)
Students will learn various phrases of movement
incorporating floor exercises and will learn to
travel through space using level, volume, and
floor pattern. Improvisational techniques will be
introduced and students will create short improvisational pieces. (NOTE: Students are allowed
to use only one of THR/HPE 002, 003, 004, or
005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and Improvisation
A study of theatrical movement, voice, mime,
mask, improvisation, acting and storytelling
with an emphasis on active participation, creation of an original performance, and reflective
writing. This course is primarily designed for
non-majors and does not fulfill credit toward the
theatre arts major. Attendance at theatre productions required. Students will be required to pay
for theatre production tickets.
FLM 216
Film Production I
This course demonstrates the basics of 16 mm
filmmaking. The student will make short films
that demonstrate the art and process of shooting
in B/W.
THR 222
Introduction to Theatre
Introduction to Theatre is an examination of
theatre as an artistic form and focuses on the
appreciation and value of theatre in society.
Focus on historical periods, plays, artists, basic
concepts, and techniques of the play production process. Students attend and review stage
productions. This course is primarily designed
for non-majors and does not fulfill credit toward
the theatre major.
THR 226
Movement for the Theatre
A study of the principles of movement used in
the art of acting. Students will improve their
use of energy, concentration, balance, control,
clarity, timing and spontaneity through practical
exercises. This course uses established theory
THR/FLM 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the
art of scenic painting for the stage, film, and
faux application. Through a series of foundational painting projects, reading assignments,
informal lecture, discussion, and a final cumulative painting project students will develop the
required skills and understanding of what it
means to be a Scenic Artist and what role the
Scenic Artist plays in artistry of theatre and film.
THR 232
Acting
An introduction to the art of acting. Focus on
physical, mental, and emotional preparation,
and exploration of the creative approach to
scene and character study in American drama,
culminating in a final performance. Students
attend and review local professional productions.
THR 233
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies to on-camera
effectiveness. This co-taught studio course also
includes technology elements which support
acting on camera. (Alternate years)
THR/MUS 235 Skills of Music Theatre
An interdisciplinary approach to the topic using
music and theatre techniques to develop the
student’s basic skills of music theatre. Concepts
of diverse music-theatre forms are introduced.
Course includes reading, writing, research, class
discussion, exercises, small and large group
participation, memorization, and public performance. Students will attend and review live
productions. (Alternate years)
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles,
aesthetic theories, and plays of traditional
Asia and Asian American cultures. The course
Augsburg College 2010-2012
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Theatre Arts
includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local
theatre productions required. Students will be
required to pay for theatre production tickets.
THR 250
Script Analysis: Foundations of Theatre
This foundations class focuses on major principles and fundamentals of theatre literary analysis
and research and uses performance, discussion,
writing, and projects as ways to interpret a dramatic script for academic and artistic applications. Close readings of plays from various
genres and in-depth research projects will enable
students to learn and apply basic terminology
for literary and artistic purposes.
Each student will execute four design projects
using a research based design process. Class will
take theatre tours, host visiting artists, and have
a practical involvement in two Augsburg College
productions. Forty-hour lab required, materials needed. (Prereq.: THR 228, junior or senior
status)
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course
will use established exercises and theories in
several methodologies of vocal training. Theory
and practice are combined in oral projects,
reports and papers, voice tapes, and individual
coaching. (Alternate years)
THR/ART 265 Computer Drafting for the Stage and Architecture
Computer Drafting for the Stage and
Architecture is an introduction to using
AutoCAD LT for drafting on the computer.
Students will learn how to use basic AutoCAD
commands to input information, organize,
layout and print 2-D drafting plates, with an
emphasis on drafting for the theater and architecture.
THR 270
Black Theatre
Introduction to Black Theatre is an examination of the principles, major movements, and
fundamentals of theatre by and about Black
Americans. It examines the historical, political, and cultural context of Black Theater. This
course will focus on and provide an overview of
Black Theatre utilizing plays written by Black
American playwrights.
FLM 312
Film Production II
The focus of this course builds on the lessons
learned in COM 216 and adds the study of color
photography and sound design. Though exercises and assignments the student will develop
skills in scripting, shooting, and editing short
films. (Prereq.: FLM 216)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek
through the French Neoclassical period. Reading
of plays, writing a research paper, and attendance at local theatre productions are required.
Need not be taken sequentially with THR 362.
(Prereq.: ENL 111 or 112 or HON 111. Fall:
alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the English Restoration
through contemporary performance. Readings
of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Fall: alternate years)
THR 365
Advanced Acting
This course provides students with performance
skills and the ability to recognize differentiating
clues that identify the style of a play. Through
class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis
is on a variety of roles from the classics
(Shakespeare, French neoclassicism, restoration
comedy, realism, and non-realism), culminating
in a public recital. (Prereq.: THR 250, THR 232,
THR 362 or consent of instructor, and pass CT
assessment or GST 100. Fall/Spring)
THR/ENL 325 Playwriting
236
An introductory course in writing for theatre
and performance. Students will learn the basics
of dramatic structure, character development,
and theatrical languages as well as techniques
for the development of playscripts from idea
to finished product. (Prereq.: ENL 111 or 112
or HON 111, and junior or senior standing, or
consent of theatre department chair. THR 250 or
ENL 226 recommended. Alternate years)
THR 328
Theatrical Design
Introduction to the design process for the stage.
I Augsburg College 2010-2012
THR 366
Stage Direction
A study of the basic principles and skills of stage
direction: directing concepts and methodologies,
stage techniques, terminologies, script analysis;
rehearsal planning and techniques; blocking,
stage dynamics, working with actors, and the
Theatre Arts
overall staging of a play. Theories of directing are
also examined. (Prereq.: THR 362, or consent of
instructor)
FLM 420
Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in
world cinema today. Our purpose is to help students both contextualize the cinema they see in
appropriate and insightful ways, and to provide
a sophisticated critical apparatus to help them
read films as texts and to interpret the cinema’s
larger societal value and impact. (Prereq.: ENL
241 and junior/senior standing)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses
THR 199
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
THR 299
Directed Study
See description on page 65.
THR 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
THR 499
Independent Study/Research
See description on page 65.
registrar’s office
Please note:
• All majors will complete at least one THP 123 unit in
costumes.
• All majors will complete one THP 113 in lighting.
• THP courses may be repeated.
• Crew work required for classes/coursework does not count
towards practicum.
• Work-study hours do not count towards practicum.
• Completion of THP 115 and 116 count as two and three
practicum units respectively because of the extraordinary
amount of time required of the student. All other THP
courses count as one practicum unit each.
• Transfer students are still responsible for the full unit
requirements (10 major/5 minor.) Five practicum units
(major) or three units (minor) must be completed while at
Augsburg, and units to be credited from previous schools
should have program verification or a letter from a previous theatre adviser.
Theatre Practicum Courses–Areas
All theatre arts majors in all concentrations are required to
complete 10 practicum units (THP) from the three established units.
Area One: Performance
THP 111/121/131/141/151 Theatre Practicum: Acting/Performance
1 Practicum unit (.0 course)
Theatre Practicum Courses
THP courses involve practicum teaching and learning in the
context of play productions and are required for the theatre
arts major/minor. All THP theatre practicum courses are
taken for non-credit with Pass/No Pass grading. Evaluation
by the faculty mentor will be based on: 1. successful and
timely completion of practicum area for which student is
registered; 2. positive and professional attitude and work
ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each
of the areas must be sufficient enough to lead to a minimum
grade of 2.0 in order to receive a P grade.
THP courses require:
• Consent and signature of instructor
• Supervision by theatre faculty
• A minimum of 30 hours of assessed participation by the
student
• Registration for THP course for semester when practicum
is completed
• Registration for practicum before deadline dates set by the
Participation as performer (or as orchestra
member) in a main stage theatrical production;
in a main stage dance performance or recital
(for dance/licensure majors only); or substantial
participation as an actor in a senior directing
project, in final scenes for Stage Direction (THR
366), or in interpretive presentations at two
Forensics tournaments (at least 30 hours coaching and competition).
Area 1 Performance
Each major will complete between one and five THPs from
the performance area.
The Performance Area THPs are:
THP 111
THP 121
THP 131
THP 141
THP 151
Fall Acting/Performance
Winter Acting/Performance
Spring Acting/Performance
Studio Acting/Performance
Misc. Performance
Area Two: Production
THP 113/123/133 Theatre Practicum: Set, Costumes, Lights
1 Practicum unit (.0 course)
Set or costume building, light hanging, for main
stage production.
Augsburg College 2010-2012
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Theatre Arts
THP 114/124/134 Theatre Practicum: Running Crew
1 Practicum unit (.0 course)
Work on running crew for main stage production: light or sound board operation, dresser/
costume crew; stage and production manager for
final scenes from Stage Direction class.
THP 115/125/135 Theatre Practicum: Stage Management–small
project
2 Practicum units (.0 course)
Assistant stage management for main stage production.
THP 116/126/136 Theatre Practicum: Stage Management–large
project
3 Practicum units (.0 course)
Stage management for main stage production.
Area 2 Production
Each major will complete between four and eight THPs from
the performance area.
The Production Area THPs are:
THP 112, 122 or 132
House Management
THP 113, 123 or 133
Set, Lights, Costumes Crew
THP 114, 124 or 134
Running Crew
THP 115, 125 or 135
Assistant Stage Manager
THP 116, 126 or 136
Stage Manager
THP 115, THP 125 and THP 135 Stage Manager–small
project counts as two units
THP 116 ,THP 126 and THP 136 Stage Manager–large
project counts as three units.
Area Three: Artistic/Production Management
THP 117/127/137 Theatre Practicum: Artistic Assistance
1 Practicum unit (.0 course)
Assistant to the designer (scenery, lights, costumes, sound),
assistant to the director (dramaturgy, choreography/assistant
choreography for main stage production), or a substantial
arts management project.
Area 3 Artistic/Production Management
Each major will complete one THP from this area.
The Artistic/Production Management Area THPs are:
THP 117
Fall Artistic/Production Assistance
THP 127
Winter Artistic/Production Assistance
THP 137
Spring Artistic/Production Assistance
Please note that all theatre practicum courses count as one
theatre practicum unit except for the following because of
exceptional time requirements:
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Urban Studies
Urban Studies
See Metro-Urban Studies.
Augsburg College 2010-2012
I 239
Women’s Studies
Women’s Studies—WST
The women’s studies program provides students with the
opportunity to examine critically women’s contributions and
experiences in various historical and cultural contexts. This
is an inter-college program with course offerings at Augsburg
College, Hamline University, the College of St. Catherine, and
the University of St. Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research
components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects
of women’s experiences. The women’s studies program offers
both a major and a minor, and provides students with academic preparation for careers in human services, education,
and social work as well as graduate study.
Women’s Studies Faculty
Jessica Nathanson (Coordinator), Kristin M. Anderson,
Stephanie Barnes, Janelle Bussert, Sarah Combellick-Bidney,
Cass Dalglish, Jacqueline deVries, Grace B. Dyrud, Darcey
Engen, Nancy Fischer, Doug Green, Milda Hedblom,
Sophia Jacobsen, Michael Lansing, Barbara Lehmann,
Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M.
Elise Marubbio, Kathleen McBride, Norma Noonan, Pary
Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton,
Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
met by completing GST 200.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Minor
Five courses that must include WST 201; three electives,
one of which must be upper division; and WST 485 or 499.
Courses may be taken from the other ACTC colleges as well
as Augsburg. Each student’s program must have the written
approval of the Women’s Studies program coordinator.
Transfer Students
Students who transfer to Augsburg College and wish to
complete a major or minor in women’s studies are urged to
consult with the director of Women’s Studies immediately
upon transfer.
The Women’s Studies program has an articulation agreement with Century College that governs Century College
students with a Women’s Studies certificate who transfer
to Augsburg. Transfers from other colleges and universities must consult with the director of Women’s Studies for
approval of courses for the major or minor.
Women’s Studies Courses
WST 201
Foundations in Women’s Studies
This multidisciplinary course introduces students to the contributions of women in history,
religion, literature, philosophy, sciences, and
the arts, and how the questions and methodologies of these disciplines differ when seen from
women’s perspectives. Students will also study
the diversity of women’s experiences in terms of
race, sexual orientation, and class.
WST 281
Topics in Women’s Studies
Major
Ten courses that must include WST 201 Foundations in
Women’s Studies, a mid-level course in feminist theory or
feminist philosophy selected from an approved list, WST 485
(seminar), and WST 199 or WST 399 (internships).
The remaining six electives are to be selected from
approved women’s studies courses, and should include at least
two courses in the social sciences, two in the humanities, and
one with a racial, ethnic, or global emphasis. At least three
courses must be upper division courses. Students may take
courses at any of the colleges participating in the Women’s
Studies program. However, at least three courses must be
completed at Augsburg. Each student’s program must have the
written approval of the Women’s Studies program coordinator. Both majors and minors are encouraged to participate in
one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two
programs have been pre-approved for Women’s Studies credit:
Crossing Borders: Gender and Social Change in Mesoamerica
(offered fall semester) and Migration and Globalization:
Engaging Our Communities (offered spring semester).
The Critical Thinking graduation skill is embedded at all
levels and is met by completing the major. The Speaking and
Writing graduation skills are also embedded at all levels.
The Quantitative Reasoning (QR) graduation skill can be
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WST 305
Issues in Gay and Lesbian Studies
A study of basic issues surrounding sexual
orientation in the contemporary U.S. culture
including various disciplinary perspectives and
theory. The course may include guest speakers,
a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required
experiential education fee. Prerequisites: WST
201 or prior coursework in related fields (history, sociology, psychology) or consent of the
instructor(s).
WST 313
Environmental Issues in Latin America:
Environmental Theology and Ethics
(CGE Course. See International Studies, Social
Justice, Gender and the Environment)
Women’s Studies
WST 315
Mid-Level Feminist Theory: Margins as Center
This multidisciplinary and multicultural feminist theory course focuses on the global voices
often marginalized by the feminist canon. A
variety of texts — including personal narratives,
political statements, origin stories, and empirical
studies — will be analyzed to highlight different
theoretical approaches and multiple feminisms.
WST 341
Globalization, Social Struggles and the Environment
(CGE Course. See International Studies,
Migration and Globalization: Engaging Our
Communities)
WST 357
Mexican History, Culture and Cosmovision
(CGE course. See International Studies,
Migration and Globalization: Engaging Our
Communities)
concerning the lives of women in non-Western
societies, including their economic, political and
social contributions, familial roles, and status in
society. Emphasis will be placed on the comparative roles of women in different cultures.
AIS 305
Indigenous Issues of Central America
(See American Indian Studies for course description. May be taken in conjunction with WST
490 or AIS 490.)
AIS 320
American Indian Women
(See American Indian Studies for course description.)
AIS 490
Keystone Indigenous Issues of Central America
(See American Indian Studies for course description.)
WST 359
Women, Gender and Social Change in Latin America
Internships and Independent Study Courses
(CGE Course. See International Studies,
Crossing Borders: Gender and Social Change in
Mesoamerica.)
(Must be approved in writing by the women’s studies coordinator):
WST 199
Internship
WST 362
Walking the Truth: Culture, Gender and HIV/AIDS in
Sub-Saharan Africa
This broad-based course explores the influence of culture and gender on the HIV/AIDS
pandemic in Sub-Saharan Africa. The natural
history, biology, and epidemiology of AIDS in
Africa, as well as socio-cultural, ethical, theological and political responses to the disease are
examined. (Augsburg Abroad course, Summer)
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
WST 299
Directed Study
See description on page 65.
WST 399
Internship
See descriptions for this and other internship
options (on-campus, off-campus, half credit) on
page 64.
WST 366
Latin American Liberation Theologies
(CGE Course. See International Studies,
Crossing Borders: Gender and Social Change in
Mesoamerica.)
WST 499
Independent Study/Research
See description on page 65.
Topics in Women’s Studies
See department listings for descriptions of the following approved
electives:
WST 481
WST 485
Women’s Studies Seminar
This advanced course will include student
research and presentations that incorporate
feminist theory. The seminar is required of all
majors and satisfies the Keystone requirement.
It is also required of minors who do not elect to
do an independent study (499). It is offered at a
different college each semester and may be taken
in conjunction with WST 490.
WST 490
Women’s Studies--Keystone (0.0 course)
This course provides a Keystone component for
all WST majors. (Prereq.: WST 201 and permission of insturctor)
AIS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues
AIS 208/408
ART 352
ENL 365
ENL 367
ENL 385
HIS 195/INS 233
HIS 282
HPE 316
POL 124
POL 359
REL 441
Native American Women and Film
Women and Art
Contemporary Post Colonial Fiction
Women and Fiction
Language and Power
Promoting Justice and Seeking
Equality: Globalization and Women’s
Grassroots Movements in Latin
America/Women in Cross-Cultural
Perspective
History of Women Since 1848
Human Sexuality
American Women and Politics
Topics: Women in Comparative
Politics
Feminism and Christianity
Augsburg College 2010-2012
I 241
Women’s Studies
SOC 231
SOC 265
SOC 266
242
Family Systems
Race, Class, and Gender
Sociology of Sexualities
I Augsburg College 2010-2012
Youth and Family Ministry
Youth and Family Ministry
See listing under Religion.
Augsburg College 2010-2012
I 243
College Information
Board of Regents
For additional biographical detail, go to www.augsburg.edu/regents.
Andra Adolfson
Dan W. Anderson ’65
Ann Ashton-Piper
Jackie Cherryhomes ’76
Mark Eustis
Anthony Genia ’85, M.D.
Alex Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Richard J. Hartnack
The Rev. Rolf Jacobson, Ph.D.
Bishop Craig Johnson
Ruth E. Johnson ’74, M.D.
Eric Jolly, Ph.D.
Dean Kennedy ’75
André J. Lewis ’73, Ph.D.
Jennifer H. Martin, Ed.D.
Marie O. McNeff, Ed.D
Paul S. Mueller ’84, M.D.
Lisa Novotny ’80
Bishop Duane Pederson, D.Min.
Paul C. Pribbenow, Ph.D.
Stephen C. Sheppard
Marshall S. Stanton, M.D.
Philip Styrlund ’79
Joan L. Volz ’68, J.D.
The Rev. Norman W. Wahl, ’76, D.Min.
Bonnie Wallace
The Rev. Mark Wilhelm, Ph.D.
ELCA Program Unit for
Vocation and Education
Executive Director
The Rev. Dr. Stanley N. Olson
Associate Executive Director for Educational Partnerships
The Rev. Dr. Mark Wilhelm
Assistant Director for Educational Partnerships
Ms. Marilyn Olson
246
I Augsburg College 2010-2012
Augsburg College Faculty
and Administration
Beginning year of service of faculty and staff is indicated with
parenthesis.
College Leadership
Paul C. Pribbenow (2006). President. B.A., Luther College;
M.A., Ph.D., University of Chicago.
Leif Anderson (1996). Vice President and Chief Information
Officer. B.A., University of Minnesota.
Barbara A. Farley (2000). Vice President of Academic Affairs
and Dean of the College. B.A., College of Saint Benedict,
M.B.A., Ph.D., University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. B.A.,
College of St. Catherine; M.A., Loyola University; J.D.,
University of Minnesota.
Tammy McGee (2010). Vice President of Finance and
Administration, Chief Financial Officer. B.S., St. Cloud
State University; M.B.A., St. Thomas University.
Julie A. Edstrom (1991). Vice President of Enrollment
Management. B.A., M.A., Augsburg College.
Christine M. Szaj (2008). Vice President and Chief of Staff.
B.S., University of Wisconsin – Milwaukee; M.S.W.,
Washington University; J.D., Saint Louis University.
Andrea L. Turner (2008). Assistant Vice President of Human
Resources and Chief Diversity Officer, B.A. Swathmore
College, J.D. Case Western Reserve University School of
Law.
Jeremy R. Wells (2007). Vice President of Institutional
Advancement. B.A., Jamestown College; M.A., Saint
Mary’s University.
Administration
Sheila Anderson (1991). Director, Academic Advising. B.S.,
Minnesota State University – Moorhead; M.A., Augsburg
College.
David Benson (2005). Director of Leadership Gifts,
Development. B.A., Concordia College; M.A., North
Dakota State University.
Carrie Carroll (1997). Assistant Vice President, Admissions.
B.A., Hamline University.
Emiliano Chagil (2000). Director, Hispanic/Latino Student
Services. M.A., St. Paul Seminary School of DivinityUniversity of St. Thomas.
Bradley Christ (1998). Director IT Systems, Information
Technology. B.A., University of Minnesota.
Nadia M. Christensen (1991). Director, International Partners.
B.A., Augsburg College; M.A. University of Minnesota;
Ph.D.; University of Washington.
Jodi Collen (2007). Director, Events and Conference Planning.
B.A., Wartburg College; M.T.A., George Washington
University.
Sally Daniels (1979). Director, Parent and Family Relations.
B.A., Augsburg College.
David Draus (2000). Director, Facilities and Risk Management.
James Erchul (1997). Director, Enrollment Planning. B.A.,
Marquette Unversity, M.S.W., University of Minnesota –
Duluth.
Amanda Erdman (2007). Director, Residence Life. B.A., Coe
College; M.A.E., University of Northern Iowa.
Marilyn E. Florian (1980). Assistant Athletic Director. Assistant
Professor of Health and Physical Education. B.A.,
Augsburg College; M.S., St. Cloud State University.
Carol Forbes (1990). Director, Sponsored Programs. B.A.,
Morningside College; M.A., Hamline University.
Orval J. Gingerich (2001). Assistant Vice President for
International Programs. B.A., University of Iowa; M.Ed.,
University of Colorado; Ed.D., University of Virginia.
Amy Gort (2009). Assistant Vice President and Dean of
Arts and Sciences and Associate Professor of Biology,
B.S.,.University of Wisconsin; M.S., University of Illinois
at Champaign-Urbana; Ph.D., University of Illinois at
Champaign-Urbana.
Sarah Griesse (2006). Dean of Students, Student Affairs. B.A.,
Wittenberg University; M.A., Ohio State University;
A.B.D., Loyola University-Chicago.
Nancy Guilbeault (1980). Director, Counseling and Health
Promotion. B.A., M.A., Ph.D., L.P., University of
Minnesota.
Thomas Haglund (2007). Finance Director, Administrative
Accounting. B.S., Minnesota State University, Moorhead;
M.B.A., University of St. Thomas.
Nathan J. Hallanger (2008). Special Assistant to the Vice
President of Academic Affairs and Dean of the College.
B.A., Augustana College; M.T.S., Harvard Divinity
School, Harvard University; Ph.D., Graduate Theological
Union and Pacific Lutheran Theological Seminary.
Kevin Healy (2004). Director, Advancement Services. B.S.,
Carroll College.
Sherry Jennings-King (2002). Director of Leadership Giving,
Development. B.S., University of Tennessee.
Rebecca John (2010). Assistant Vice President of Marketing
and Communication. B.A., University of St. Thomas;
M.A., University of Phoenix.
Karena Jones (1999). Director, CLASS Program. A.A.
Normandale Community College; B.S., Winona State
University; M.Ed., Hamline University.
Wayne Kallestad (2000). Registrar. B.S., University of
Minnesota; M.S., University of Southern California.
Benjamin G. Kent (1996). Director, Center for Academic
Achievement. B.A., University of Wisconsin-Madison;
M.S., University of Oregon.
Scott Krajewski (2000). Director of IT Services, Information
Technology. B.S., Augsburg College; M.S., Iowa State
University.
Augsburg College 2010-2012
I 247
Mark Lester (1987). Co-site director, Central America, Center
for Global Education. B.A., St. Pius X Seminary; M.A.,
Mt. St. Mary Seminary.
Penh Lo (2008). Director, Pan-Asian Student Services. B.S.,
Minnesota State University-Mankato.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center
for Global Education. B.A., Earlham College; M.Div.,
Yale University.
Kathleen McBride (1988). Co-site director, Central America,
Center for Global Education. B.A., George Mason
University; Ed.M., Harvard University.
Regina McGoff (1992). Associate Director, Center for Global
Education. B.S., University of Minnesota; M.B.A.,
University of St. Thomas.
Thomas. F. Morgan (1983). Executive Director of Center
for Faith and Learning. Professor of Business
Administration. B.S., Juniata College; M.B.A., University
of Denver; M.S., University of Oregon; Ph.D., University
of Minnesota.
Jessica Nathanson (2007). Director, Women’s Resource Center.
B.A., Wesleyan University; M.A., State University of
New York-Buffalo; Ph.D., State University of New YorkBuffalo.
Jane Ann Nelson (1999). Director of Library Services. B.A.,
University of Sioux Falls; M.A., University of Minnesota.
Aly C. Olson (2001). Director, Student Support Services/TRIO.
B.A. Grinnell College; M.A., University of Minnesota.
Lois A. Olson (1985). Director, Strommen Career and
Internship Center. B.S., University of Minnesota; M.S.,
Mankato State University.
John Pack (2003). Director, Department of Public Safety. B.A.,
Excelsior College.
Lori A. Peterson (2004). Assistant Vice President and Dean
of Professional Studies. Assistant Professor of Business
Administration. B.S.B., M.Ed., Ph.D., University of
Minnesota.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A.,
M.A., Minnesota State University, Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. B.S.,
Kent State University; M.A. Saint Mary’s University.
Doug H. Scott (2007). Director of Leadership Gifts. B.A.,
Eastern University St. Davids; M.Div., Eastern Baptist
Theological Seminary.
Dixie Shafer (2000). Director, Undergrad Research and
Graduate Opportunity. B.A., Moorhead State University;
Ed.M., Rutgers University.
David St. Aubin (2008). Director, Athletic Facilities. B.S.,
University of Minnesota.
Kim Stone (2008) Director of Alumni and Constituent
Relations. B.A., Minnesota State University-Mankato;
M.B.A., Nova Southeastern University.
Jennifer R. Simon (2007). Director, American Indian Student
Services. B.A., University of Minnesota; M.A., Minnesota
State University, Mankato.
248
I Augsburg College 2010-2012
Jeffrey F. Swenson (1986). Athletic Director. B.A., Augsburg
College; M.A., University of Minnesota.
Paul L. Terrio (1990). Director, Student Financial Services.
B.A., Augsburg College.
Jim Trelstad-Porter (1990). Director of International Student
Advising. M.A., The American University.
David T. Wold (1983). Director, Campus Ministries. College
Pastor. B.S., St. Olaf College; M.Div., Luther Seminary.
Karl Wolfe (2007). Director Rochester Program. B.A., Azusa
Pacific University; M.Div., Asbury Theological Seminary;
Ed.D., Pepperdine University.
Faculty
A
Magdeline C. Aagard (2007). Assistant Professor, Nursing. B.A.,
R.N., Augustana College; M.B.A., Ed.D., University of St.
Thomas.
John A. Abraham (2007). Instructor, part-time, Business
Administration. B.A., St. Olaf College; M.S., North
Dakota State University.
Justin Abraham (2007). Instructor, part-time, Economics.
B.A., All India Institute for Teachers Training; B.A., Kerala
University; M.A., Aligarh University; M.A., Missouri State
University – Warrensburg; Ph.D. Saugor University, India.
Phillip C. Adamo (2001). Associate Professor of History. B.A.,
SUNY-Albany; M.A. and Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part time, Religion.
B.A., University of Minnesota; B.D., Luther Theological
Seminary; M.A., Ph.D., Yale University.
Beth J. Alexander (2000). Associate Professor of Physician
Assistant Studies. B.S. and D.Pharm., University of
Minnesota.
Kristin M. Anderson (1984). Professor of Art. A.B., Oberlin
College; M.A., University of Minnesota; M.A., LutherNorthwestern Seminary.
Lisa P. Anderson (2005). Instructor, part-time, Theatre Arts.
B.A., Augsburg College; B.S., M.S., Winona State
University.
Stuart M. Anderson (1989). Associate Professor of Physics.
B.A., Augsburg College; Ph.D., University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music.
B.M., Augsburg College; M.M., Northwestern University.
Elizabeth Ankeny (2008). Associate Professor of Education.
B.A., Augustana College; M.A., Morningside College;
Ph.D., Colorado State University.
Andrew L. Aoki (1988). Professor of Political Science. B.A.,
University of Oregon; M.A., Ph.D., University of
Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy.
B.A., University of Minnesota; M.Div., LutherNorthwestern Seminar; Ph.D., University of Minnesota.
William M. Arden (2005). Assistant Professor of Business
Administration. B.S., New York University; M.S.,
Northeastern University; M.B.A., Boston University.
Shelli A. Arneson (2004). Instructor, part-time, Health and
Physical Education. B.A., Simpson College; M.S.,
Mankato State University.
Juan C. Avendaño (2003). Instructor, part-time, Business
Administration. Civil Engineering degree, Andres Bello
Catholic University, Caracas Venezuela; M..S., M.B.A.,
Northwestern University.
Antonio Ortega Ayala (2003). Program Coordinator and
Instructor, Center for Global Education. M.A., LaSalle
University, Mexico City. C.P.A. Teaching Certificate
degree, Colegio Angloamericano.
B
Ramona C. Back (2005). Instructor, part-time, Education. B.S.,
University of Wisconsin-Green Bay; M.S., Winona State
University.
Andrew M. Baldwin (2004). Instructor, part-time, Education.
B.A., St. Olaf College; M.A., University of St. Thomas.
Jennifer Bankers-Fulbright (2008). Assistant Professor of
Biology. B.A., College of Saint Benedict; Ph.D., Mayo
Clinic College of Medicine.
Xenia Barahona (2002). Program Coordinator and Instructor,
Center for Global Education. B.A., Universidad
Centroamericana; M.A., Tufts University.
Matthew C. Barber (1992). Studio Artist/Percussion, part time,
Music. B.M., University of Michigan.
R. Samuel Barber (2002). Instructor of Health and Physical
Education. B.S., Upper Iowa University; M.S., Minnesota
State University, Mankato.
David A. Barlow (2005). Assistant Professor of Physician
Assistant Studies. B.A., University of Minnesota; P.A.
Certificate, Augsburg College; M.A., University of
Nebraska, Omaha.
Carol E. Barnett (2000). Studio Artist/Composition, part time,
Music. B.A., M.A., University of Minnesota.
Eric Barth (2008). Assistant Professor of Physician Assistant
Studies. B.A., University of Saint Thomas; B.S., Trevecca
Nazarene University; MPAS, University of Nebraska.
David L. Bartlett (2006). Instructor, part-time, Business
Administration. B.A., University of California-San Diego;
M.A., University of Chicago; M.A., Ph.D., University of
California-San Diego.
Bruce Batten (2008). Assistant Professory of Business, MBA.
B.S., Davidson College; Ph.D., Medical College of
Virginia.
Katherine A. Baumgartner (2005). Assistant Professor of
Nursing. B.S., Minnesota State University-Mankato;
M.A., Augsburg College.
Aroti G. Bayman (1996). Instructor, part time, Education. B.S.,
University of Minnesota; M.A., University of Edinburgh.
Matthew Beckman (2008). Assistant Professor of Biology. B.A.,
Brandels University; Ph.D., University of Alabama.
Pavel Belik (2008). Associate Professor of Mathematics. Ph.D.,
University of Minnesota.
Thomas H. Berkas (2006). Instructor, part-time, Master of Arts
in Leadership Program. B.C.E., M.S., Ph.D., University of
Minnesota.
Allen J. Berning (2007). Instructor, part-time, Business
Administration. B.S., M.B.A., St. Cloud State University.
Tracy A. Bibelnieks (2002). Associate Professor of
Mathematics. B.A., St. Olaf College; M.S., Ph.D.,
Clemson University.
Anthony A. Bibus, III (1992). Professor of Social Work. B.A.,
University of St. Thomas; M.A., University of Virginia;
Ph.D., University of Minnesota.
Augsburg College 2010-2012
I 249
Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant
Professor of Physician Assistant Studies. B.A., University
of St. Thomas; M.Med.S., St. Louis University.
William P. Bierden (1997). Instructor, part time, Education.
B.S., M.S., Mankato State University.
Susan N. Boecher (2007). Assistant Professor, full-time, Art.
B.F.A., University of Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics.
B.S., M.A., Ph.D., University of Illinois.
Laura S. Boisen (1996). Associate Professor of Social Work.
B.A., Wartburg College; M.S., University of WisconsinMadison; M.P.A., Iowa State University; Ph.D.,
University of Minnesota.
Lynn Allen Bollman (1983). Instructor, part time, Art. B.A.,
Augsburg College; M.A., University of Northern
Colorado; M.F.A., University of Minnesota.
Anna M. Bonderson (2004). Instructor, part-time, Mathematics.
B.S., University of Minnesota; B.S., South Dakota State
University.
Laura L. Borstad (2008). Instructor, part-time, Physician
Assistant Studies. D.Pharm., University of Minnesota.
Lois A. Bosch (1997). Associate Professor of Social Work.
B.A., Northwestern College; M.S.W., University of Iowa;
Ph.D., University of Illinois at Urbana-Champaign.
D. Kimberly Bowden (2006). Assistant Professor, part-time, Art.
B.L.A., B.S., M.F.A., University of Minnesota.
Kevin Bowman (2008). Assistant Professor of Economics, B.A.,
Indiana University-Bloomington; M.A., Ph.D., University
of Illinois.
Katherine C. Bradley (2007). Assistant Professor of Biology.
B.A., St. Mary’s University of Minnesota; Ph.D., Purdue
University.
Joan Brandt (2009). Associate Professor of Nursing. MPH,
Ph.D., University of Minnesota.
Michael T. Brands (2007). Instructor, part-time, Religion. B.A.,
Dordt College; M.Div., Fuller Theological Seminary;
Ph.D., Luther Seminary.
Mark A. Bransford (2005). Instructor, part-time, Physics.
B.S., Florida International University; Ph.D., Iowa State
University.
Nora M. Braun (1997). Associate Professor of Business
Administration. B.S.B.A., University of MissouriColumbia; M.B.A., Ph.D., University of Minnesota.
Frederick Bretschger (2005). Studio Artist/Double Bass,
part time, Music. North Carolina School of the Arts;
Cleveland Institute of Music; The Juilliard School.
Jacquylynn Brickman (2003). Instructor, part time, Education.
B.A., Augsburg College; M.Ed., St. Mary’s University.
Christopher Rhys Brown (2003). Field Experience Coordinator/
Charter School Liaison, Instructor of Education. B.S.,
Bemidji State University; M.Ed., University of Sydney,
Australia.
Stanley H. Brown (1997). Instructor, part time, Education.
B.A., Iona College; M.Ed., Boston College.
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I Augsburg College 2010-2012
Eileen M. Bruns (2000). Instructor, part time, Modern
Languages. B.S., M.S., Florida State University.
Michael Buck (2010). Assistant Professor of Music. BME,
Saint Olaf College; MME, Vandercook College of Music;
Ph.D., University of Southern Mississippi.
Eric L. Buffalohead (1997). Associate Professor of American
Indian Studies. B.A., M.A., Ph.D., University of
Minnesota.
Michael R. Burden (1990). Associate Professor of Theatre
Arts (Designer and Technical Director). B.A., Augsburg
College; M.F.A., University of Minnesota.
Shelley L. Burkhardt (2005). Instructor, part time, Education.
B.A., Valparaiso University; M.S., Mankato State
University.
Thomas L. Burns (2005). Instructor, part-time, Business
Administration. B.A., Iona College; M.B.A., University of
St. Thomas.
Janelle M. Bussert (1994). Instructor, part time, Religion and
Women’s Studies. B.A., Luther College; M.Div., Yale
University.
Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S.,
St. Cloud State University; M.S., Ph.D., University of
Minnesota.
C
William C. Capman (1994). Associate Professor of Biology.
B.A., University of Illinois-Chicago; Ph.D., University of
Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part time, Mathematics.
Two B.S. degrees, University of Minnesota.
Maria S. Ceplecha (2003). Instructor, part time, Modern
Languages. B.A., University of Dallas; M.A., New York
University Graduate School in Spain.
John C. Cerrito (1983). Assistant Professor of Business
Administration. B.A., Rhode Island College; M.S.,
University of Wisconsin-Stout; Ed.D., University of
Minnesota
Peggy M. Cerrito (1991). Instructor, part time, Business
Administration. Academic Skills Adviser. B.A.,
University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work.
B.S., Augsburg College; M.S.W., University of Minnesota.
Kristen A. Chamberlain (2007). Assistant Professor of
Communication Studies. B.S., Ph.D., North Dakota State
University.
Nina N. Chenault (2000). Instructor, part time, Health and
Physical Education. B.A., University of Minnesota.
Lars D. Christiansen (2001). Associate Professor of Sociology.
B.A., Clark University; M.S., Ph.D., Florida State
University.
Anthony J. Clapp (2001). Assistant Professor of Health and
Physical Education. A.A., Golden Valley Lutheran
College; B.A., Texas Lutheran College; M.A., Southwest
Texas State University; Ph.D., University of Alabama.
C. Lee Clarke (2000). Assistant Professor of Business
David M. DeBlieck (2005). Instructor, part-time, Theatre Arts.
Administration. B.A., Capital University; M.Div., Trinity
Lutheran Seminary; M.B.A., University of St. Thomas.
Joseph R. Clubb (1994). Instructor, part time, Social Work.
B.S.W., St. John’s University; M.S.W., University of
Minnesota.
Sarah Combellick-Bidney (2009). Assistant Professor
of Political Science. Ph.D., Indiana UniversityBloomington.
Susan M. Conlin (2007). Instructor, part-time, Social Work.
B.A., University of Minnesota; M.S., University of
Wisconsin-Stout; M.S.W., University of WisconsinMadison.
David A. Conrad (2000). Assistant Professor of Business
Administration. Assistant Director, MBA Program in
Rochester. B.A., Winona State University; M.A., Ed.D.,
St. Mary’s University of Minnesota.
David L. Cooper (2004). Instructor, part-time, Business
Administration. B.A., St. Olaf College; M.B.A., University
of St. Thomas.
Brian E. Corner (2005). Assistant Professor of Biology. B.Sc.,
Ph.D., University of Otago, New Zealand.
Robert J. Cowgill (1991). Associate Professor of English. B.A.,
M.A., Ph.D., University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science.
B.A., M.A., Pacific Lutheran University; M.Div., Luther
Theological Seminary; Ph.D., University of Minnesota
David Crowe (2008). Assistant Professor of Biology. B.A.,
Gustavus Adolphus; Ph.D., University of Minnesota.
Barbara C. Curchack (2005). Assistant Professor of Psychology.
B.A., University of Maryland Baltimore County; M.A.,
Ph.D., University of Arizona, Tucson.
B.A., Augsburg College; M.F.A., University of HawaiiManoa.
Donna R. DeGracia (1998). Instructor of Physician Assistant
Studies. B.A., Ohio State University; P.A., Bowman Gray
School of Medicine; M.P.A.S., University of Nebraska.
Ankita Deka (2008). Assistant Professor of Social Work. B.A.,
Delhi University; M.A., Tata Institute of Social Sciences;
Ph.D., Indiana University School of Social Work.
Jacqueline R. deVries Jones (1994). Associate Professor of
History. B.A., Calvin College; M.A., Ph.D., University of
Illinois-Urbana.
R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory
Science Program, Biology. B.S., M.D., University of
Minnesota.
Douglas J. Diamond (2005). Orchestra Director, Assistant
Professor of Music. B.M., M.M., The Mannes College
of Music; A.B.D., University of Missouri – Kansas City
Conservatory.
Bridget A. Doak (1996). Instructor, part time, Music. B.M.,
University of Dayton; M.A., Saint Mary’s University.
Suzanne L. Donsky (1997). Instructor, part time, English.
B.A., Macalester College; M.A. coursework completed,
University of Minnesota.
Suzanne I. Dorée (1989). Professor of Mathematics. B.A.,
University of Delaware; M.A., Ph.D., University of
Wisconsin-Madison.
Linda A. Dorschner (2000). Instructor, part time, Health and
Physical Education. B.S., Mankato State College; M.A.,
Mankato State University.
Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa
State University; M.A., University of Iowa.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A.,
Ph.D., University of Minnesota.
D
David Dahl (2000). Instructor, part-time, Economics. B.A.,
Augustana College; M.A., University of WisconsinMadison.
Marvin D. Dahlgren (2002). Studio Artist/Percussion, part time,
Music. B.A., MacPhail School of Music.
Louise M. Daley (2005). Instructor, part-time, Education. B.S.,
University of Wisconsin-Madison; M.Ed., The College of
St. Scholastica.
Cathleen A. Dalglish (1986). Professor of English. B.A., Saint
Catherine University; M.F.A., Vermont College; Ph.D.,
The Union Institute and University.
Kim Davidson (2003). Program Coordinator, Instructor, Center
for Global Education. B.F.A., Washington University;
M.A., School for International Training.
Jill A. Dawe (1994). Associate Professor of Music. B.M.,
Memorial University of Newfoundland; M.M., D.M.A.,
Eastman School of Music.
Urbanus B. Dax (2002). Program Coordinator, Instructor,
Center for Global Education. B.A., University of the
North, South Africa; M.S., Mankato State University.
E
Deborah A. Eckberg (2007). Instructor, part-time, Sociology.
B.A., Dartmouth College; M.A., Ph.D., University of
Minnesota.
Jerry K. Eddy (2006). Assistant Professor, part-time, Physics.
A.B., West Liberty State College; M.S., Ph.D., West
Virginia University.
Gary T. Egbert (2004). Assistant Professor, full-time, Physics.
B.S., Western Illinois University; M.S., University
of South Dakota – Vermillion; Ph.D., University of
Nebraska – Lincoln.
Catherine A. Egenberger (2000). Instructor, part time, Art.
B.S., St. Cloud State University; M.A., University of
Massachusetts-Amherst.
Wesley B. Ellenwood (2002). Assistant Professor of
Communication Studies. B.A., University of Minnesota;
M.F.A., Syracuse University.
R. Wendell Ellis (2004). Instructor, part-time, Business
Administration. A.B., Columbia University; J.D.,
University of Iowa; M.B.A., University of Missouri.
Augsburg College 2010-2012
I 251
Ruth C. Enestvedt (1999). Assistant Professor of Nursing.
B.S.N., St. Olaf College; M.A., Ph.D., University of
Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther
College; M.Div., Luther Theological Seminary; M.S.,
Ph.D., University of Minnesota.
Darcey K. Engen (1997). Associate Professor of Theatre Arts.
B.A., Augsburg College; M.F.A., University of WisconsinMadison.
Carol A. Enke (1986). Instructor of Health and Physical
Education. B.S., M.Ed., University of Minnesota.
Christina L. Erickson (2004). Associate Professor of Social
Work. B.S., University of Minnesota; M.S.W., University
of Minnesota – Duluth; Ph.D., University of Illinois –
Chicago.
Debra M. Erickson (2006). Instructor, part-time, Mathematics.
B.A., Gustavus Adolphus College; M.S., University of
Minnesota.
Joseph A. Erickson (1990). Professor of Education. B.A., M.A.,
College of St. Thomas; M.A., Luther-Northwestern
Theological Seminary; Ph.D., University of Minnesota.
Lynn M. Erickson (1991). Studio Artist/Trumpet, part time,
Music. B.A., Bethel College; M.F.A., D.M.A., University
of Minnesota.
Marilyn L. Erickson (1999). Instructor, part time, Education.
B.A., Concordia College-Moorhead; M.S., St. Cloud State
University.
Mindy S. Eschedor (1999). Studio Artist/Piano, part time,
Music. B.F.A., B.A., Central Michigan University; M.M.,
University of Minnesota.
F
Barbara Edwards Farley (2000). Vice President of Academic
Affairs and Dean of the College. Associate Professor of
Business Administration. B.A., College of St. Benedict;
M.B.A., Ph.D., University of Minnesota.
Troy F. Faulkner (2007). Instructor, part-time, Mathematics.
B.S., University of Minnesota-Duluth; M.S., Winona
State University.
Ronald L. Fedie (1996). Associate Professor of Chemistry.
B.A., University of St. Thomas; Ph.D., University of
Minnesota.
Steven J. Felton (2007). Instructor, part-time, Education.
B.A., St. John’s University; B.S., M.S., Mankato State
University.
Zengqi Vivian Feng (2008). Assistant Professor of Chemistry.
B.S., Linfield College; Ph.D., University of Illinois.
Edith E. Ferber (2003). Instructor, part time, Education. B.A.,
M.A.T., Indiana University.
Nancy L. Fischer (2005). Associate Professor of Sociology. B.A.,
Hamline University; M.A., The American University;
Ph.D., State University of New York – Albany.
Andrew J. Fish (2005). Instructor, part-time, Sociology. B.A.,
Augsburg College; M.A., University of Minnesota; Ph.D.,
State University of New York at Stony Brook.
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Anita L. Fisher (1991). Instructor of Modern Languages. B.A.,
M.A., University of Montana.
Richard M. Flint (1999). Assistant Professor of Mathematics.
B.A., St. Olaf College; M.S., Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and
Physical Education. Women’s Athletic Director. B.A.,
Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part time, Religion.
B.A., Morningside College; M.Th., Perkins School of
Theology; Ph.D., Princeton Theological Seminary.
Stacy R. Freiheit (2005). Assistant Professor of Psychology.
B.A., University of Central Florida; M.A., Ph.D., Case
Western Reserve University.
Janet Gottschall Fried (1998). Studio Artist/Voice, part time,
Music. B.M., Aquinas College.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College
of St. Thomas; M.A., Ph.D., University of Minnesota.
John A. Furia (2004). Assistant Professor of Business
Administration. B.A., Rhode Island College; M.P.A.,
University of Rhode Island.
G
Stephen M. Gabrielsen (1963). Professor of Music. B.A.,
Augsburg College, M.A., Ph.D., University of Minnesota.
Robert S. P. Gardner (2006). Instructor, part-time, Music. M.A.,
University of Montana.
R. Brooks Gekler (2006). Assistant Professor of Business
Administration. B.A., Vassar College; M.B.A., New York
University.
Annette M. Gerten (1997). Associate Professor of Social Work.
B.A., College of St. Catherine; M.S.W., University of
Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time,
Music. B.A., St. Olaf College; M.M., Northwestern
University.
Sarah J. Gervais (2008). Assistant Professor, part-time,
Psychology. B.A., University of St. Thomas; M.S., Ph.D.,
The Pennsylvania State University.
Alexandra E. Giesler (2008). Instructor, part-time, Business
Administration. B.A., M.B.A., Augsburg College.
Keith F. Gilsdorf (2001). Associate Professor of Economics.
B.S., Moorhead State University; M.A., North Dakota
State University; Ph.D., University of Nebraska-Lincoln.
Julie A. Gloss (2007). Instructor, part-time, Modern
Languages. B.S., B.A., Northern Michigan University;
M.A., Middlebury College; M.A., Hamline University.
Amy Gort (2009). Associate Professor of Biology. B.S.,
University of Wisconsin; M.S., Ph.D., University of
Illinois–Champaign-Urbana
Jennifer Grant (2010). Assistant Professor of Business. B.A.,
Saint Olaf College; M.S., University of Minnesota; Ph.D.,
Northcentral University.
Paul H. Grauer (1979). Men’s Athletic Director, Instructor of
Health and Physical Education. B.S., Concordia CollegeSeward, Nebraska; M.Ed., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Carrie Gray (2009). Assistant Professor of Physician Assistant
Studies. B.A., Central College; MPAS, University of Iowa.
Rodney R. Greder (2006). Instructor, part-time, Business
Administration. B.S., Iowa State University; M.S.,
University of Minnesota; Ph.D., University of IllinoisChampaign-Urbana.
Douglas E. Green (1988). Professor of English. B.A., Amherst
College; M.A., Ph.D., Brown University.
Leslie E. Green (2008). Instructor, part-time, Education. B.A.,
College of St. Benedict; three M.A.s, University of St.
Thomas; M.S.W., Augsburg College.
William D. Green (1991). Associate Professor of History.
B.A., Gustavus Adolphus College; M.A., Ph.D., J.D.,
University of Minnesota.
Bradley L. Greenwald (1998). Studio Artist/Voice, part time,
Music. Music studies at The University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education.
B.S., M.A., Ph.D., University of Minnesota.
Cheryl J.E. Gresczyk (2004). Instructor, part time, Education.
B.A., University of Minnesota; M.A., College of St.
Thomas.
Richard A. Gresczyk, Sr. (1990). Instructor, part time,
Education and Modern Languages. B.S., M.Ed.,
University of Minnesota.
Dennis P. Greseth (2004). Instructor of Education. Education
Coordinator, Rochester Program. B.S., M.S., Winona
State University.
Lyle M. Griner (1996). Instructor, part time, Religion. B.A.,
University of Northern Iowa; M.A., Luther Seminary.
Robert C. Groven (1997). Associate Professor of
Communication Studies. B.A., Concordia CollegeMoorhead; M.A., J.D., University of Minnesota.
Ann Grugel (2009). Assistant Professor of Education. B.A.,
Saint Olaf College; M.S., Ph.D., University of Wisconsin–
Madison.
Nancy J. Grundahl (1993). Instructor, part time, Music. B.M.,
St. Olaf College; M.F.A., University of Minnesota.
Donald R. Gustafson (1961). Professor of History. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of
Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato
State University; Ph.D., University of Minnesota.
H
Matthew J. Haines (2001). Associate Professor of Mathematics.
B.A., St. John’s University; M.S., Ph.D., Lehigh
University.
Lori Brandt Hale (1998). Associate Professor of Religion. B.A.,
University of Iowa; M.A., University of Chicago; Ph.D.,
University of Virginia.
Alyssa N. Hanson (2003). Instructor, part time, Mathematics.
B.A., Augsburg College.
Daniel S. Hanson (1988). Assistant Professor of
Communication Studies. B.A., Augsburg College; M.A.,
University of Minnesota.
David R. Hanson (2006). Assistant Professor of Chemistry. B.A.,
Ph.D., University of Minnesota.
John A. Hanson (1991). Instructor, part time, Psychology. B.S.,
University of Wisconsin-Eau Claire; M.S., University
of Wisconsin-Stout; M.S.Ed., University of WisconsinOshkosh; Ph.D., University of Toledo.
Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A.,
Concordia College, Moorhead; M.P.H., M.S., University
of Minnesota.
John U. Harkness (2001). Assistant Professor of English. B.A.,
University of Minnesota; Ph.D., Harvard University.
Milda K. Hedblom (1971). Professor of Political Science. B.A.,
Macalester College; M.A., J.D., Ph.D., University of
Minnesota.
Adriane M. L. Heflin (2008). Instructor, part-time, Theatre Arts.
B.A., Washington University; M.F.A., Yale University.
Peter A. Hendrickson (1993). Associate Professor of Music.
Director of Choral Activities. B.A., Augsburg College;
M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Melissa Hensley (2010). Assistant Professor of Social Work.
A.B., M.S.W., Washington University–St. Louis; M.H.A.,
University of Missouri–Columbia; Ph.D., Washington
University–St. Louis.
Paloma Hesemeyer (2010). Assistant Professor of Psychology.
B.A., Mills College; Ph.D., University of Minnesota.
Garry W. Hesser (1977). Professor of Sociology. Director of
Metro-Urban Studies. B.A., Phillips University; M.Div.,
Union Theological Seminary; M.A., Ph.D., University of
Notre Dame.
Carl C. Hixson (2008). Instructor, part-time, Business
Administration. B.A., Augsburg College; M.A.,
University of St. Thomas.
Jody Hofer Van Ness (2007). Instructor, part-time, Education.
B.S., University of Wisconsin-Eau Claire; M.A.,
University of St. Thomas.
Stella K. Hofrenning (2000). Associate Professor of Economics.
B.S., University of Maryland; Ph.D., University of
Illinois.
Kristoffer P. Holmgren (2007). Instructor, part-time, Art.
B.F.A., St. Cloud State University; M.F.A., Illinois State
University.
Megan J. C. Holroyd (2005). Instructor, part-time, Music. B.A.,
St. Olaf College; M.A., University of St. Thomas.
Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg
College; B.D., Luther Theological Seminary; M.Phil.,
Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part time, Nursing.
B.S.N., University of Minnesota; M.N., University of
Washington-Seattle.
Augsburg College 2010-2012
I 253
James M. Honsvall (1997). Instructor, part time, Business
Administration. B.S., Bemidji State University; M.B.T.,
University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and
Viola, part time, Music. B.M., Indiana University.
Erica L. Huls (2004). Instructor, part-time, Honors Program.
B.A., Augsburg College.
Joan E. Hutton (2007). Studio Artist/Saxophone, part-time, Music.
B.M., Ithaca College; M.M., Eastman School of Music.
Lisa L. Hyland (2003). Instructor, part time, Education. B.S.,
M.S., University of Wisconsin-River Falls.
I
Ann Impullitti (2010). Assistant Professor of Biology. B.S.,
Northern Michigan University; M.S., University of
Wisconsin; Ph.D., University of Minnesota.
Colin C. Irvine (2003). Asssociate Professor of English. B.A.,
Carroll College; M.A., University of Notre Dame; Ph.D.,
Marquette University.
Gretchen Kranz Irvine (1993). Assistant Professor of
Education. B.S., College of St. Teresa; M.S., University of
Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business
Administration. B.A., St. Olaf College; M.S., Rensselaer
Polytechnic Institute.
Chad A. Israelson (2002). Instructor, part time, History. B.A.,
University of Wisconsin, LaCrosse; M.A., University of
Nebraska.
J
James A. Jacobson (2002). Studio Artist/Cello, part time,
Music. B.M., New England Conservatory of Music;
M.M., University of Minnesota.
Jeanne M. Jacobson (2006). Instructor, part-time, Business
Administration.
Karl N. Jacobson (2007). Assistant Professor, full-time,
Religion. B.A., St. Olaf College; M.Div., Luther Seminary;
A.B.D. Union-PSCE.
Ronald L. Jacobson (2002). Instructor, part time, Business
Administration. B.S., North Dakota State University;
M.S., Virginia Polytechnic Institute and State University;
M.S., Iowa State University; Ph.D., University of
Minnesota.
Sophia J. Jacobson (1999). Assistant Professor, full-time,
American Indian Studies. B.A., Metropolitan State
University; M.A., Ed.D., University of St. Thomas.
Gary C. Jader (2006). Instructor, part-time, Business
Administration. B.S., University of Minnesota-Duluth;
B.S., University of Minnesota; M.B.A., University of St.
Thomas.
Sarah Johansen (2005). Instructor, Social Work. B.A.,
Kalamazoo College; M.S.W., University of Michigan.
William H. Jasperson (1990). Instructor, part time, Business
Administration. M.B.A., University of Minnesota. B.S.,
M.S., Ph.D., University of Wisconsin.
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Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S.,
M.S., M.B.A., Ph.D., University of Minnesota.
Martha B. Johnson (1988). Professor of Theatre Arts. B.A.,
M.A., Ph.D., University of Wisconsin-Madison.
Daniel F. Jorgensen (2002). Instructor, part time, English. B.A.,
M.S., South Dakota State University.
K
Amin E. Kader (1974). Associate Professor of Business
Administration. B.Comm., University of Cairo, Egypt;
M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music
Therapy). B.A., Park College; B.Music Ed., M.Music Ed.,
University of Kansas; Ph.D., Temple University.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B.,
M.S., Ph.D., Rutgers University.
Jane A. Kammerman (1986). Instructor, part time, Business
Administration. B.A., University of California; J.D.,
University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A.,
University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business
Administration. B.A., M.A., University of Delhi;
M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Deborah D. Katz (2001). Instructor, part time, Education. A.B.,
Stanford University; Ed.M., Harvard Graduate School of
Education; Ed.D., National-Louis University.
Anne M. Kaufman (1987). Associate Professor of Education.
B.S., M.A., Ph.D., University of Minnesota.
Mary Beth Kelley (2004). Instructor, part time, Education.
B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel
College.
Michael Kidd (2008). Associate Professor of Languages and
Cross-Cultural Studies. B.A., Pomona College; Ph.D.,
Cornell University.
Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time,
Music. B.M., The Juilliard School; M.M., University of
Arizona.
Michael King (2008). Instructor, part-time, Communication
Studies. Two B.S., M.S., South Dakota State University.
Donna R. Kirscht (2007). Instructor, part-time, Business
Administration. B.S., Mankato State University; M.B.A.,
University of St. Thomas.
Elizabeth P. Klages (1996). Instructor, part-time, Political
Science. B.A., Carleton College; M.A., The Paul H.
Nitze School of Advanced International Studies; Ph.D.,
University of Minnesota.
Russell C. Kleckley (2002). Associate Professor of Religion.
B.A., Newberry College; M.Div., Lutheran Theological
Southern Seminary; D.Th., University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. B.A.,
Augsburg College; M.A., University of Minnesota; Ph.D.,
Eastman School of Music.
Kelly Knochel (2010). Assistant Professor of Social Work. B.A.,
Albright College; M.S.W., Spalding University of Social
Work; Ph.D., University of Minnesota.
Debra S. Knudson (2007). Instructor, part-time, Education.
B.S., St. Cloud State University; M.Ed., College of St.
Catherine.
Barbara K. Knudtson (2005). Instructor, part-time, Nursing.
A.D.N., Rochester Community College; B.S.N., Augsburg
College; M.A., College of St. Catherine.
Paul A. Knutson (2007). Instructor, part-time, Physics. B.A.,
Concordia College, Moorhead; M.S., A.B.D., University
of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A.,
Moorhead State College; M.A., University of Minnesota.
Dean C. Kopperud (2006). Instructor, part-time, Business
Administration. B.A., University of St. Thomas.
Richard J. Kramer (2003). Instructor, part time, Religion. B.A.,
Concordia College, Moorhead; M.Div., Luther Seminary.
Neil J. Kraus (2003). Instructor, part-time, Political Science.
B.A., LeMoyne College; M.A., Ph.D., State University of
New York-Albany.
Heidi M. Kreutzer (1995). Instructor, part time, Modern
Languages. B.A., Augsburg College; M.A., Middlebury
College; J.D., University of Minnesota.
Gregory P. Krueger (2000). Assistant Professor of Education.
B.A., Southwest Minnesota State University; M.A.,
Hamline University.
Deborah J. Kuhlmann (2006). Instructor, part-time. English.
B.A., Texas Christian University; M.A., University of
Arkansas; Ph.D., Texas Christian University.
James J. Kulzer (2005). Instructor, part-time, Education. B.S.,
two M.S. degrees, Winona State University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S.,
University of Missouri-St. Louis; Ph.D., University of
Wisconsin-Madison.
L
Steven J. LaFave (1991). Professor of Business Administration.
B.A. Michigan State University; M.A., University of
Michigan; M.B.A., University of Minnesota.
Suzanne W. Lagerwaard (2005). Instructor, part-time,
Education. B.A., University of Florida; M.Ed., University
of Minnesota.
Kevin Landmark (2010). Assistant Professor of Physics. B.S.,
Michigan Technological University; Ph.D., University of
Michigan.
Michael J. Lansing (2005). Assistant Professor of History.
A.B., College of William and Mary; M.A., Utah State
University; Ph.D., University of Minnesota.
David V. Lapakko (1986). Associate Professor of
Communication Studies. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Velma J. Lashbrook (2000). Assistant Professor, full-time, Master
of Arts in Leadership. B.S., Iowa State University; M.S.,
Illinois State University; Ed.D., West Virginia University.
Martha J. Laskar-Aleman (2002). Assistant Professor of
Nursing, full-time. B.S.N., University of Minnesota.
Laura K. Lazar (2005). Assistant Professor of Business
Administration. B.A., M.L.S., Valparaiso University;
M.B.A., Ph.D., Indiana University.
Edward Lee (2002). Instructor, part time, Communication
Studies. B.A., University of Minnesota; M.F.A., Brown
University.
Melissa C. Lee (2007). Instructor, part-time, Health and
Physical Education. B.A., Augsburg College.
Barbara A. Lehmann (2001). Associate Professor of Social
Work. B.A., Knox College; M.S.W., Tulane University;
Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio Artist/French Horn, part
time, Music. B.A., Potsdam College of Arts and Science,
SUNY; M.M., Northwestern University.
Cheryl J. Leuning (1996). Professor of Nursing. B.A.,
Augustana College; M.S., University of Minnesota;
Ph.D., University of Utah.
Holly Levine (2009). Instructor, Physician Assistant Studies.
B.A., Northwestern University; M.D., Loyola University
Chicago Stritch School of Medicine.
Dallas H. Liddle (1999). Associate Professor of English. B.A.,
Grinnell College; Ph.D., University of Iowa.
Lynn E. Lindow (1985). Associate Professor of Education. B.S.,
Mankato State University; M.S., North Dakota State
University; Ph.D., University of Minnesota.
Sarah P. Lockwood (2002). Studio Artist/Piano
Accompaniment, part time, Music. B.M., DePauw
University; M.M., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business
Administration. B.A., M.B.A., Ph.D., University of
Minnesota.
Lynne F. Lorenzen (1988). Associate Professor of Religion.
B.A., University of Iowa; M.Div., Northwestern Lutheran
Theological Seminary; M.A., Ph.D., Claremont Graduate
School.
Edward D. Lotterman (2005). Assistant Professor of Economics.
B.A., M.S., University of Minnesota.
Michael S. Lotti (2003). Instructor, part time, Business
Administration/Philosophy. B.A., Augsburg College;
M.Phil., Ph.D., University of Swansea, Wales.
Mary E. Lowe (2003). Assistant Professor of Religion. B.A.,
Pacific Lutheran University; M.Div, Luther Northwestern
Theological Seminary; Ph.D., Graduate Theological
Union.
Carol A. Lucido (2005). Instructor, part-time, Education. B.A.,
Luther College; M.Ed., University of Minnesota.
Dawn B. Ludwig (1995). Director, Assistant Professor of
Physician Assistant Studies. B.A., University of Colorado,
Denver; M.S., P.A. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven M. Lukas (2005). Instructor, part time, Business
Administration. B.S., M.A., University of Nebraska; E.D.,
University of St. Thomas.
Augsburg College 2010-2012
I 255
Steven P. Lund (1982). Studio Artist/Trombone, part time,
James Scannell McCormick (2004). Instructor, part-time,
Music. B.S., University of Minnesota.
Paul E. Lutter (2005). Instructor, part time, Religion. B.S.,
University of Wisconsin, Superior; M.Div, Luther
Seminary.
Ann L. Lutterman-Aguilar (1993). Interim Academic Director,
Instructor, Center for Global Education. B.A., Earlham
College; M.Div., Yale University.
English. B.A., M.A., University of Wisconsin-Madison;
Ph.D., Western Michigan University.
Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory
Science Program, Biology. B.S., M.S., Ph.D., University of
Oklahoma.
Diane M. McDonagh (1997). Instructor, part-time, Modern
Languages. B.A., California State University; M.A.,
California State University-Northridge.
K. Christian McGuire (2007). Instructor and Studio Artist/
Electric Bass, part-time, Music. B.A., Luther College;
M.A., University of Minnesota.
Michael J. McIlhon (2000). Instructor, part time, Economics.
B.B.A., M.A., University of Iowa.
Marc C. McIntosh (2007). Assistant Professor of Business
Administration. B.S., DePaul University; M.B.A., Harvard
University; D.B.A., Argosy University.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian.
B.A., Western Michigan University; A.M.L.S., University
of Michigan; M.A., Michigan State University.
Kirsten A. S. Mebust (2004). Instructor, part time, Religion.
B.S., University of Minnesota; M.Div., Luther Seminary.
Ashok K. Mehrotra (2007). Instructor, part-time, Economics.
B.Tech., M.Tech., Indian Institute of Technology; M.B.A.,
University of Minnesota; M.S., University of Chicago.
Jane C. Melton (1999). Instructor, part time, Modern
Languages. B.A., Lindenwood College; M.A., Tulane
University.
Laurie H. Merz (2001). Studio Artist/Bassoon, part time, Music.
B.M., Eastman School of Music; M.M., University of
Minnesota.
Fekri Meziou (1987). Associate Professor of Business
Administration. B.A., University of Tunis; M.A., Ph.D.,
University of Minnesota.
Catherine Micek (2010). Assistant Professor of Mathematics.
B.A., University of Saint Thomas; M.S., Ph.D., University
of Minnesota.
Vladan M. Milenkovic (2005). Instructor, part-time, Music.
B.M., Berklee College of Music; M.M., University of
Northern Iowa.
Joyce P. Miller (2004). Assistant Professor of Nursing. A.A.,
Rochester State Junior College; B.S., M.A., Augsburg
College.
Kinney G. Misterek (1989). Instructor, part time, Business
Administration. B.S., M.B.A., University of South
Dakota; M.B.T., University of Minnesota.
John W. Molloy (2003). Instructor, part time, Business
Administration. B.B.A., M.S., University of Wisconsin,
Madison.
Peter M. Morales (2007). Instructor, part-time, Modern
Languages. B.A., Ripon College; M.A., University of
Minnesota.
April D. Morehouse (2006). Instructor, part-time, Nursing. B.S.,
College of St. Catherine.
M
Carolyn A. Mack (2006). Instructor, part-time, Education. B.A.,
Concordia University, River Forest, IL; M.A., University
of Minnesota.
Rosanne E. Malevich (2006). Assistant Professor of Business
Administration. B.S., M.B.A., University of WisconsinMadison; ABD, University of Minnesota.
Steven V. Manderscheid (2007). Instructor, part-time, Master
of Arts in Leadership Program. B.S., St. Cloud State
University; M.A., University of Minnesota; Ed.D.,
University of St. Thomas.
Christina M. Manning (2007). Instructor, part-time, Psychology.
B.Sc., Tufts University; Ph.D., University of Minnesota.
Patricia Z. Marincic (2005). Associate Professor of Physician
Assistant Studies. B.S., Purdue University; M.S.,
Colorado State University; Ph.D., Utah State University.
Dan S. Marsh (2005). Instructor, part-time, Economics. B.S.,
University of Minnesota; M.A., University of St. Thomas.
Susan W. Martino (2006). Instructor, part-time, Education.
B.A., St. Olaf College; M.M., Cleveland Institute of Music
Conservatory.
M. Elise Marubbio (2003). Associate Professor of American
Indian Studies. B.F.A., Cleveland Institute of Art; M.A.,
Ph.D., University of Arizona.
Matthew Maruggi (2008). Assistant Professor of Religion. B.A.,
M.A., University of Dayton; Ph.D., University of Saint
Thomas.
C. Jean Marvin (2007). Instructor, part-time, Education. B.A.,
Gustavus Adolphus College; M.Ed., Ph.D., University of
Minnesota.
John W. Matthews (2003). Instructor, part-time, Religion.
B.A., Concordia College, Moorhead; M.Div., LutherNorthwestern Seminary.
Paul R. Mattson (2007). Instructor, part-time, Business
Administration. B.A., Luther College; M.A., University of
Minesota; M.S., Massachusetts Institute of Technology.
David C. Matz (2001). Associate Professor of Psychology.
B.A., Bemidji State University; M.S., North Dakota State
University; Ph.D., Texas A & M University.
Molly A. Maxwell (2007). Assistant Professor of Mathematics.
S.B., Massachusetts Institute of Technology; M.S., Ph.D.,
University of Minnesota.
Kathleen A. McBride (1994). Regional Co-Director, Instructor,
Center for Global Education. B.A., George Mason
University; Ed.M., Harvard University.
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Sheila M. Moriarty (2002). Instructor, part time, Social Work.
B.S., University of Minnesota; M.S.W., Augsburg College.
Karen L. Mulhausen (2006). Instructor, part-time, Theatre Arts.
B.A., St. Olaf College; B.A., University of Minnesota.
David Murr (2008). Associate Professor of Physics. B.S.,
Augsburg College; Ph.D., Boston University.
Jeremy P. Myers (2006). Assistant Professor of Religion. B.S.,
University of Minnesota; M.A., Luther-Northwestern
Seminary.
Sarah Myers (2009). Assistant Professor of Theatre Arts. B.S.,
Northwestern University; M.F.A., Ph.D., University of Texas.
N
Susan K. Nash (1998). Associate Professor of Nursing. B.S.N.,
M.S.N., Ed.D., University of Minnesota.
Paulus Nanghambe Ndamanomhata (2002). Instructor,
Center for Global Education. B.A. degrees, Ogongo
Agricultural College and United Lutheran Theological
Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal
University.
Jessica A. Nathanson (2007). Assistant Professor and Director
of Women’s Studies. B.A., Wesleyan University; M.A.,
Ph.D., State University of New York-Buffalo.
Brita L. Nellermoe (2008). Instructor, part-time, Physics. B.S.,
University of Iowa; M.S., University of North Dakota.
Steven J. Nerheim (2004). Medical Director, Assistant
Professor, part time, Physician Assistant Studies.
B.A., Northwest College; M.Div., Luther Theological
Seminary; M.D., University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science
and Director of MAL Program. B.A., University of
Pennsylvania; M.A., Ph.D., Indiana University.
Daniel R. Noyes (2000). Instructor, part-time, Art. B.A.,
Macalester College; M.Arch., University of WisconsinMilwaukee.
O
James O’Brien (2008). Instructor, part-time, Art. B.F.A.,
Minneapolis College of Art and Design; M.A., Syracuse
University; M.F.A., Hartford University.
Michael W. O’Brien (2007). Instructor, part-time, Social Work.
Two B.A.s, M.S.W., University of Iowa.
Mary F. O’Connell (2004). Instructor, part time, Nursing. A.A.,
Minneapolis Community College; B.S., Bethel College;
M.A., Augsburg College.
Susan E. O’Connor (1994). Associate Professor of Education.
B.S., University of Minnesota; M.S., Ph.D., Syracuse
University.
Melissa A. Oliver (2007). Instructor, part-time, Education. B.S.,
M.S., Winona State University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry.
B.A., Augsburg College; M.S., University of Wisconsin;
Ph.D., University of Minnesota.
Michael G. Olson (2001). Instructor, part time, Business
Administration. B.S., University of Minnesota; M.B.A.,
Minnesota State University.
Vicki L. Olson (1987). Professor of Education. B.S., M.A.,
Ph.D., University of Minnesota.
David H. Oxley (2007). Instructor, part-time, Business
Administration. B.A., M.B.A., Augsburg College.
P
Stephen A. Pacholl (2001). Instructor, part time, Business
Administration. B.A., M.Ed., University of Minnesota.
Sally Bruyneel Padgett (2003). Instructor, part time, Religion.
A.A., San Jacinto College; B.A., University of California,
Riverside; M.A., Azusa Pacific University; Ph.D.,
University of Durham, England.
Magdalena M. Paleczny-Zapp (1986). Associate Professor of
Business Administration. B.A., M.A., Central School
for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Bonnie Jean Palmen (2006). Instructor, part-time, Business
Administration. B.S., University of Minnesota; M.A., San
Francisco State University; J.D., University of California.
Donna R. Patterson (2006). Assistant Professor, full-time,
Education. B.A., M.Ed., University of Minnesota.
Michael F. Pattison (2003). Instructor, part time, Social Work.
B.A., M.S.W., University of Minnesota.
Catherine L. Paulsen (1990). Instructor, part time, Master
of Arts in Leadership. B.A., St. Olaf College; M.A.,
Lone Mountain College [now part of University of San
Francisco.
Dale C. Pederson (1992). Associate Professor of Biology. B.A.,
Augsburg College; Ph.D., University of Minnesota.
Meredith A. Pederson (2003). Instructor, part time, Education.
B.A., St. Olaf College; M.A., St. Mary’s University.
Rick A. Penning (1993). Studio Artist/Voice, part time, Music.
B.A., Luther College; M.M., University of Cincinnati.
Christine R. Peper (2005). Instructor, part-time, Education.
B.A., University of Minnesota; M.Ed., Southeastern
Louisiana University.
Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S.,
University of New Hampshire; M.A., St. Mary’s College;
M.S., University of Minnesota; Ph.D., University of
Colorado.
Noel J. Petit (1984). Professor of Computer Science. B.A., St.
Olaf College; M.S., Ph.D., University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education.
B.A., Augsburg College; M.A., United Theological
Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of
Modern Languages. B.A., National University, Tehran;
M.A., University of Nice; Ph.D., U.C.L.A.
Clayton A. Pharr (1996). Instructor, part time, Social Work.
B.S., Claflin University; M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut
College; Ph.D., Yale University.
Timothy D. Pippert (1999). Associate Professor of Sociology.
B.A., M.A., Ph.D., University of Nebraska-Lincoln.
Augsburg College 2010-2012
I 257
Jennifer K. McCarty Plucker (2007). Instructor, part-time,
Education. B.S., Moorhead State University; M.Ed., St.
Mary’s University.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion.
B.A., St. Olaf College; M.Div., Ph.D., Luther Theological
Seminary.
R
O. Nicholas Raths (1988). Studio Artist/Guitar, part time,
Music. B.M., M.M., D.M.A., University of Minnesota.
Deborah L. Redmond (1981). Assistant Professor of
Communication Studies. B.A., M.A., University of
Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A.,
Wheaton College; M.A., Ph.D., Northwestern University.
John S. Reimringer (2006). Instructor, part-time, English. B.S.,
University of Kansas; M.F.A., University of Arkansas.
Kathy J. Reinhardt (1997). Instructor of Modern Languages.
M.A., Middlebury College.
Steven E. Restad (2007). Instructor, part-time, Business
Administration. B.A., University of Wisconsin-Eau
Claire; M.B.A., University of St. Thomas.
Charles E. Rietkerk (2006). Instructor, part-time, Education.
B.A., University of California-Irvine; M.Ed., University
of Minnesota.
Catherine L. Roach (2007). Instructor, part-time, Business
Administration. B.A., St. Olaf College; M.S., University
of Minnesota.
M. Bridget Robinson-Riegler (1994). Assistant Dean of
Academic Affairs. Associate Professor of Psychology.
B.S., Indiana University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social
Work. B.S., Indiana University; M.S.W., University of
Minnesota; Ph.D., Arizona State University.
Glenda Dewberry Rooney (1992). Professor of Social Work.
B.S., University of North Texas; M.S.W., University of
Illinois; Ph.D., University of Minnesota.
Regula Russelle (2007). Instructor, part-time, Art. M.A.,
Hamline University.
Barry D. Rutman (2000). Instructor, part time, Business
Administration. M.A., Montclair State University.
S
Larry E. Sallee (2005). Instructor, part-time, Business
Administration. B.S., University of Wisconsin-Superior;
M.B.T., University of Minnesota; M.B.A., University
of Wisconsin-LaCrosse; D.B.A., U.S. International
University.
Susana M. Sandmann (2006). Associate Professor of Modern
Languages. B.A., M.A., Ph.D., University of Minnesota.
Milo A. Schield (1985). Professor of Business Administration.
B.S., Iowa State University; M.S., University of Illinois;
Ph.D., Rice University.
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John S. Schmit (1990). Professor of English. B.S., St. John’s
University; M.A., University of New Orleans; Ph.D., The
University of Texas.
Michael D. Schock (1993). Associate Professor of Social Work.
B.A., University of Washington; M.S.W., University of
Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence and
Instructor, part time, Theatre Arts. B.A., M.A., M.F.A,
University of Minnesota.
David G. Schwain (1995). Assistant Professor, full-time,
Business Administration. B.B.A., University of
Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Professor of Business
Administration. B.S., University of Notre Dame; M.B.A.,
Northeastern University; Ph.D., University of Minnesota.
Dean J. Seal (2006). Instructor, part-time, Religion. B.A., St.
Olaf College; M.Div., M.A., United Theological Seminary
of the Twin Cities.
Steven A. Seay (2006). Instructor, part-time, Business
Administration. B.S., University of San Francisco;
M.B.A., City/Stanford University; Ph.D., Walden
University.
Carrie B. Senske (2000). Instructor, part time, Education.
B.A., Concordia College, Moorhead; M.Ed., University of
Minnesota.
Frankie B. Shackelford (1990). Professor of Modern
Languages. B.A., Texas Christian University; Ph.D.,
University of Texas.
N. Kay Shager (2000). Instructor, part time, Education and
Mathematics. B.A., Gustavus Adolphus College; M.S.,
University of Wisconsin-River Falls.
Debra L. Shapiro (2006). Instructor, part-time, General
Studies. B.A., J.D., The University of Iowa.
Timothy J. Shaw (1995). Instructor, part time, Physician
Assistant Studies. B.A., St. Mary’s College; Ph.D.,
University of Minnesota.
Charles M. Sheaffer (1995). Associate Professor of Computer
Science. B.A., Metropolitan State University; M.S., Ph.D.,
University of Minnesota.
Judith E. Shevelev (1991). Program Coordinator, Instructor,
Center for Global Education. B.A., University of
California, Davis; M.A., Columbia University.
John S. Shockley (2002). Professor, part time, Political Science.
B.A., University of Texas; M.A., Ph.D., University of
Wisconsin.
Anthony T. Sinkiewicz (2007). Instructor, part-time, Business
Administration. A.A.S., Wright College; B.S., University
of the State of New York-Albany; M.A., Webster
University; D.B.A., U.S. International University.
Katharine E. Skibbe (2001). Instructor, part time, Education.
B.A., Augsburg College; M.A., Saint Mary’s College.
Lawrence J. Sklaney, Jr. (2007). Instructor, part-time, English.
B.A., Bucknell University; M.A., University of Illinois.
Joanne Z. Smith (2005). Instructor, part-time, Business
Administration. B.A., Smith College; M.A., University of
Minnesota.
Sheilah P. Smith (1999). Instructor, part time, Education. B.S.,
M.Ed., Wayne State University.
Dorothy J. Smyth (2005). Instructor, part-time, Education. B.S.,
University of Minnesota; M.A., Hamline University.
Alyssa E. Snyder (2003). Instructor, part time, Education. B.A.,
Augsburg College; M.A., University of St. Thomas.
Jody M. Sorensen (2005). Associate Professor of Mathematics.
B.A., St. Olaf College; M.A., Ph.D., Northwestern
University.
Lisa K. Sperling (2003). Instructor, part time, Education. B.S.,
University of Minnesota; M.A., Mankato State University.
Richard J. Spratt (1996). Instructor, part time, Social Work.
B.S.W., Augsburg College; M.S.W., University of
Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band
and Jazz Director. B.A., Augsburg College; M.A.C.I.,
College of St. Thomas; Ph.D., University of Minnesota.
John J. Stangl (1991). Instructor, part time, Education. B.S.,
M.A., University of Minnesota.
Peter J. Stark (2007). Assistant Professor of Business
Administration. B.S., Northwestern University; M.B.A.,
Pepperdine University
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji
State University; M.A., Ph.D., University of Montana.
Carla Steen (2007). Instructor, part-time, Theatre Arts. B.A.,
Augsburg College; M.F.A., Columbia University.
John P. Stein (1992). Assistant Professor of Economics. B.S.,
University of Detroit; M.A., University of Illinois.
Stuart M. Stoller (1986). Professor of Business Administration.
B.S., M.S., Long Island University.
Lisa J. Storey (2007). Instructor, part-time, Education. B.A.,
St. Mary’s University; M.S., Winona State University.
Martha E. Stortz (2010). Bernard Christensen Professor of
Vocation and Religion. B.A., Carleton College; M.A.,
The Divinity School, The University of Chicago; Ph.D.,
The Divinity School, The University of Chicago.
Benjamin L. Stottrup (2005). Assistant Professor of Physics.
B.A., University of Minnesota, Morris; Ph.D., University
of Washington.
Christopher K. Strand (2007). Instructor, part-time, Business
Administration. B.S., Southwest Missouri State
University; M.B.A., Metropolitan State University.
Beverly J. Stratton (1986). Professor of Religion. B.A., M.A.,
Boston University; M.A., D.Th., Luther Seminary.
Michelle J. Strauch (2000). Instructor, part time, Health and
Physical Education. B.S., North Dakota State University;
M.S., University of Wisconsin-LaCrosse.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf
College; M.A., Ph.D., University of Minnesota.
Tara K. Sweeney (1992). Assistant Professor of Art. B.S.,
University of Wisconsin-Stout; M.F.A., Minneapolis
College of Art and Design.
Maryann Syers (1998). Associate Professor of Social Work.
B.A., Arizona State University; M.S.W., Ph.D., University
of Minnesota.
T
Brenda J. J. Talarico (2003). Assistant Professor of Physician
Assistant Studies, clinical site director. B.S., University of
Minnesota; P.A. Certificate, Augsburg College; M.P.A.S.,
University of Nebraska Medical Center.
Ngoh Tiong Tan (1987, 2006). Professor of Social Work.
B.A., University of Singapore; M.S.W., University of
Pennsylvania; Ph.D., University of Minnesota.
Susan E. Taylor (2007). Instructor, part-time, English. B.A.,
California State University; M.F.A., University of
Minnesota.
Mary M. Thissen-Milder (2005). Instructor, part-time, Health
and Physical Education. B.A., Iowa State University;
M.A., Northeast Missouri State; Ph.D., University of
Iowa.
Michael D. Thompson (2002). Instructor, part time, Psychology.
B.A., University of Minnesota; M.S.W., Fordham
University; Ph.D., Pacific University.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M.,
University of Minnesota; M.M., The Juilliard School.
W. Lex Thompson (2007). Instructor, part-time, Art. B.A., New
College of Florida; M.A., Yale University; M.F.A., San
Francisco Art Institute.
Robert K. Tom (2002). Associate Professor of Art. B.F.A.,
University of Hawaii; M.F.A., Temple University.
Beth M. Torstenson (2003). Instructor, part time, Education.
B.A., Augsburg College; M.A., University of Minnesota.
Daniel O. Trainer, IV (1999). Instructor, part time, Modern
Languages. B.A., Rochester Institute of Technology;
M.A., Gallaudet University.
Mark D. Tranvik (1995). Lilly Program Director and Professor
of Religion. B.A., Luther College; M.Div., Yale University;
Th.D., Luther Seminary.
Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A.,
University of California, Santa Cruz; Ph.D., University of
Minnesota.
Fidel Xinico Tum (1993). Program Coordinator, Instructor,
Center for Global Education. B.A., Francisco Marroquin
University; M.Div., St. Paul Seminary.
Leon M. Tyler (2007). Instructor, part-time, Business
Administration. B.S., Northwestern University; M.B.A.,
University of St. Thomas.
U-V
Jeannine M. Uhlenkamp (2004). Instructor, part-time,
Education. B.A., University of Minnesota; M.S.E.,
University of Wisconsin-River Falls.
Joseph Underhill (1998). Associate Professor of Political
Science. B.A., University of California-Berkeley; M.A.,
San Francisco State University; Ph.D., University of
Michigan.
Augsburg College 2010-2012
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Pauline J. Utesch (2005). Assistant Professor of Nursing. A.D.,
Patricia F. Weiss (1991). Associate Professor, part time,
Rochester Community College; B.S.N., Winona State
University; M.A., Augsburg College.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and
Physical Education. B.A., Gustavus Adolphus College;
M.S., Mankato State University.
John W. Van Cleve (1996). Instructor, Modern Languages. B.A.,
Carleton College; M.A., Ph.D., University of Wisconsin.
James A. Vela-McConnell (1997). Associate Professor of
Sociology. B.A., Loyola University; Ph.D., Boston College.
David E. Venne (1990). Atmospheric Science. Assistant
Professor of Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Diane Vodicka (2008). Assistant Professor of Education.
B.A., North Park College; M.Ed., Georgia Southwestern
College;.
Joseph M. Volker (1993). Instructor, part time, MAL Program.
B.A., University of California-Irvine; M.A., Ph.D.,
University of Minnesota.
Education. Paideia Associate-in-Residence. B.A., Boston
College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Kathleen Welle (2009). Instructor and coordinator, Nursing.
B.S.N., University of Wisconsin; M.N., Augsburg College.
Janis F. Weller (2006). Instructor, part-time, General Studies/
Art. B.A., Luther College; M.A., St. Mary’s UniversityMinneapolis, Ed.D., University of St. Thomas.
Emanuelle Wessels (2010). Assistant Professor of
Communication Studies. B.A., University of Iowa; M.A.,
Ph.D., University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty
Coordinator of Teacher Placement /Licensing. B.S., St.
Cloud State University; M.S., Syracuse University.
Dale A. Weston (2001). Instructor, part time, American Indian
Studies. B.A., Hamline University.
Jean H. Whalen (1995). Instructor, part time, Education. B.S.,
M.A., University of Minnesota.
Trent Whitcomb (2010). Assistant Professor of Physician
Assistant Studies. B.S., Mankato State University; M.S.,
Finch University of Health Sciences.
Hans H. Wiersma (2004). Assistant Professor of Religion. B.A.,
University of California, San Diego; M.Div., Ph.D., Luther
Seminary.
Susan L. Williams (2002). Instructor, part time, English. B.A.,
M.A., A.B.D., University of Minnesota.
Heather O. Willman (2005). Instructor, part-time, Education.
B.A., Concordia College, Moorhead; M.A., University of
North Dakota.
Joel R. Wilson (2006). Instructor, part-time, Business
Administration. B.A., University of St. Thomas; M.B.A.,
University of Minnesota.
Roger W. Wiltgen (2007). Instructor, part-time, Business
Administration. B.S., University of Wisconsin-Eau Claire;
M.B.A., Winona State University.
Angela J. Wyatt (1981). Studio Artist/Saxophone and
Clarinet, part time, Music. B.A., St. Olaf College; M.M.,
Northwestern University.
W
Todd R. Wadsworth (2002). Instructor, part-time, Mathematics.
B.A., Middlebury College; M.A., Pepperdine University.
David O’Brien Wagner (2005). Instructor, part time, Art. B.S.,
B.A., Washington State University.
Dana Wagner (2008). Assistant Professor of Education. B.A.,
Saint Olaf College; M.Ed., University of Minnesota.
Mzenga A. Wanyama (2006). Assistant Professor of English.
B.A., M.A., University of Nairobi, Kenya; Ph.D.,
University of Minnesota.
Andrew Ward (2001). Instructor, part time, Business
Administration/Philosophy. B.A., Luther College; M.A.,
Ph.D., University of Kansas.
David B. Washington (1997). Instructor, part-time, Business
Administration. B.A., J.D., University of Pittsburgh.
Martha A. (Cary) Waterman (1991). Assistant Professor of
English. B.A., University of Denver; B.S., M.A., Minnesota
State University-Mankato.
Colleen K. Watson (2006). Instructor, part-time, Business
Administration. B.A., University of Minnesota; M.A.L.,
Augsburg College.
Shana K. Watters (2007). Assistant Professor of Computer
Science. A.A., Northern Virginia Community College;
B.S., South Dakota School of Mines and Technology;
M.S., M.A., Ph.D., University of Minnesota.
Paula A. Watts (2008). Instructor, part-time, Social Work. B.S.,
St. Cloud State University; M.S.W., Augsburg College.
Valerie J. Webb (2001). Instructor, part-time, Religion. B.Sc.
Honors, B.A., University of Queensland, Australia; Ph.D.,
Luther Seminary.
Andrew T. Webster (2007). Instructor, part-time, Business
Administration. B.A., College of St. Thomas; M.B.A.,
University of St. Thomas.
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X-Y-Z
John W. Yaeger (2007). Instructor, part-time, Social Work.
B.B.A., University of Wisconsin-Madison; M.S.W., Loyola
University.
Steven M. Zitnick (2000). Assistant Professor of Business
Administration; Interim Director, M.B.A. Program. B.A.,
Shimer College; M.S., University of Utah.
John M. Zobitz (2007). Assistant Professor of Mathematics.
B.A., St. John’s University; M.A., Ph.D., University of
Utah.
Henry Yoon (2009). Assistant Professor of Psychology. B.A.,
University of California; M.A., Ph.D., University of
Minnesota.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A.,
Augsburg College; M.A., Middlebury College; Ph.D.,
University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus.
B.A., St. Olaf College; M.S., Ph.D., University of
Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A.,
University of Minnesota; M.A., Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A.,
Northwestern College; M.A., Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College;
M.A., University of Wisconsin; B.Th., Luther Theological
Seminary; Ph.D., Union Theological Seminary, New
York.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A.,
University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech,
Communication and Theatre Arts. B.S., M.A., Ph.D.,
University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg
College; B.D., Luther Theological Seminary; M.A., Ph.D.,
Columbia University.
Vern M. Bloom. Professor Emeritus of Social Work. B.A.,
M.S.W., University of Minnesota.
Julie H. Bolton Professor Emeritus of Theatre Arts. B.S., M.F.A.,
University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical
Education. B.A., M.A., Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A.,
American University; M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A.,
Hunter College; M.A., Radcliffe College.
Ailene H. Cole. Professor Emerita of Speech, Communication
and Theatre Arts. B.A., Gustavus Adolphus College;
M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A.,
B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D.,
Arizona State University.
Kenneth N. Erickson. Professor Emeritus of Physics. B.A.,
Augsburg College; M.S., Michigan State University;
Ph.D., Colorado State University.
Norman B. Ferguson. Professor Emeritus of Psychology. B.A.,
Franklin and Marshall College; M.S., Ph.D., University
of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics.
B.E.E., M.S., University of Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake
Forest College; M.A., Ph.D., University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A.,
Ph.D., University of Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S.,
Agra University, India; M.S., Ph.D., Southern Illinois
University.
Robert S. Herforth. Professor Emeritus of Biology. B.A.,
Wartburg College; M.S., Ph.D., University of Nebraska.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A.,
Cedar Crest College; M.S.W., Ph.D., University of
Minnesota.
Norman D. Holen. Professor Emeritus of Art. B.A. Concordia
College-Moorhead; M.F.A., University of Iowa.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf
College; Ph.D., University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A.,
Rangoon University, Burma; M.A., Bucknell University;
Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A.,
Huron College; B.A., University of Minnesota; M.E.,
South Dakota State University; Ph.D., University of
Minnesota.
Robert A. Karlén. Professor Emeritus of Music. B.M., New
England Conservatory; M.A., University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages.
B.A., St. Olaf College; M.A., Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical
Education. B.S., Augustana College; M.A., University of
South Dakota.
Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D.,
University of California-Berkeley.
Marie O. McNeff. Professor Emerita of Education/Dean
Emerita. B.S., M.Ed., Ed.D., University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A.,
Augsburg College; M.A., University of Minnesota.
John R. Mitchell. Professor Emeritus (granted posthumously 2010) of English. B.A. Maryville College; M.A.,
University of Tennessee.
Mildred “Mike” Mueller. Professor Emerita of Education. B.A.,
M.A., Central Michigan University; Ed.D., University of
Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical
Education. B.A., Augsburg College; M.Ed., University of
Minnesota.
Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A.,
University of Minnesota; B.D., Luther Theological
Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson. Professor Emeritus of History. B.A.,
University of Nebraska; M.A., Ph.D., University of
Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope
College; M.A., University of Michigan; Ph.D., University
of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S.,
Ph.D., University of Minnesota.
Ronald G. Palosaari. Professor Emeritus of English. B.A.,
Bethel College; B.Div., Bethel Seminary; M.A., Ph.D.,
University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A.,
Eastern Michigan University; M.A., Ph.D., University of
Michigan.
Augsburg College 2010-2012
I 261
Curtis M. Paulsen Professor Emeritus of Social Work. B.A., St.
Olaf College; M.S.W., University of Minnesota; Ph.D.,
The Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed.,
Marquette University.
Joyce M. Pfaff (1966). Associate Professor, part time, Health
and Physical Education. B.A., Augsburg College; M.Ed.,
University of Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A.,
Augsburg College; B.D., Augsburg Theological Seminary;
M.Th., Th.D., Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science.
B.S., M.A., Central Missouri State College; Ph.D.,
University of Texas at Austin.
Gunta Rozentals. Professor Emerita of Modern Languages.
B.A., M.A., Ph.D., University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso
University; M.A., University of Minnesota.
Edwin J. Saugestad. Professor Emeritus of Health and Physical
Education. B.A., Augsburg College; M.A., University of
Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St.
Olaf College; B.Th., Luther Theological Seminary; Th.D.,
University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A.,
Augsburg College; M.S., D.S.W., Columbia University.
Don Steinmetz Professor Emeritus (granted posthumously
2010) of Languages and Cross-Cultural Studies. B.A.,
M.A., Ph.D., University of Minnesota.
Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg
College; M.A., University of Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A.,
Concordia College, Moorhead; M.S., Ph.D., University of
Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science.
A.B., Augustana College; two M.S. degrees; Ph.D.,
University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia
College, Moorhead; M.F.A., University of Iowa.
David L. Tiede (2005). Bernhard M. Christensen Professor
of Vocation and Religion. B.A., St. Olaf College; B.D.,
Luther Theological Seminary; Ph.D., Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A.,
University of Minnesota; Ph.D., Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. B.F.A.,
M.S.W., University of Pennsylvania.
262
I Augsburg College 2010-2012
Campus Location
Linde
Libra
Driving
I-35W Fr
Take the
onto Was
Cedar Av
The Augs
6th Street S.
Oren
G
Center I
Ri
Lindell
Library
F
B
C
e.
S.
J
Murphy
Square
I-94 Wes
Take Rive
Avenue. T
your left.
L
Athletic Field
Interstate 94 West
Interstate 94 East
Parking Information
7th Street S.
Kennedy
Center
Butler Place
I-94 Eas
Take 25t
Avenue, t
Augsburg
25th Ave. S.
A
M
K
7 1/2 Street S.
Urness Hall
D
Av
23rd Ave. S.
E
C
22nd Ave. S.
8th Street S.
Old Christensen
Main
Center
ide
Music
Building
Sverdrup Hall
C
rs
Foss
Center
7th Street S.
Anderson
Hall
ve
24th Ave. S.
21st Ave. S.
20th Ave. S.
H Gateway
ce
tran
t En
Wes
4
9
I-
Metro
Riv
ers
ide
/25
th A
ve.
Ex
Disability access
it
F. Resident Parking Street parking on campus is posted for one-, two-, or fourhour limits. For certain major events on campus during
G. Faculty/Staff Parking
Resident
I-35W fromB.the
North Parking
evenings and weekends, parking is also available in the comTake Washington Avenue exit and turn left on Washington
muter and visitor lots.
J. Faculty/Staff Parking
C. Commuter Parking
(curves right to become Cedar Avenue), turn left at Riverside
Avenue, right
at 22nd Avenue South.
K. Commuter Parking
D. Faculty/Staff/Commuter/
Public Transportation
Resident
Parking
Augsburg CollegeParking
is located near two Metro Transit Light Rail
I-94 East from Minneapolis
L. Faculty/Staff/Commuter/Resident
stations: the Cedar-Riverside station and the Franklin Avenue
Take 25th Avenue exit, turn left at 25th Avenue, turn left at
E. Resident Parking
M. Fairview-University
Parking
Ramp to light rail, four Metro Transit bus lines
station.
In addition
Riverside Avenue, turn left at 22nd Avenue South.
keep Augsburg easily accessible to the greater metropolitan
I-94 West from St. Paul
area: routes 2, 7, 19, and 24. For more information about
Take Riverside exit, turn right at Riverside Avenue, turn left
Metro Transit schedules and routes, call 612-373-3333 or go
at 22nd Avenue South.
online to www.metrotransit.org.
I-35W from the South
Follow the I-94 St. Paul signs (move to right lane after each
of two mergers). Take 25th Avenue exit and turn left at
Riverside Avenue, turn left at 22nd Avenue South.
Public Parking
A. to
Visitor
Parking
Directions
Campus
Augsburg College 2010-2012
I-35W fr
Follow th
right lane
25th Ave
turn left a
campus w
Hiawatha
From the
block eas
Avenue/2
blocks (o
and follow
Visit met
and from
I 263
Index
A
About Augsburg 10, 15
Academic Advising 28
Academic Calendar 6, 36
Academic Divisions 37
Academic Excellence Scholarships 23
Academic Information 36
Academic Internships 46, 64
Academic Policies and Procedures 48
Academic Progress, Probation and
Dismissal 60
Academic Skills Office 28
Access Center 30
Accessibility 15
Accounting 66
Accreditation and Memberships 11, 14, 15
Achievement Scholarships 23
Admissions 13, 17
Administrative Officers of the College 247
Advanced Placement Program Test (AP) 59
Advanced Transfer Students 52
African American Student Services (see
Pan-Afrikan Student Services) 15
American Indian Studies 67
American Indian Student Services 30
American Sign Language 166
Anderson Hall 13, 33
Anne Pederson Women’s Resource Center 27
Application Procedures 17, 22
Applied Economics 114
Architecture Minor 71
Art 70
Art and Architectural History 73
Art History 70
Asian American Student Services (see Pan Asian Student
Services) 31
Assessment of Previous Learning (APL) Program 59
Associate in Ministry 220
Associated Colleges of the Twin Cities (ACTC) 10, 38, 42
Associated Support Organizations 14
Athletic Affiliation 15
Athletics and Sports 27
Audit Fee 20, 21
Auditing Courses 59
Augsburg Abroad 42
Augsburg Core Curriculum 54-57, 75
Augsburg Experience 56
Augsburg First Year 56
Augsburg for Adults 12
Augsburg Seminar 56, 75
Augsburg Signature Curriculum 54, 75
264
I Augsburg College 2010-2012
B
Bachelor of Science (Liberal Arts requirement
modifications) 57
Beta Beta Beta 78
Biology 77
Board of Regents 245
Business (Master of Business
Administration) 48
Business Administration 84
Business Administration and
Economics Major 84, 115
Business Administration (Music Business
Specialization) 84, 182
Business Management Certificate 92
C
Calendar 6, 36
Campus Kitchen 46
Campus Location 12, 15, 263
Campus Map 263
Campus Ministry 26
Campus Tours 17
Canadian Program 48
Career Services 45
Center for Global Education 44, 155
Center for Learning and Adaptive Student Services
(CLASS) 28
Certificates 48 (MBA), 71, 83, 181, 185
Change of Program 50
Chemistry 97
Chinese 165
Chapel 13, 26
Choir 190
Christensen Center 13, 27
Class Schedule 64
Classification (Class Year) 59
Clinical Laboratory Science 101
Coaching Certification 140
College Costs 20 (Day), 21 (Weekend)
College Level Examination Program (CLEP) 59
College of the Third Age 12, 13
Commencement 61
Commons 33
Communication Studies 105
Communication Arts/Literature Teacher
Licensure 38, 106, 128
Community Service-Learning 46
Community Studies Concentration (Sociology) 228
Computational Economics 111
Computational Philosophy 111, 198
Computer Science 110
Concert Band 190
Connections Courses 75
Continuing Education Program 48
Cooper’s Coffee Shop 27
Core Curriculum 54-57
Costs 20-21
Counseling 32
Counseling and Health Promotion 13, 32
Course Descriptions 64-243
Course Numbers 64
Credits 64
Crime and Deviance Concentration (Sociology) 228
Crossover Registration 50
F
Dean’s List 61
Degree Verification 61
Degrees Offered 15, 36, 51
Departmental Comprehensive Exams 59
Departmental Honors (see each major)
Departments and Programs 64-243
Deposits 20
Development 8
Directed Study 65
Directory 8
Directory Information 34, 62
Disability Services 30
Dismissal 60
Discrimination Complaints 34
Divisions and Departments 37
Dormitories 13, 33
Dual Degree Programs 41, 126
Facilities and Housing 13, 33
Facts and Figures 15
Faculty 12, 15, 36, 247
Faculty Emeriti 261
FAFSA (Free Application for Federal Student Aid 22
Family Educational Rights and Privacy Act (FERPA) 34, 62
Farsi 165
Federal Work Study Program 24
Fees 20
Film 138
Finance 89
Finance Certificate 83
Financial Aid 15, 22
Financial Policies 21
Fine Arts 27
Fitness Centers 32
Food Service 33
Foreign Languages (See Languages and Cross-cultural
Studies) 165
Forensics 106
Former Students 18, 50
Foss, Lobeck, Miles Center for Worship, Drama, and
Communication 13
Foundations of Fitness 56, 140
French 138
First-years 17
E
G
D
Economics 114
Economics/Business Admin. Major 84, 115
Economics/Political Science Teaching Major 207
Edor Nelson Field 13
Education 117
Education for Service 10
Education (Master of Arts) 47
Elementary Education 118
Emotional/Behavioral Disabilities 124
Employment 24
Engaging Minneapolis 56
Engineering 126
English 127
English Language Learners (ELL) 55, 60
English Placement Test 129
Enrollment 15
Enrollment Center 8, 49
Enrollment/Degree Verification 61
Enrollment Deposit 20
Ensembles 190
Entry-level Skills 55, 76
Environmental Studies 136
Ethnic Student Services 30
Evaluation and Grading 58
Evangelical Lutheran Church in America (ELCA) 11, 15, 246
Experiential Education Programs 46
Explanation of Grades 58
Exploring Our Gifts (Vocation) 26
Gage Center for Academic Achievement 28
German 138
Gift Assistance 24
Global Education Center 13, 44, 155
Global Education Program
Courses 44, 155
Grade Point Average 53, 59
Grading 58
Graduate Programs 47
Graduation (Applying for) 52, 61
Graduation Skills Requirements 57
Graduation Requirements 51 (catalog), 52
Grants 24
Graphic Design Certificate 71
Gymnasium (Melby Hall) 13
H
Health and Physical Education 139
Health Clinic Services 32
Health Education 139
Health Fitness 139
Health Insurance 32
Health Promotion 32
HECUA Courses 45, 163
Higher Education Consortium for Urban Affairs (HECUA)
45, 163
Hispanic/Latino Student Services Program 31
History 143
Augsburg College 2010-2012
I 265
History of Augsburg College 10
Honors (Departmental—see each major)
Honors (Latin) 61
Honors Program 39, 148
Housing 13, 20, 33
Human Relations (Communication Studies) 105
I
Ice Arena 13
Incomplete Grade 58
Independent Studies 65
Information Technology Certificate 83
Information Technology Services 36
Inter-Institutional Programs 42
Inter-Race 14
Intercollegiate Athletics 27
Interdisciplinary Studies 151
International Baccalaureate Program (IB) 59
International Business Minor 83
International Business Specialization (Business
Administration) 84
International Business Concentration (International
Relations) 153
International Partners 45
International Relations 153
International Student Advising 32
International Students 18, 32
International Studies 155
Internships 46, 64
Intramural Athletics 27
J
Japanese 165
K
Kennedy Center 13, 32
Keystone (Senior Keystone) 57, 75
L
Languages and Cross-cultural Studies 165
Latin Honors 61
Law and Society Concentration (Sociology) 228
Leadership (Master of Arts) 47, 87
Leadership Studies Minor 151
Leadership, Service, and Performance Scholarships 23
Learning Disabilities (Special Education) 124
Learning Disabilities Program 28
LGBTQIA Support Services 31
Liberal Arts (Bachelor of Science Waiver) 57
Liberal Arts Foundation 54, 57
Library and Information Technology 13, 15, 36
Licensure (Teaching; see also individual majors)
38, 117, 191, 223
Life Sciences 77
Lifetime Fitness 56
Lindell Library 13, 15, 36
Loan Assistance 24
266
I Augsburg College 2010-2012
Location 13, 15, 263
Luther Hall 13, 33
Lutheran Congregational Scholarships 23
M
Majors and Minors 10, 37, 51, 64
Management Information Systems 170
Management Specialization (Business Administration) 93
Managerial Accounting 87
Many Voices Project 56
Map 263
Marketing 84 (WEC), 95
Marketing Emphasis (Communication Studies) 105
Mass Communication and Journalism (Communication
Studies) 105
Master’s Degrees 36, 47, 87
Math Placement Group (MPG) 55, 173
Mathematics 171
McNair Scholars Program 29
Medical Refund 22
Medieval Studies 176
Melby Hall 13
Memberships 14, 15
Memorial Hall (Sverdrup-Oftedal Memorial Hall) 13
Metro-Urban Studies 178
Middle East Studies Minor 151
Military Called to Active Duty 50
Minnesota Indian Teacher Training Partnership (MNITTP) 30
Minnesota Work Study Program 24
Minors (see individual departments and programs 64)
MIS Courses 93
Mission Statement 10
Modern Language Skill 55
Mortensen Hall 13, 33
Murphy Place (2222 Murphy Place) 13
Music 181
Music Business 84, 182
Music Education Major 183
Music Ensembles 190
Music Hall 13
Music Performance Major 184
Music Repertoire Tests 186
Music Therapy Equivalency/Certification 181, 185
Music Therapy Major 184
N
Nabo 33
National Student Clearinghouse 61
Natural Science Teaching Licensures 191
Nordic Area Studies 193
Norwegian 168, 193
Notification of Admissions Decision 17
Numeric Grades 58
Numbering of Courses 64
Nursing 195
Nursing (Master of Arts and Doctor of Nursing Practice) 47
O
Officers of the College 247
Official Notices 34
Ojibwe 168
Old Main 13
Orchestra 190
Oren Gateway Center 13, 33
Organizational Communication (Communication Studies)
105
Orientation 26
P, Q
Pan-Afrikan Student Services 31
Pan-Asian Student Services 31
Partner Hospitals Program 12, 48
Part-Time Students 20
Pass/No Credit 52, 58, 59
Pastor 26
Payments 21
Peace and Global Studies Minor 154
Performance Studies 184
Petition Process (Student Standing Committee) 50
Philosophy 198
Physical Disabilities Program (Access Center) 30
Physical Education 139
Physical Science Teaching Licensure 38, 97, 191, 203
Physician Assistant Studies (Master of Science) 48
Physics 202
Piano Proficiency Test 181
Policies 14, 15, 21, 34, 48, 58, 60
Political Science 206
Political Science/Economics teaching major 207
Portfolio Assessment Program 60
Pre-Law Concentration (Political Science) 206
Pre-Professional Programs 38
Prerequisites 64
Probation 60
Psychology 211
Psychology and Law Concentration 211
Public Accounting 87
Public Policy and Political Change in Political Science 206
Public Relations and Advertising (Communication Studies)
105
R
Re-Admitted Students (Catalog applicability/Second majors
and Degrees) 18, 51
Recitals 185
Refunds 21
Regents 245
Registration 48
Religion 216
Religious Affiliation 10, 15, 54, 246
Repeated Courses 59
Research Opportunities 30
Residence Life Program (see also Housing) 13, 20, 33
Residence Requirements 53
Retaking courses 59
Rochester Program 12, 48
Room and Board 20
ROTC 42
S
Scandinavian Studies (See Nordic Area Studies)
Scandinavian Urban Studies Term 45, 193
Scholarships 22
Scholastic Connections 31
School Year 6, 15
Science Hall 13
Secondary Education 120
Senior Keystone 57, 75
Service-Learning 46
Sigma Pi Sigma 203
Skills Requirements 52, 55, 75
Social Psychology Concentration (Sociology) 228
Social Studies 223
Social Welfare Minor 224
Social Work 224
Social Work (Master of Social Work) 48
Society of Physics Students 203
Sociology 228
Space Physics 203
Spanish 232
Special Education 124
Special Interest Housing 33
Special Students (Non-Degree or Second Degree) 18
Sports 27
StepUP Program 30
Student Center 27
Student-Designed Major 37
Student Employment 24
Student/Faculty Ratio 15
Student Government 26
Student Life 26
Student Rights 34, 61
Student Standards of Behavior, Complaints, Records 34
Student Standing Committee 50
Student Support Services (TRIO) 29
Student Teaching Abroad 45, 117
Studio Art 70
Study Abroad 42, 155
Summer Session 6, 42
Supervisory Management (Communication Studies) 105
Support Programs 28-32
Sverdrup Hall 13
Sverdrup-Oftedal Memorial Hall 13
T
Teaching Licensure (see also individual majors)
38, 118, 191, 223
Test Scores 17
Theatre Arts 233
Transcripts 17
Transfer Students 18, 27, 51
Augsburg College 2010-2012
I 267
TRIO Program 29
Tuition, Fees, Room and Board 20
U
Undergraduate Research and Graduate Opportunity
(URGO) 30
Unofficial Withdrawal 22
Urban Studies 239
Urness Hall 13, 33
V
Veterans 61
Vocation 26, 54
W
Weekend College 12, 17, 21, 48
Withdrawal From College 21, 50
Women’s Resource Center 27
Women’s Studies 240
Work Study Program 24
Writing Concentration 127
X, Y, Z
Youth and Family Ministry Major 215, 243
268
I Augsburg College 2010-2012
Show less
2010-2011
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2010-2011
O... Show more
2010-2011
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2010-2011
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog
are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements
and academic policies in this publication. If you have questions about anything in this catalog, consult the Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or
telephone inquiries.
Published December 2010
www.augsburg.edu
A Greeting from the President
I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a
select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum,
a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy
and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership,
Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral
degree program—the Doctor in Nursing Practice program.
Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your
calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident
that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President, Augsburg College
Augsburg College I 3
Greetings from the Academic Affairs Office
Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field
experiences for courses that include real-life learning through academic internships, experiential education, and cultural
enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our
campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment.
When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art
classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly
form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers.
All our programs share distinctive qualities, including our commitment and mission to be of service, with one another
and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at
some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for
example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet
visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired
by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome
a diversity of cultures and faiths.
Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary
courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a
graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you.
Sincerely,
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
Graduate Catalog I 4
Lori A. Peterson
Assistant Vice President of Academic Affairs
and Dean of Graduate and Professional Studies
Table of Contents
Greeting from the President 3
Greeting from the Academic Affairs Office 4
Directory of Offices and Programs 6
About Augsburg College
Mission Statement 7
Degrees Offered 7
Minneapolis and Rochester Locations 7
Accreditation, Approvals, and Memberships 9
Facts and Figures 10
Academic Programs and Policies
Academic Calendars 12
Academic Policies 12
Evaluation of Transfer Credit 14
Student Rights 14
Graduate Admissions
Admission to Augsburg College 16
Readmission to the College 16
Admission of International Students 16
Foreign Credential Evaluation 16
Financing Your Education
Costs of Graduate Study 18
Payment Options 18
Sources of Financial Aid 18
Applying for Financial Aid 19
Refund Schedule 19
Graduate Programs
Master of Arts in Education 20
Master of Arts in Leadership 34
Post-Master’s Certificate in Leadership Studies 40
Dual degree—BA, Accounting/Master of Arts in Leadership 40
Master of Arts in Nursing 43
Doctor of Nursing Practice 49
Master of Business Administration 54
Concentrations and Certificates 57
Dual degree—Master of Social Work/MBA 58
Master of Science in Physician Assistant Studies 61
Master of Social Work 68
Dual Degree with Luther Seminary—MSW/MA, Theology 75
Dual degree—MSW/Master of Business Administration 76
College Information
Maps (Minneapolis and Rochester campuses) 81
Augsburg Board of Regents 82
Augsburg College I 5
Directory of Offices and Programs
Academic Affairs: 612-330-1024
Master of Arts in Education (MAE)
Vicki Olson, Director: 612-330-1131
Karen Howell, Coordinator: 612-330-1354
maeinfo@augsburg.edu
www.augsburg.edu/mae
Master of Social Work and Master of Business
Administration (MSW/MBA)
Lois A. Bosch, MSW Director: 612-330-1633
Steven Zitnick, MBA Director: 612-330-1304
mbainfo@augsburg.edu
www.augsburg.edu/mba
Doctor of Nursing Practice (DNP)
Master of Arts in Leadership (MAL)
Norma Noonan, Director: 612-330-1198
Patty Park, Coordinator: 612-330-1150
malinfo@augsburg.edu
www.augburg.edu/mal
Master of Arts in Nursing (MAN)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Department Chair and Director:
612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Work (MSW)
Lois A. Bosch, Director: 612-330-1633
Holley Locher-Stulen, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu/msw
Master of Social Work and Master of Arts
in Theology (MSW/MA)
Luther Seminary: 651-641-3521
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
nursing@augsburg.edu
www.augsburg.edu/dnp
Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
www.augsburg.edu/grad
Bookstore: 612-359-6491
Center for Counseling and Health Promotion:
612-330-1707 or www.augsburg.edu/cchp
Campus Ministry:
612-330-1732 or campmin@augsburg.edu
Enrollment Center:
612-330-1046, 1-800-458-1721, or enroll@augsburg.edu
Questions about registration, financial aid, transcripts,
payments, accounts
International Student Advising (ISA): 612-330-1686 or
http://www.augsburg.edu/isa/
Lindell Library: 612-330-1604 or www.augsburg.edu/library
Public Safety: 612-330-1717 or security@augsburg.edu
Registrar’s Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Welcome/Information Desk: 612-330-1000
Graduate Catalog I 6
About Augsburg College
About Augsburg College
At Augsburg College, we believe that graduate education
should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates
will be able to demonstrate not only the mastery of a major
field of study, but also the ability to think critically, solve
problems, act ethically and communicate effectively in a
global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts
and sciences, to serve our neighbors in the heart of the city
with faith-based, ethical values. We welcome students from a
diversity of backgrounds and experiences. Also, our programs
look to the world through international courses and cultural
exchanges.
the following graduate programs:
Master of Arts in Education (MAE)—see p. 20
Master of Arts in Leadership (MAL)—see p. 34
Master of Arts in Nursing (MAN)—see p. 43
Master of Business Administration (MBA)—see p. 54
Master of Science in Physician Assistant Studies—see p. 61
Master of Social Work—see p. 68
Doctor of Nursing Practice—see p. 49
Mission Statement
Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take
courses, or consult with faculty in those locations to gain new
perspectives on their discipline.
Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders.
The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work.
An Augsburg education is defined by excellence in the liberal
arts and professional studies, guided by the faith and values of
the Lutheran Church, and shaped by our urban and global
settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian
Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and
moved to Minneapolis in 1872. A short history of Augsburg
College can be found at www.augsburg.edu/about/history.html
Today, Augsburg continues to reflect the commitment and
dedication of its founders who believed:
• Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it;
• An Augsburg education should be preparation for service in
community and centers of faith;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the
phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a
complex global society.
Degrees Offered
Augsburg’s undergraduate program of liberal arts and sciences
is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers
Dual degrees:
BA in accounting/MAL—see p. 40
MSW/MBA—see p. 58 and 76
MSW/MA in theology, with Luther Seminary—see p. 75
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of men and women with a variety
of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of
all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College
activities such as music and dramatic presentations and
athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and
Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate
or other terminal degree, and all consider teaching and service
to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching.
Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities.
Minneapolis and Rochester Locations
Augsburg’s Minneapolis campus
Augsburg’s Minneapolis campus surrounds Murphy Square,
the oldest park in the city of Minneapolis. The University of
Minnesota West Bank campus and one of the city’s largest
medical complexes—the University of Minnesota Medical
Center, Fairview—are adjacent to Augsburg, with the Missis-
Augsburg College I 7
About Augsburg College
sippi River and the Seven Corners theatre district just a few
blocks away. Convenient bus routes run by the campus, and
two Hiawatha Line light rail stations are just blocks away.
In addition to its Minneapolis campus, Augsburg has a branch
campus in Rochester, Minn., located at Bethel Lutheran
Church. For maps, directions, and parking information, go to
www.augsburg.edu/about/map.
Augsburg established its branch campus in Rochester, Minn.,
in 1998. Classes in Rochester meet on an evening schedule
with occasional Saturdays, making them accessible to working
adults. There are three trimesters in each academic year, and
students can enter degree programs in the fall, winter, or
spring. Several complete degree programs are available
through the Rochester campus. In addition, students may
work on a variety of other majors through a combination of
Rochester-based courses and courses taken in the day or
Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use
technology in the learning and communication process
through the online course management system. For more information, go to www.augsburg.edu/rochester or call the
Graduate Admissions Office at 612-330-1101 or the Rochester
program office at 507-288-2886.
Bookstore
The Augsburg College Bookstore, operated by Barnes and
Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available
through the bookstore.
Counseling and Health Promotion
The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by
promoting personal development and well-being. The center
is located at 628 21st Avenue South.
Christensen Center
Christensen Center is the hub of college life. The new firstfloor student lounge area offers games, TV, and a place to
gather. Also in Christensen Center are Cooper’s Coffee Shop,
the Commons dining areas, Christensen Center Art Gallery,
and offices for student government and student publications.
Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here.
Food Services
A variety of food options are available both in the Christensen
Center and in Oren Gateway Center.
Augsburg’s Rochester campus
Augsburg’s Rochester campus is located in the facilities of
Bethel Lutheran Church (ELCA) just a few blocks south of
the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich
ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by
preparing and equipping women and men to make a difference in the world.
On the Minneapolis Campus
Foss, Lobeck, Miles Center for Worship, Drama, and
Communication
The Tjornhom-Nelson Theater, Hoversten Chapel, and the
Arnold Atrium are housed in this complex, which provides
space for campus ministry, the theatre and communication
studies offices, as well as the film program. Foss Center’s
lower level is home to the Center for Learning and Adaptive
Student Services (CLASS).
James G. Lindell Family Library
The Graduate Admissions Office is located on the upper level
of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall.
This library and information technology center houses all library functions and brings together the computer technology
resources of the College. The library is located on the block of
campus bordered by 22nd and 21st Avenues, and by Riverside
Avenue and Seventh Street.
Augsburg for Adults Office
Kennedy Center
Admissions Offices
Augsburg for Adults focuses on adult-centered educational
programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for
Adults office is located in Oren Gateway Center 110.
This three-story addition to Melby Hall features a wrestling
training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms,
and offices.
Augsburg Abroad
This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and
serves as the College’s general auditorium.
The Augsburg Abroad office, located in Murphy Place, provides
advising and administrative services for students interested in
an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available.
Graduate Catalog I 8
Melby Hall
About Augsburg College
Murphy Place
Murphy Place is home to three of the four components of the
Office of International Programs—Augsburg Abroad, Center
for Global Education, and International Student Advising. It is
also home to the four support programs for students of
color—American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student
Services.
Music Hall
Music Hall contains Sateren Auditorium, a 217-seat recital
hall, classroom facilities, two rehearsal halls, music libraries,
practice studios, and offices for the music faculty.
Old Main
Home for the Languages and Cross-Cultural Studies, and Art
Departments, Old Main was extensively remodeled in 1980,
combining energy efficiency with architectural details from
the past. It is included on the National Register of Historic
Places.
Oren Gateway Center
Dedicated in 2007, Oren Gateway Center is positioned on
Riverside Avenue to serve as the “gateway” to campus. It
houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of
Business Administration program, the Master of Arts in Leadership program, and the StepUP program. The center also includes student residence apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the
Johnson Conference Center.
Science Hall
Classrooms, science laboratories, a medium-sized auditorium,
faculty offices, and Finance and Administration offices are
found in Science Hall.
Sverdrup Hall
The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall.
ing the week and some weekend hours. Current hours are
posted on the website.
AugNet Account
All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a
secure network folder on the College’s network that is backed
up weekly. The folder is accessible from both on- and off-campus.
Computing
Students have access to over 250 on-campus computers with
their AugNet account. There are both PC and Macintosh
desktop computers available in the Lindell Library Learning
Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41
technology- enhanced classrooms. The circulation desk in the
Lindell Library has 40 wireless laptops available for use in the
Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including
Microsoft Office, SPSS, and Internet browsers. Additionally, a
RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information.
A high-speed fiber optic campus network provides access to
AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can
connect to the campus network using WiFi. All of the AugNet
online services and several of the Registrar’s student services
are available securely on the Inside Augsburg web page
http://inside.augsburg.edu to students on and off-campus.
Accreditation, Approvals, and Memberships
Augsburg is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the
president’s office, Human Resources, and other administrative
and faculty offices.
Student Technology Center/TechDesk
The Student Technology Center/TechDesk, located on the
ground floor of the Lindell Library, functions as the initial
point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for
computer and media support. Many questions can be answered by searching the TechDesk web page at
http://www.augsburg.edu/techdesk/ or by contacting them at
612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur-
• National Council for the Accreditation of Teacher Education
• Association of Collegiate Business Schools and Programs
(ACBSP) (Augsburg’s MBA is a candidate for accreditation)
• Accreditation Review Commission on Education for the
Physician Assistant (ARC-PA)
• Commission on Collegiate Nursing Education (CCNE)
(Augsburg’s master’s degree is full accredited; the doctoral
degree is a candidate for accreditation)
Augsburg College I 9
About Augsburg College
• Council on Social Work Education (CSWE) (bachelor’s and
master’s degrees)
Augsburg’s programs are approved by:
• American Chemical Society
• Minnesota Board of Teaching
• National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
• National Association of Schools of Music
Augsburg College is an institutional member of:
• American Association of Colleges and Universities (AACU)
• American Association of Colleges of Teacher Education
(AACTE)
• American Association of Higher Education (AAHE)
• American Music Therapy Association, Inc.
• Association of Collegiate Business Schools and Programs
(ACBSP)
• Campus Compact
• Council of Independent Colleges (CIC)
• Lutheran Education Council in North America (LECNA)
• National Association of Schools of Music (NASM)
• National Society for Experiential Education (NSEE)
• Physician Assistant Education Association (PAEA)
• Associated Colleges of the Twin Cities (ACTC),
• Higher Education Consortium for Urban Affairs (HECUA)
• Minnesota Private College Council (MPCC)
• Twin Cities Adult Education Alliance (TCAEA)
See individual graduate program sections for additional accreditation and affiliation citations.
Augsburg College is registered as a private institution with the
Minnesota Office of Higher Education pursuant to sections
136A.61 to 136A.71. Credits earned at the institution may not
transfer to all other institutions.
Augsburg College Facts and Figures
• Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872.
• Religious affiliation—The Evangelical Lutheran Church in
America (ELCA). Although a plurality of students are
Lutheran, 16 percent are Roman Catholic, and 25 percent
represent other denominations and religions.
• Enrollment (fall 2010)—4,109 students from 26 countries.
Graduate student enrollment is 920.
• Alumni—Appox. 24,000 alumni since 1870, including over
1,200 graduate program alumni.
• Student/Faculty ratio—13 to 1
• Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP
• Library—Over 190,000 items, direct access to more than
2.5 million through CLIC, the Twin Cities private college library consortium.
• Calendar year—Weekend/evening trimesters and weekday
semesters, varying by the graduate program
• Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with
MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees.
• Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for
Global Education and International Partners programs for
short- and longer-term study abroad for both undergraduate
and graduate students.
• Athletic affiliation—Minnesota Intercollegiate Athletic
Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III.
Clery Act information
The Clery Act Annual Report for Augsburg College contains
statistics on reported crimes on and near Augsburg property
and campus, as well as institutional policies concerning campus security and crime. The report is available online at
www.augsburg.edu/dps/security/report.html. For a printed
copy, contact Augsburg’s Department of Public Safety at 612330-1717.
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs,
athletic and/or school administered programs, except in those
instances where there is a bona fide occupational qualification
or to comply with state or federal law. Augsburg College is
committed to providing reasonable accommodations to its
employees and students. (See Physician Assistant Studies for
details of its program policy on page 66.)
Any questions concerning Augsburg’s compliance with federal
or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside Avenue, Minneapolis, MN
55454, or 612-330-1058.
• Campus—18 major buildings. Major renovations to classrooms in 2007.
• Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings.
Graduate Catalog I 10
FERPA
The Family Educational Rights and Privacy Act (FERPA) of
1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands
About Augsburg College
that no information other than “directory information” can be
released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official
personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask
for letters of recommendation.
In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of
your education records maintained by or at Augsburg College.
You must request to review your education records in writing,
with your signature. The College will respond in a reasonable
time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an
education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the
record should be changed if Augsburg decides not to alter
your education records as you requested.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that
FERPA and the regulations regarding FERPA authorize disclosure without your permission.
One exception which permits disclosure without consent is
disclosure to school officials with legitimate education interests. A school official is a person employed by the College in
an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College
has contracted (such as an attorney, auditor, or collection
agent); a person serving on the Board of Trustees, or a student
serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education
record in order to fulfill his or her professional responsibility.
carefully the consequences of any decision by you to withhold
directory information. Should you decide to inform Augsburg
College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused.
“Directory information” includes the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of study;
• The student’s academic class level;
• The student’s enrollment status (FT/HT/LHT);
• The student’s participation in officially recognized activities
and sports;
• The student’s degrees and awards received;
• The weight and height of members of athletic teams;
• The student’s dates of attendance;
• The most recent previous educational agency or institution
attended by the student; and
• The student’s photograph.
Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg
assumes no liability for honoring your instructions that such
information be withheld. The Office of the Registrar must be
notified in writing of your intent to withhold your Directory
Information. If the notice is not received by the registrar prior
to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the
current academic year. A new notice for withholding disclosure must be completed each academic year.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C.,
20202-4605, concerning Augsburg’s failure to comply with
FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those
categories of personally identifiable information that may be
released for any purpose at the discretion of Augsburg College
without notification of the request or disclosure to the student.
Under FERPA you have the right to withhold the disclosure of
the directory information listed below. Please consider very
Augsburg College I 11
Academic Programs and Policies
Academic Programs and Policies
Academic Calendars
Most of our graduate programs meet on a trimester calendar.
Physician Assistant Studies classes meet on a semester day
schedule.
The official academic calendars for individual programs can
be found at www.augsburg.edu/registrar. All academic calendars are subject to change.
Academic Policies
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American
Association of University Professors and the Association of
American Colleges.
Academic Honesty
A college is a community of learners whose relationship relies
on trust. Honesty is necessary to preserve the integrity and
credibility of scholarship by the Augsburg College community.
Academic dishonesty, therefore, is not tolerated. As a College
requirement, student course projects, papers, and examinations may include a statement by the student pledging to
abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at
www.augsburg.edu/studentguide/)
Academic Evaluation
Evaluation of academic performance in each program will be
based on number grades using a 4.0 point scale, where 4.0
achieves highest standards of excellence. See each program for
details of field study and special projects. Students must achieve
a 3.0 GPA in order to graduate; Physician Assistant students
must consult the PA Program Progression Standards Policy.
The numeric grade point definition for Graduate Studies is:
4.0 grade points
Achieves highest standards of excellence
3.5 grade points
Achieves above acceptable standards
3.0 grade points
Meets acceptable standards
2.5 grade points
Meets minimum standards
2.0–0.0 grade points Unacceptable performance
P
Represents work at 3.0 or higher (not counted in grade
point average)
N No credit (not counted in grade point average)
V Audit
W Withdrawn
I
Incomplete
X In progress, extended beyond term of registration
Withdrawn Status
W—Grade given when a student withdraws from a course
after the deadline without notation on the record
Graduate Catalog I 12
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor
grants permission after determining that a student emergency
may delay completion of coursework. Students who receive
an incomplete grade should be capable of passing the course if
they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work
required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms
and conditions that apply to course completion; however, students may not attend the same course (or a portion of the
same course) in a following term with an incomplete grade.
The student must complete the outstanding work in enough
time to allow evaluation of the work by the instructor and the
filing of a grade before the final day of the following academic
term in the student’s program. If the work is not completed by
the specified date of the following academic term, the grade
for the course becomes 0.0.
Academic Probation
Graduate students must maintain a 3.0 cumulative grade
point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following
term. A 3.0 cumulative grade point average must be restored
in order for a student to be removed from probation. Graduate
students in the Physician Assistan must consult the PA Program Progression Standards Policy.
Attendance Policy
Attendance and participation are critical to the success of any
course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students,
or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of
emergency, when prior notification is not possible, students
must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective
in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be automatically
registered for continuation course 999 each trimester for up to
15 trimesters or until a grade for the completion course is
submitted by the project adviser. Continuation course 999
maintains students’ active status in the graduate program, in-
Academic Programs and Policies
cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to
change as costs increase) per trimester.
Doctor of Nursing Practice—For information about course
credits and contact hours for the Doctor of Nursing program,
see p. 49.
Automatic registration will occur for up to five years or 15
terms. At the end of this time, the course grade will change
from X to N. Students who wish to complete the final project
after receiving a failing grade must meet with the program director to evaluate readmission to the College and program.
Students who are readmitted may need to complete additional
course work and will need to pay full tuition for all additional
courses and to repeat the final project course. If/when the
final project course is completed, the new grade would supersede the previous grade.
Degree Requirements
Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point
during the continuation period and receive a W notation on
the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program.
Students may be subject to additional coursework.
An accounts receivable hold will be placed on the student’s
account if a collegewide $250 unpaid threshold is reached.
The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold
amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student,
the program director, and coordinator that the student must
pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the
student and the faculty adviser and, if necessary, request that
the faculty adviser submit a grade change of N. The student
also may elect to withdraw from the College. If the grade
change has not been submitted within one term, the program
director will submit the grade change of N.
This policy is effective as of September 2010. Students will
sign a contract outlining the terms of the continuation policy,
which will be kept on file with the program and in the Office
of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35
per term. The Enrollment Center will work with students, as
needed, who are currently in the continuation phase and who
have accumulated a debt higher than the $250 threshold.
Course credit and contact hours
A full credit course (1.0) is equal to four semester credits or
six quarter credits. Each full course on the trimester schedule
meets for approximately 28 contact hours (MSW trimesters
meet for 32 hours, and the PA weekday semester schedule is
approximately 45 hours) with the expectation of substantial
independent and group study offered through the web-based
electronic course management system.
To be conferred the graduate degree, all graduate students
must achieve the following:
• Successful completion of all required courses
• A cumulative GPA of 3.0; Physician Assistant students
must consult the PA Program Progression Standards Policy.
• Successful completion of all degree requirements within
the stipulated period of matriculation or a signed continuation agreement with Augsburg College.
Dismissal from the College
A student whose GPA falls below the required GPA for his/her
graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the
student to continue in the program may be worked out with
the program director.
Students may also be dismissed for violation of standards of
behavior defined by their profession, their program, or the
College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the
College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate
negatively affected the outcome.
The student initiates the appeal process by submitting a hard
copy of the statement of appeal to the Assistant Vice President
of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must
identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be
the only basis of the student’s appeal. The AVP-Graduate
Studies must receive the student’s statement of appeal within
14 calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement
of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within
15 business days of the date that the statement was received
by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate
Studies. The AVP-Graduate Studies will send a copy of the
program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty
members (one from programs not named in the appeal: Social
Work, Education, Physician Assistant Studies, Nursing, Business, Leadership).
Augsburg College I 13
Academic Programs and Policies
The Program Dismissal Appeals Committee will schedule its
hearing within 15 business days of receipt of the program’s
statement of response. The Committee will meet with the student and a program representative to review the procedures
and ask questions of both the student and the program representative. The student and program representative may each
bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The
role of the third party representative is to provide support to
the student or the program representative, not to serve as an
advocate during the meeting.
Dropping Courses or Withdrawing
Students who enroll in courses but later decide not to attend
must formally drop their courses through the registrar’s office
prior to the start of classes to avoid being charged for those
courses. Students who do not properly drop courses will be
responsible for the tuition, regardless of non-attendance.
Courses may be dropped or withdrawn online through
AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance
with this, contact your program faculty at least two days in
advance of the start of classes.
Independent Study
Students may request to complete an independent study
course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and
project proposals must be approved by the program director
in order to receive credit. Normally, independent study may
not be used as a replacement for a standard course offered in
the curriculum, with the exception of the general elective (if
approved). A special independent study registration form is
required and is available at the Enrollment Center.
Terms of Non-attendance
Students who interrupt their program enrollment for longer
than one semester or three trimesters must readmit to the
College and program to resume their degree program. For an
absence of any length, students should coordinate with their
program director prior to leaving. Due to a variety of program
schedules and cohorts for some degrees, it is required that
students meet with their adviser and obtain the advice of their
director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit
to apply to program requirements. The transfer of credit will
be evaluated on an individual basis. Students will be asked to
provide appropriate documentation regarding previous
coursework, including but not limited to an official transcript,
course description, and syllabus. In order to be considered for
transfer, a course must be from a regionally-accredited college
or university and graded 3.0/B or better. Courses must have
been taken at the graduate level and course content must be
comparable to program requirements at Augsburg.
Graduate Catalog I 14
The maximum number of course credits that can be transferred to these program is as follows:
Master of Arts in Education (2.0)
Master of Arts in Leadership (2.0)
Master of Arts in Nursing (3.0)
Master of Business Administration (6.0)
Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (8.0)
Augsburg course credits are equivalent to four semester
hours or six quarter hours. Therefore, transfer credits that are
reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six
respectively.
Courses and credits that are accepted in transfer are recorded
on the student’s transcript. Grades and gradepoints from
other institutions are not transferred to Augsburg and are not
included in the student’s cumulative grade point average.
Student Rights
The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter
of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
www.augsburg.edu/studentguide. Students have a right to experience education without discrimination.
Grievance Procedures Involving Augsburg College Faculty Members and Students
Part I—Introduction/Preface
Augsburg College is committed to a policy of treating fairly all
members of the college community in regard to their personal
and professional concerns. However, times do occur in which
students think they have been mistreated. This procedure is
provided in order to ensure that students are aware of the way
in which their problems with faculty members can be resolved
informally and to provide a more formal conciliation process
when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the
assurance that each will be given fair treatment. The faculty
member must be fully informed of the allegations and given
an opportunity to respond to them in a fair and reasonable
manner.
Definition of Grievance
A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him
is unjust or inequitable, or creates unnecessary hardship. Such
grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or
manifestly unjust academic evaluation.
Academic Programs and Policies
College policies and procedures that do not come within the
scope of the Grievance Procedures are the sexual harassment
policy, the sexual violence policy, the Committee on Financial
Petitions, Discipline Process, and Academic Standing.
Time Limits
Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included
depending on the student’s program.)
Part II—Informal Process
It is always the student’s responsibility to know these procedures and timelines and to follow them.
A. Any time a student feels that she/he has been mistreated by
a faculty member, the student should contact the faculty
member to discuss the problem and attempt to resolve it.
B. If no mutually satisfactory solution can be reached with the
faculty member or if, in unusual circumstances, the student
prefers not to confer with the faculty member, the student
should discuss the problem with the department chairperson
of the faculty member and attempt resolution of the problem.
C. If the problem cannot be resolved in discussions with the
faculty member or department chairperson, or if the faculty
member and the department chairperson are the same individual, the student may contact the vice president of academic
affairs and dean of the College.
• In unusual circumstances, the time limit may be extended
by the vice president of academic affairs and dean of the
College. A grievant or respondent must submit a written
request for such extension before the end of the time limit.
If the vice president of academic affairs and dean of the
College thinks the extension is warranted, the Dean will
notify all concerned persons in writing.
E. If the grievance has been resolved, either by agreement or
by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice
president of academic affairs and dean of the College for one
year. Neither a copy of nor any reference to the grievance will
be placed in the personnel file of the respondent.
If these informal discussions do not resolve the problem to
the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days
after completion of the informal process
Part III—Formal Process Preface
If a student has a grievance with a faculty member that has
not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek
resolution through formal procedures.
For a complete copy of the procedures, contact the dean’s office, Academic Affairs.
D. The student must begin the Informal Grievance process
within 15 days of the conduct giving rise to the grievance, by
submitting an Informal Grievance Form to the vice president
of academic affairs and dean of the College.
• The time limit to begin the Informal Grievance process for
a grade appeal will be 30 days from the last published finals
date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with
the registrar.
• If the student could not reasonably be expected to be aware
of the conduct when it occurred, the student will have 15
days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is
the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this
paragraph applies to a grievant.
• The vice president of academic affairs and dean of the College and the student must ensure the informal process is
completed in 20 days. (See Part I for definition of time
limits.)
Augsburg College I 15
Graduate Admissions
Graduate Admissions
Admission to Augsburg College
Readmission to the College
All graduate programs require students to have a bachelor’s
degree from a regionally-accredited four-year institution.
The last day to receive approval for readmission to the College
and register for classes is one business day prior to the start of
the term. Pending approval by the graduate program, students
who left on probation or who were dismissed from the College must have their readmission application and file reviewed
by the program director. (Please consult with individual programs for information regarding readmission process).
All graduate students must submit completed application
forms that can be downloaded from each individual program’s
web page, as listed below.
Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
MA, Education—p. 20
www.augsburg.edu/mae
MA, Leadership—p. 34
www.augsburg.edu/mal
MA, Nursing,—p. 43
www.augsburg.edu/ma_nursing
DNP—p. 49
www.augsburg/edu/dnp
MBA—p. 54
www.augsburg.edu/mba
MS, PA Studies—p. 61
www.augsburg.edu/pa
MSW—p. 68
www.augsburg.edu/msw
Proof of English Competency
The TOEFL (Test of English as a Foreign Language) is required for all students for whom English is a secondary language, except those who have a four-year degree from a U.S.
institution with a minimum of two years of successful academic work in the U.S. (seven or more courses).
In order to receive an F-1 visa, federal regulations require international applicants to be sufficiently proficient in English
to pursue a full course of study.
To fulfill this requirement Augsburg graduate programs require international applicants to submit an official score report from the Test of English as a Foreign Language (TOEFL)
with a minimum score of 100 (iBT), 250 (CBT) or 600 (PBT).
The TOEFL is waived for applicants who have a four-year degree from a U.S. institution with a minimum of two years of
successful academic work completed in the U.S. (seven or
more courses).
Graduate Catalog I 16
Admission of International Students
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full
course of study” to achieve a specific educational or professional objective at an academic institution in the United States
that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and
has been enrolled in SEVIS (Student and Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a
DHS-approved school through SEVIS. Status is acquired in
one of two ways: 1) if the student is abroad, by entering the
United States with the I-20 and an F-1 visa obtained at a U.S.
consulate, or 2) if the student is already in the United States
and not currently in F-1 status, by sending the I-20 to USCIS
(United States Citizenship and Immigration Services) with an
application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer
from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for
a particular graduate program, prospective F-1 students must
also comply with the following:
A. Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This
evaluation should include the following:
• Analysis of credentials—to determine if your degree is
equivalent to an accredited U.S. bachelor’s degree.
• Course-by-course evaluation—to show your complete
course listing with credit values and grades received for
each course.
• Calculation of grade point average—to demonstrate your
cumulative grade point average using the standard U.S.
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
• Translation to English (if applicable)
Graduate Admissions
The evaluation report must be sent directly to Augsburg’s
Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation.
B. Proof of Financial Support
International applicants must provide reliable documentation
that they have financial resources adequate to meet expenses
for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for
dependents (if applicable).
Funds may come from any dependable source, including
scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student’s family. Documentation of
scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit.
Government Form I-134, Affidavit of Support, or Augsburg’s
Financial Sponsorship form can be used to document support
being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must
be dated within three months prior to the date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students
will be enrolled in the Augsburg international student plan
unless they fill out a waiver verifying proof of coverage
through an alternative provider for the same period.
Augsburg College I 17
Financing Your Education
Financing Your Education
Costs for Graduate Studies
Sponsored Scholarships
Each academic year the Augsburg Board of Regents reviews
costs and makes changes as required. The College reserves the
right to adjust charges should economic conditions necessitate.
Augsburg actively pursues non-Augsburg funding for special
scholarships. The availability of such scholarships may enable
the participation of individuals with limited financial means
as well as individuals working for volunteer agencies and
other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs
for more information.
For current academic year costs for graduate study, go to the
Enrollment Center webpage at www.augsburg.edu/enroll.
Financing Your Education
Financial assistance is available to graduate students who are
enrolled in a total of at least 1.0 course credit per term in any
of Augsburg’s graduate programs. Two full-credit courses per
term is considered full time. You may be eligible to finance
your education through loan programs from the State of Minnesota or the federal government. You may also select from a
variety of payment plans available each semester or trimester,
including a plan for those who receive company tuition assistance. Financial aid may be used for international programs
where credit is offered.
Payment Options
Various payment plans are available:
• Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply
toward any unpaid balance after the start of the term.
• Loans, grants, and/or scholarships: If you plan to use the
loans that you have been awarded, you must request the
funding. These loans include Stafford, PLUS,
Alternative/Private, etc. All loan requests (either paper or
online) must be received and approved by the lender and
certified by Augsburg’s financial aid office, on or before the
first day of the term.
Company Reimbursement
An application for the Employer Reimbursement Payment
Plan must be filed once each academic year. Students enrolled
in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is
non-refundable after the 100% drop date. Final payment on
any remaining balance is due 60 days after the end of the
course. Accounts not paid in full by the due date will receive a
monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the
employer does not pay for any reason.
Sources of Financial Aid
The Enrollment Center assists students in assessing financial
aid eligibility and identifying various sources of aid.
Graduate Catalog I 18
Military Discount
At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to
serve in the military. Augsburg offers a 10% military tuition
discount for the following:
• a member of the military currently serving full or part time
(any branch)
• veteran of any branch of the United States Armed Forces.
The military discount is available only to students in the
Augsburg for Adults undergraduate and graduate programs.
Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details.
AmeriCorps Scholarships
AmeriCorps scholarships are available to full-time graduate
students. Contact the Enrollment Center for more details.
Tribal and State Indian Scholarships
American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal
agency.
Federal and State Aid Programs
The Enrollment Center uses standard, nationally accepted
methodology to determine eligibility for federal and state financial aid programs.
Federal Stafford Loan Program
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to
$20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both
but cannot exceed the annual loan limits.
Repayment Terms: Repayment begins six months after you
cease to be enrolled at least half time in an eligible program
leading to a degree or certificate. Repayment may extend up
to 10 years.
Financing Your Education
Deferments: No interest accrues nor do payments need to be
made at any time you are enrolled at least half time or for
serving three years in the military, Peace Corps, or VISTA.
Contact the Enrollment Center if you think you are eligible
for a deferment.
For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or
www.augsburg.edu/enroll.
Supplemental Loans: If additional financing is needed, the
Enrollment Center can offer guidance in selecting the appropriate loan.
To Apply for Financial Aid
Financial aid information is available at
www.augsburg.edu/enroll Applicants must be admitted to
Augsburg as regular students or be returning students ingood
academic standing to be eligible for financial aid.
Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll
If a student is selected for verification, additional documents
will be needed. Students in this situation will be contacted by
the Enrollment Center.
Finanical Policies
Refund Schedule
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of
$100 to cover administrative costs). Financial aid may also be
adjusted for those students who withdraw from the College or
drop one or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid adjustments are not
necessarily made on a one-to-one basis. For example, you
could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial
consequences of making adjustments to your registration.]
Students are responsible for canceling courses through the
Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not
complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last
recorded date of attendance. Refund calculations are based on
the date that the drop/add form is processed.
The refund schedule is effective whether or not a student has
attended classes. All refunds of charges will be applied to the
student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of
any resulting credit balance is determined. Allow two weeks
for a refund.
The refund is a percentage of the full tuition charged, not a
percentage of any deposit paid toward tuition, e.g. deposits
made under the employer reimbursement payment plan.
Contact the Enrollment Center
For information on cost, payments, financial aid, tuition
discounts, and refunds:
612-330-1046 or 1-800-458-1721
enroll@augsburg.edu
www.augsburg.edu/enroll
Augsburg College I 19
Master of Arts in Education
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in
teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg
College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why.
OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity
and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to
highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our
programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the
school and community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers
committed to educating all learners in a diverse and changing world.
OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors,
all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision,
volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We
value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and
personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility
of field experiences, but education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the
teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Graduate Catalog I 20
Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic
interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues,
and community partners by developing learning communities.
These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can
be considered. We model the kinds of learning communities
that we expect our graduates to create. We share with our students a learning model that connects content, theory, and
practice in an ongoing cycle. Students and their learning are
the focus for responsive teachers. Therefore we embrace and
foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages
intentional and thoughtful inquiry. Through field placements,
service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about
teaching and learning. Critical reflection allows us to examine
content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to
manage the many polarities inherent in the teaching and
learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work
to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful
ways. We continually reflect on what it means to be a “school
in the city.” We recognize that each student is unique, shaped
by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences,
learning style theory and teaching for understanding help us
differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn.
They also have a sense of efficacy and believe that they can
help all students learn.
Leadership
Responsive teachers recognize that becoming a learning leader
is a developmental process, which begins in pre-service edu-
cation and continues throughout one’s career. Teachers serve
as leaders within the classroom, and with experience, increased confidence, and professional development become
leaders within the school, the district, and the community.
Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation
rather than a job. Emerging teacher leaders keep student
learning at the center of their work while advocating for instructional innovation, constructivist curricular development,
and systemic change.
Master of Arts in Education Conceptual
Framework
Teacher leadership is the theme that threads through our
graduate licensure and degree completion programs. The
Augsburg Education Department believes that teachers are
leaders in their classrooms and should be leaders in their institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined
undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second,
in the degree completion component, students are required to
include coursework focused on leadership and study aspects
of leadership as part of their degree program. Third, the final
project—be it an action research, a leadership application
project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it.
Program Overview
The Master of Arts in Education (MAE) is designed to provide
a teaching license as part of a master’s degree program. K-12
initial teaching licenses offered at Augsburg include:
• Elementary education (K-6), with or without a middle
school specialty area endorsement in math, communication
arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license.
• Secondary education (5-12 and K-12) in social studies,
communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology,
chemistry, and physics.
• K-12 special education, emotional and behavioral disabilities
• K-12 special education, learning disabilities
Teachers who are already licensed can work towards the MAE
degree through the following four licensure endorsement options:
• Pre-Kindergarten endorsement
• K-12 special education: emotional and behavioral disabilities
• K-12 special education: learning disabilities
• K-12 reading endorsement (This program is under revision.
Consult the Education Department for current status.)
Augsburg College I 21
Master of Arts in Education
All teachers seeking licensure through Augsburg must take
and pass all tests required by the state of Minnesota for licensure.
The MAE degree is also available without a license but with
an education core.
Accreditations and Approvals
Augsburg College is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
• National Council for the Accreditation of Teacher Education
Augsburg College is approved by the Minnesota Board of
Teaching.
For a complete list of accreditations, approvals, and memberships, see page 9.
area endorsements, 5-12 social studies, 5-12 communication
arts, and K-12 art.
Additional licenses in the following areas are available
through a combination of weekday, weekday evening, and
weekend schedules: biology, chemistry, health, mathematics,
music, physical education, and physics. For these licenses, the
education and degree completion courses are taken during the
weekend and weekday evenings while some if not all of the
content area courses are taken during the weekday.
The weekend schedule is comprised of three trimesters spread
from early September through late June. In general, classes are
held every other weekend. The weekday schedule is comprised of two semesters spread from early September through
late April. Classes offered during the weekday meet two or
three times per week. Classes offered jointly between weekday
and weekend meet on a weekly basis in the evening. The official academic calendars can be found at
www.augsburg.edu/registrar.
Program Structure
The Master of Arts in Education (MAE) program is made up
of a core of education licensure courses coupled with a degree
completion option. Courses in the degree completion phase
are drawn from the Master of Arts in Leadership (MAL) and
graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program
plan. The MAE degree is also open to students who do not
want a teaching license but do want a background in education and leadership.
The MAE degree requires 9.0 or 10.0 Augsburg graduate level
courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required
for licensure. Only courses taken at the graduate level apply
towards the MAE degree.
Course Credit
A full-credit graduate or undergraduate course (1.0) is equal
to four semester credits or six quarter credits. Each full course
offered within the weekend schedule meets for 28 hours with
the expectation of substantial independent study outside of
class.
Schedule
The majority of the education courses in the MAE licensure
and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content
area courses are offered on a weekday evening schedule. The
MAL degree completion courses are offered primarily through
the weekend schedule. Summer session courses are offered
weekdays and weekday evenings.
The following teaching licenses are available entirely
through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty
Graduate Catalog I 22
Curriculum—Teaching Licenses
K-6 Elementary Education
This program is designed to prepare teachers for grades K-6.
Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts and in
pre-kindergarten can be pursued along with or separately
from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels
through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
All of the following courses must be taken for K-6 elementary
licensure. Up to six courses may be taken at the graduate
(500) level and applied toward the MAE degree.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
EED 325/525 K-6 Literacy Methods (1.0)*
To complete the license, the following undergraduate requirements must be completed:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0)* (taken concurrently with EED 325/525)
EED 311
K-6 Methods: Health (.25)
EED 312
K-6 Methods: Physical Education (.25)
EED 336
Advanced Methods in Literacy (.5)*
EED 341
K-6 Methods: Visual Arts (.25)
Master of Arts in Education
EED 342
EED 350
EED 360
EED 370
EED 380
EED 386
EED 481,483
K-6 Methods: Music (.25)
K-6 Methods: Math (1.0)*
K-6 Methods: Science (1.0)*
K-6 Methods: Social Studies (.5)
Kindergarten Methods (.5)*
Children’s Literature (.5)
Student Teaching (2.0)
*Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences.
These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in
a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each
require a total of 40 hours).
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language,
and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for
licensure depends upon the courses completed as part of the
bachelor’s degree and/or other coursework. Requirements are
determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific
requirements are on file in the Education Department.
Minnesota licensure standards allow for optional subject area
endorsements in communication arts/literature, social studies,
math, and science. The optional pre-K endorsement is also
available. Specific requirements for these endorsements are on
file in the Education Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the content area departments determine the courses that are accepted.
Transcripts, course descriptions, and course syllabi are used to
make these determinations. Courses that are older than five
years are judged on a case-by-case basis. Graduate coursework
accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the
amount and type of courses that are accepted. Grades of B or
better are required for transfer consideration. See the MAE
program director for approval of graduate coursework accepted in transfer.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: Admission to
department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs
of urban students. Fieldwork experience. (Prereq.: Admission
to department or special permission of instructor)
EDC 490/580 School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development.
Serves as final theoretical preparation for student teaching.
(Prereq.: Admission to department)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate
theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the
knowledge and theory underlying those approaches.
Elementary Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be done
for the abuser. Includes information about school health education and services.
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.: Admission to department)
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
EED 312 K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for
physical education at the kindergarten and elementary levels.
(Prereq.: Admission to department)
Augsburg College I 23
Master of Arts in Education
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching
techniques and resources for literacy instruction, including
the diagnosis and correction of reading difficulties. (Prereq.:
Admission to department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the
opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over
the course of the trimester, students will begin to construct an
understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand
and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: Admission
to department)
EED 331 Middle School Methods: Communication
Arts/Literature/Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: Admission to department)
EED 336 Advanced Methods in Literacy (.5 course)
The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of
students, including students with learning difficulties and first
languages other than English. (Prereq: Admission to department and EED 225 and 325/525)
EED 341 K-6 Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels. (Prereq.:
Admission to department)
EED 342 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.: Admission to department)
EED 350 K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and
MPG 3. Math 137 prior to EED 350 is recommended.)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: Admission to department)
EED 370 K–6 Methods: Social Studies/Thematic Studies
(.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: Admission to department)
Graduate Catalog I 24
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department)
EED 386 Children’s Literature (.5 course)
The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department)
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program
portfolio.
Preprimary Endorsement for Elementary Licensure
This endorsement can be added to a K-6 elementary license.
Required courses include the following:
PSY 250 Child Development (Prereq.: PSY 105 or equivalent)
SOC 231 Family Systems
OR
SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.)
ECE 345/545 Foundations of Preprimary Education
ECE 346/546 Learning environments for Preprimary Aged
Children
ECE 347/547 Immersion and Teaching Competence
ECE 488 Preprimary Student Teaching
Preprimary Endorsement Course Descriptions
ECE 345/545 Foundations of Preprimary Education
Students gain an understanding of philosophical, theoretical,
historical, pedagogical, societal, and institutional foundations
of preprimary education. Attention is given to the efforts of
modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to
work in partnership with parents and social service agencies.
Field experience (20 hours) is a critical part of this course.
(Prereq.: PSY 105, 250,or their equivalents, and admission to
department)
ECE 346/546 Learning Environments for Preprimary Aged
Children
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice.
Attention is given to the synthesis between course readings
and experience, and students’ experience working with current teachers in site-based field experience. Field experience
(20 hours) is a critical part of this course. (Prereq.: PSY 105,
250, or their equivalents; ECE 345/545; admission to department)
ECE 347/547 Immersion and Teaching Competence
Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking
the perspective of families and communicating with them. A
reflective practitioner’s skills are developed through self-eval-
Master of Arts in Education
uation of curriculum planning. Field experience (20 hours) is
a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346)
ECE 488 Student Teaching in a Pre-Kindergarten
Classroom
K-12 and 5-12 Secondary Education
K-12 and 5-12 licensures in several content areas are offered
through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area
across elementary, middle school, and high school. Licenses
for grades 5- 12 prepare teachers to teach at the middle and
high school levels. Graduate-level licensure coursework (500
and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
The following content area majors are offered almost entirely
on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all
for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in
the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends
and weekday evenings.
The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry,
physics, health, physical education, music, and mathematics.
Students seeking licensure in any of these areas will likely
need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry,
or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8
general science license without the 9–12 license. Education
courses for these licenses are taken during weekends and
weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate
level and applied toward the master’s degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
ESE 300/500 Reading and Writing in Content Area (1.0)*
To complete the license, students also will need to complete
the following requirements at the undergraduate level:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
ESE 325
Creating Learning Environments (1.0)*
ESE 3XX
K-12 or 5-12 Special Methods (1.0 –2.0)*
ESE 481,
Student Teaching (2.0-3.0)
483, 485
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored
in a field in which we offer licensure must have their previous
coursework evaluated by the major department at Augsburg.
Two or more content area courses tied to Minnesota licensure
standards are generally required, even with a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards
and if a grade of C or better was achieved. Coursework older
than five years is judged on a case-by-case basis. Specific
course requirements for each content area are on file in the
Education Department.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree program. See
the MAE program director for approval to use graduate level
transfer courses in the degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EDC 490/580 School and Society
See course description on page 23.
ESE 300/500 Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary
techniques and resources to teach reading and writing
through the content areas. Fieldwork experience. (Prereq.:
Admission to department).
Augsburg College I 25
Master of Arts in Education
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience.
(Prereq: Admission to department. Note: Students seeking 5–
12 health and K–12 PE licenses do not take this course).
ESE 310 K-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. ESE 311 Middle School Methods:
Social Studies (.5) is taught concurrently with ESE 310 and is
required for the middle school social studies endorsement.
Fieldwork experience. (Prereq.: Admission to department)
ESE 330 K–12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods:
Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement.
Fieldwork experience. (Prereq.: Admission to department)
ESE 340 K–12 Methods: Science
Introduction to the teaching of the natural sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. ESE 341 Middle School Methods:
Science is taught concurrently with ESE 340 and is required
for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department)
ESE 350 K–12 Methods: Literature and Media Literacy
Introduction to media literacy, adolescent literature, and the
teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience. (Prereq.: Admission to department.)
ESE 351 K–12 Methods: Speaking and Listening (.5
course)
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and
curriculum development. (Prereq.: Admission to department)
ESE 360 K–12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to
department)
ESE 370 K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience. (Prereq.: Admission to department)
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching
required for licensure. Secondary licenses require two courses.
Graduate Catalog I 26
K–12 licenses require three courses. Student teaching occurs
upon satisfactory completion of licensure coursework.
Special Education
There are two licensure options in the K–12 Special Education
program: emotional/behavioral disabilities (EBD) and learning
disabilities (LD). Both programs qualify students to teach in
special education programs and positions; many students get
licensure in both.
The MAE program with licensure in special education is based
on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of
their special education field experience requirements while
they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in
special education settings. All must complete field placements
or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information
on field experience requirements is available from the Education Department.
Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American
Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face
and partly online) cohort program. The licensure courses can
be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html
for more information. The course descriptions are
included below.
The EBD/LD licensure programs are offered through the
weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule.
Licensure Requirements
Emotional/Behavioral Disabilities Core
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and
applied toward the master’s degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EED 325/525
SPE 315
SPE 400/500
SPE 410/510
SPE 420/520
SPE 430/530
SPE 490/540
Orientation to Education (1.0)*
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0)*
Learners with Special Needs (1.0)*
K–6 Literacy Methods (1.0)*
Special Education Critical Issues Seminar (.5)
Teaching Students with Emotional/Behavioral
Disabilities (1.0)**
Implementing Assessment Strategies (1.0)**
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices (1.0)**
Parent and Professional Planning (1.0)**
Master of Arts in Education
Learning Disabilities Core
Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above
courses in the emotional/behavioral core and two additional
specialty courses:
SPE 424/524 Etiology and Origins of Learning Disabilities
(1.0)**
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a learning disabilities license
would take all of the above courses with the exception of SPE
430/530 Instructional and Behavioral Practices.
To complete either license students will also need to complete
certain requirements at the undergraduate level:
EDC 220
Education Technology (.5)
HPE 115
Chemical Dependency (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0 course)* (taken
concurrently with EED 325/525)
EED 350
K–6 Methods: Math*
EED 360
K–6 Methods: Science*
SPE 481,483 Student Teaching (1.0-2.0)
485, 487
*Ten to 20 hours of field experience required as part of this
course.
**These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is
required. The ideal situation for the internship year is to be
working in a K–12 setting with these students. Students not
currently employed in schools must be available for extensive
volunteer field placements during the internship year.
This program is built on an inclusive education model.
Under this model, students learn how to work closely with
both special and general educators to facilitate inclusion
of special education students into the regular education
classroom.
Licensure Requirements—EBD/LD–Naadamaadiwin
Special Education Tribal Cohort
This program is available only at the graduate level. Courses
are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to
the special education tribal cohort program.
SPE 501
SPE 503
SPE 504
SPE 505
SPE 506
Historical and Contemporary Issues in American Indian Education
Assessment of American Indian Learners
Working with American Indian Families and
Communities
The Manifestation of Multigenerational Trauma
and Internalized Oppression
Indigenous Learners
SPE 507
Indigenous Methods of Instruction: Practical
Application
SPE 508
Professional Issues and Development (.5
course credit)
SPE 509
Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483, Student Teaching (1.0–2.0)
485, 487
Special Education Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EED 225 Foundations of Literacy
See course description on page 23.
EED 325/525 K-6 Literacy Methods
See course description on page 24.
EED 326 Literacy Field Experience (0.0)
Taken concurrently with EED 325/525. See course description
on page 24.
EED 350 K-6 Methods: Mathematics
See course description on page 24.
EED 360 K-6 Methods: Science
See course description on page 24.
SPE 315 Critical Issues: Special Education Seminar (.5
course)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are the
focus of the course. The department portfolio is completed as
a part of this course. (Prereq: Admission to department.)
SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It ad-
Augsburg College I 27
Master of Arts in Education
dresses the historical and philosophical aspects of the EBD
category, examines origins of student behavior and student
learning styles, and addresses theoretical perspectives and
conceptual models as they relate to this category of disability.
(Prereq: Admission to department)
SPE 501 Historical and Contemporary Issues in American
Indian Education
This course examines foundational aspects of teaching and
learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and
learning. A major focus will be to examine past and present
educational experiences of American Indian people in the U.S.
Minnesota Board of Teaching (BOT) Standards and American
Indian Learner Outcomes (AILOS) will also be introduced.
(Prereq: Admission to the Naadamaadiwin program)
SPE 502 American Indians and Special Education
This course will explore disability awareness in traditional
and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and
focusing specifically on American Indian students in special
education. It will provide an overview of special education in
U.S. culture including relevant laws, theories, and sociological
concepts as they relate to disability. It will also examine the
high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological
and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program; admission to the department)
SPE 503 Assessment of American Indian Learners
This course will examine the cultural bias and discrimination
issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will
also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the
Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program: admission to department)
SPE 504 Working with American Indian Families and
Communities
This course will examine techniques appropriate for working
with American Indian families, extended families, professionals,
paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students
with special needs. Skills and strategies to build partnerships to
work within and among Native families and communities to
best meet the needs of the student will also be addressed. A
field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 505 The Manifestation of Multigenerational Trauma
and Internalized Oppression
This course will focus on how multigenerational trauma and
Graduate Catalog I 28
internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to
mitigate these effects. Disability categories such as Emotional
Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq:
Admission to the Naadamaadiwin program: admission to department)
SPE 506 Indigenous Learners
This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore
cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services
and diagnosis. A field component will accompany this course.
(Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 507 Indigenous Methods of Instruction: Practical Application
Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning,
and individualization. Various models of instruction for teaching students including the development of intervention plans
that are culturally, academically, and socially appropriate
based on assessment and observation to meet the needs of
American Indian special education students. A field component will accompany this course. (Prereq: Admission to the
Naadamaadiwin program: admission to department)
SPE 508 Professional Issues and Development (.5 course
credit)
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian
education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the
main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities
This course is designed to provide the special education
teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students
with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students.
In this course, we will study complex developmental behavior
influenced by factors such as phonemic awareness, words
analysis, vocabulary, fluency, comprehension, language, and
Master of Arts in Education
motivation. This course will also include investigation of best
practices in reading assessment and instruction for American
Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department)
K-12 Reading Teacher Endorsement
SPE 410/510 Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student
placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: Admission
to department)
The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction.
SPE 420/520 Planning, Design, and Delivery
This course provides students with skills to write and implement individual program plans and to create effective learning
environments for students labeled EBD. Particular attention is
paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: Admission to department)
SPE 424/524 Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning
disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq:
Admission to department).
SPE 430/530 Instructional and Behavioral Practices
This course examines behavioral support options used with
students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports,
person centered planning and functional assessment. (Prereq:
Admission to department)
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities
This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having
learning disabilities. The specific focus will be on the areas of
reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: Admission to the
department).
SPE 490/540 Parent and Professional Planning
This course examines the role of families of students with special needs, specifically those families of students labeled EBD.
A family systems perspective is introduced and applied. The
need to form strong connections with community agencies is
emphasized. (Prereq: Admission to department).
SPE 481, 483, 485, 487 Student Teaching (1.0–2.0)
The K-12 Reading Teacher Endorsement program is currently
under revision. The program described here is available only
to students beginning before September 1, 2010, and must be
completed by August 31, 2012.
Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching.
Students may use these courses to fulfill requirements for the
Master of Arts in Education degree.
These courses include:
EED 520
K-6 Methods: Reading (1.0)*
ESE 500
Reading/Writing in the Content Areas (1.0)*
EDC 505
K-12 Literature in the Classroom (.5)
EDC 508
K-12 Reading Assessment and Evaluation
(1.0)*
EDC 510
Clinical and Reading Program Leadership
(1.0)*
*Field experience required
Students beginning in fall 2010 or later who are interested in a
K-12 Reading Endorsement should contact the Education Department.
Student Teaching
All education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree.
Students can apply for licensure at this point and finish the
degree later. Student teaching for elementary and secondary
initial licenses lasts 12–14 weeks, depending on licensure
scope. During that time, students work full time as student
teachers and are supervised by an Augsburg faculty member.
Students register for two to three credits of student teaching,
depending on the license, and meet at Augsburg College for
student teaching seminars several times during the term. Most
student teaching placements are in the Minneapolis/St. Paul
metropolitan area and Rochester. However, students do have
the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area
and then complete another student teaching experience
abroad. Opportunities to teach abroad are available around
the world, and it is a wonderful way to build a global perspective in education. Additional information is available through
the Education Department.
Student teaching for special education is 12 weeks in length
for initial licenses and 7 weeks for those who already hold a
license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possi-
Augsburg College I 29
Master of Arts in Education
ble, pending district approval. Additional information is available through the Education Department.
Student teaching is required for the preprimary and middle
school content area endorsements. See the Education Department for more information.
A supervised practicum for the reading endorsement is completed as EDC 510 Reading Clinical. No further student teaching is required for this endorsement.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements.
Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional
Master of Arts in Leadership (ML) or education graduate
courses to reach the total number of required courses.
To complete the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: a Master of Arts in Leadership (ML) elective, EDC
592 Action Research 1, and EDC 593 Action Research 2. The
action research courses guide the student through completion
of a long-term action research project, typically conducted in
the student’s classroom and focused on a question or concern
identified by the student. The research is presented at an action research symposium and a formal written report of the
research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration.
Leadership Application Project (LAP) Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods (In limited cases
ML 513 Creating a Compelling Literature Review or EDC 592
Action Research 1 might also be appropriate. See MAE director for more information.), and EDC 585 Leadership Application Project. Students electing this degree completion option
do so because they are interested in developing an educational
product that meets an identified need or because they are interested in conducting an independent research project with
the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. Students
who leave the area and need to complete their final project at
a distance may find the LAP fits their needs. The goal for the
project varies, depending on the type of LAP. There are two
options within the LAP.
• The goal for those developing an educational product is to
identify an issue or problem related to their practice, and
Graduate Catalog I 30
after researching available literature, develop a solution to
the problem or issue. The solution might be developed in
the form of a curriculum, a workshop, a set of informational materials, a web site, an article for publication or
other appropriate educational product.
• The goal for those conducting independent research is also
to identify an issue or problem to investigate; but in this
case, the investigation is through an independent research
project. For those conducting independent research, it is
especially important to have a clear vision in mind for the
research and have an adviser who is willing to provide support throughout the project.
Both options are completed through a final oral presentation
and placement of the final paper in the Lindell Library.
Performance Assessment/Teacher Leadership Degree Completion
Option
(Currently under development; see MAE director for information.)
This degree completion option requires a minimum of the following 4.0 courses:
• Choose one ML leadership-focused course: ML 510 Visions
of Leadership when taught with an emphasis on leadership
rather than literature, ML 531 Dynamics of Change, ML
535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision
Making and Leadership, or ML 565 Women and Leadership
Additional courses, as developed, may also be used.
• EDC 5XX Teacher Leadership
• EDC/ML 514 Research Methods–Education focus. (ML 514
can be substituted if necessary)
• EDC 5XX Performance Assessment/Teacher Leadership
Students electing this degree completion option do so because
they are especially interested in considering leadership within
the context of education and themselves as potential change
agents.
Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the
field of education, the licensure portion of the Master of Arts
in Education program is now offered in Rochester. Licenses
are available in elementary education and special education:
EBD and LD. Classes primarily meet weekday evenings at
Bethel Lutheran Church in Rochester.
Elementary education
The K-6 elementary education license allows students to teach
in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree
and meet admissions requirements. Courses for this license
are available in Rochester.
Special education
The K–12 Emotional Behavioral Disorder/Learning Disability
program is designed for students currently working with or
Master of Arts in Education
planning to work with EBD and LD students. The program
leads to Minnesota teaching licensure in special education
with a specialty in emotional/behavioral disabilities and/or
learning disabilities. All courses for these licenses are available
in Rochester.
tative and quantitative tools will be discussed. EDC 514/ML
514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on
designing an independent research proposal.
MAL Elective Courses
MAE degree completion courses are currently held in Minneapolis.
Graduate Degree Completion Course Descriptions
EDC 5XX Teacher Leadership
This course will explore generative questions about leadership, change, and our own paradigms, visions, and values.
Questions like the following are at the heart of this course:
What does it mean to you to be a teacher leader? What do
teacher leaders do? How does one become a teacher leader?
What are the ways in which teachers can take leadership?
What are the skills and tools of teacher leadership? How do
we bring about change? Who am I as a leader?
EDC 585 Leadership Application Project (LAP)
The leadership application project is either a research-based
study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of
the investigation, but will always be application oriented. The
central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading.
EDC 592 Action Research 1
This course will introduce students to action research, a form
of research that simultaneously contributes to the practical
concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at
solving real problems. The goal of action research is to gain
better knowledge of one’s practice while improving the situation in which the practice is conducted. This is the first of a
two-trimester course.
EDC 593 Action Research 2
The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate’s research. It
requires active self-reflective inquiry and collaboration. The
trimester will culminate with a symposium in which student
work will be presented in a public forum. P/N grading.
EDC 5XX Performance Assessment/Teacher Leadership
This performance assessment course will require the students
to integrate their knowledge about leadership, their sense of
themselves as education leaders, and their understanding of a
specific teaching/learning problem into a solution to the problem and a process for change. P/N grading.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice. Quali-
At least one elective must be taken from the Master of Arts in
Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the
MAL portion of the graduate catalog.
ML 510
ML 511
ML 520
ML 530
ML 531
ML 545
ML 550
ML 560
ML 565
ML 599
Visions of Leadership: A Historical and Literary
Journey
Creativity and the Problem-Solving Process
Self-Identity, Values, and Personal Growth
Ethics in Communication
The Dynamics of Change
Decision Making and Leadership
Communication, Decision Making, and Technology
Developing a Multicultural Perspective
Women and Leadership
Special Topics (as appropriate)
Admission to MAE
Admission Requirements
Students admitted into the MAE program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• cumulative grade point average of 3.0 or higher (required
for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5–3.0 may be admitted conditionally into the
graduate licensure program. They may apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Application Checklist
The following items must be sent to the Augsburg Graduate
Admissions Office:
• Completed application form—
http://www.augsburg.edu/admissions/mae/admissions/
• $35 non-refundable application fee
• Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
• Official academic transcripts from all previously attended
post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions)
sent directly to the admissions office.
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Augsburg College I 31
Master of Arts in Education
Transfer Policy
Acceptance of previous education coursework done at institutions other than Augsburg College is limited. Most courses
that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as
part of one’s program at Augsburg. EDC 310/533 Learning
and Development, EDC 220 Education Technology, and ESE
3XX K–12/5–12 Special Methods in Content Area are courses
which may have a shorter acceptance time frame. Additional
information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of
previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the
Education Department. For secondary licenses, content area
coursework is evaluated by the content area department. This
process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content
area must be taken at Augsburg, even with an undergraduate
major in the field. In all cases, previous undergraduate
courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area
departments determine when courses are too old to be
counted towards licensure.
tion Department. This admissions process is outlined in the
EDC 200/522: Orientation to Education and in admissions
handbooks, which are available through the Education Department.
Academic Achievement
Conditionally-admitted MAE students are expected to achieve
a 3.0 or better GPA in a minimum of 2.0 courses. When this is
achieved, these students file a Change of Status form (available through the MAE coordinator) to become fully admitted
to the MAE program and eligible for the MAE degree as well
as licensure. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license
but are not eligible for the degree.
Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree
completion component of the MAE degree. Students who are
ready to begin the degree completion component must file an
Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed
courses that apply to the degree and the courses that remain.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants
are notified by the Graduate Admissions Office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 will not be admitted into the
MAE program; however, these applicants can be reconsidered
when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when
the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE
degree and licensure programs.
Advising and Registration
Admitted students are able to participate in academic advising
and the registration process. Typically, first-term registration
occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department
adviser early in the first trimester of courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students
may take designated courses in education and content areas.
Students initially admitted at the graduate level may register
for courses at the graduate level. Prior to taking EDC
310/533 and above, students must be admitted to the Educa-
Graduate Catalog I 32
Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given
term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are notified that they must repeat the course as soon
as possible and raise it to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior
to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of
professional ethics. Dismissal occurs within the context of established department procedures described in the Education
Department Handbook available through the Education Department. Students have the right to appeal dismissal from the
licensure program on the grounds of procedural error, using
the College’s program dismissal appeals process. Information
about the program dismissal appeals process is available in the
Augsburg Student Guide.
Students may be dismissed from the MAE degree program for
failure to maintain an appropriate GPA. Students have the
right to use the College’s academic grievance procedure as
they feel necessary. The full academic grievance policy is
available in the Augsburg Student Guide.
Master of Arts in Education
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In
most cases, these experiences are conducted within a servicelearning framework, providing service to the school and classroom while also providing pre-service student opportunities
for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field
experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated
by their host K-12 teachers on the basis of criteria drawn from
the Minnesota Standards of Effective Practice. Evaluations are
kept in the students’ Education Department files and used in
decisions regarding progression through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for
three terms are withdrawn from the MAE program. To be
readmitted to the College and the MAE program, students file
a Readmission form through the registrar’s office.
Program Costs
In addition to tuition, students in this program can expect to
pay an extra per-course fee for student teaching, as well as liability insurance at the student rate during student teaching
and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel
courses have associated costs above and beyond the charge for
tuition.
MAE/Education Department
Full Time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA,
Augustana College; MAT, Morningside College; PhD, Colorado State University.
Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State
University; MEd, University of Sydney, Australia.
Shelley Burkhardt, Instructor of Education. BA, Valparaiso
University; MS, Mankato State University.
Joseph A. Erickson, Professor of Education. BA, MA, College
of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota.
Jeanine Gregoire, Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Dennis Greseth, Instructor of Education. BA, MS, Winona
State University.
Ann Grugel, Assistant Professor of Education. BA, St. Olaf
College; MS, PhD,University of Wisconsin-Madison.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Anne Kaufman, Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Gregory Krueger, Instructor of Education. BA, Southwest
Minnesota State University; MA, Hamline University.
Lynn Lindow, Associate Professor of Education. BS, Mankato
State University; MS, North Dakota State University; PhD,
University of Minnesota.
Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Vicki L. Olson, Professor of Education and Director of the
MAE Program. BS, MA, PhD, University of Minnesota.
Donna Patterson, Assistant Professor of Education. BA, MEd,
University of Minnesota.
Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd,
North Park College; MEd, Georgia Southwestern College.
Dana L.Wagner, Assistant Professor of Education. BA, St.
Olaf College; MEd, PhD, University of Minnesota.
Barbara West, Instructor of Education, Faculty Coordinator
of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University.
MAE/Education Department Adjunct Faculty
Kathy Acursso, Instructor of Education. BS, MS, Mankato
State University.
Jacquylynn Brickman, Instructor of Education. BA, Augsburg College; MEd, St. Mary’s University.
Steve Felton, Instructor of Education. BA, St. John’s University; BS, MS, Mankato State University.
Cheryl Gresczyk, Instructor of Education. BA, University of
Minnesota; MA, College of St. Thomas.
Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University.
Jennifer Plucker, Instructor of Education. BS, Moorhead State
University; MEd, St. Mary’s University-Winona.
Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas.
Melissa Sonnek, Instructor of Education.
Augsburg College I 33
Master of Arts in Leadership
Master of Arts in Leadership
Welcome to the Master of Arts in Leadership (MAL) program’s catalog. Launched in 1987, the program has been a vital part of
the Augsburg College curriculum ever since.
The MAL program offers students an excellent opportunity to explore leadership within the context of the liberal arts. The program design broadens the skills and mindset you need to improve your leadership capabilities in your current and future positions, as well as in your life.
The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations including business, health care, and
the nonprofit sector. This diverse learning community provides a rich environment for you to explore leadership beyond your
own realm of expertise.
Our program will help you develop skills you need to be an effective leader in an ever-changing world. Students frequently tell
me that the program has changed their lives, has sharpened their understanding of themselves and others, and has opened
doors that would otherwise have remained closed. To learn even more about the program, visit our website at
www.augsburg.edu/mal.
I would be happy to help you determine how Augsburg’s Master of Arts in Leadership program may benefit you. You may contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing you on campus soon!
Norma C. Noonan, PhD
Director, Master of Arts in Leadership Program
Graduate Catalog I 34
Master of Arts in Leadership
MAL Mission
The primary purpose of the Master of Arts in Leadership
(MAL) program is to develop leaders for organizations, the
community, and society. Most organizations seek leaders who
possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and
how it can be managed, sensitivity to the complex problems
of organizations, and an ability to find solutions consistent
with their mission, cultural competence and sensitivity to the
needs of a diverse population, and the ability to inspire and
motivate people to work toward a common goal. The Augsburg leadership development model provides a framework
through which the program recruits its students and develops
their skills.
Program Overview
The Master of Arts in Leadership (MAL) is the core program
of Augsburg’s Center for Leadership Studies (CLS). The MAL
program, which was launched in 1987, responds to the leadership development needs of both for-profit and not-for-profit
organizations. While different in structure and purpose, most
organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change
occurs and affects the immediate environment; a sensitivity to
the complex problems organizations face; an ability to achieve
solutions consistent with an organization’s mission; the ability
to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent
the organization both internally and externally. The MAL program provides a means by which individuals may discover
and refine these and other abilities fundamental to effective
leadership.
Leadership studies is a growing field in American higher education, and the MAL program has significantly developed
and modified its curriculum in response to new trends in the
field. The program has a deep theoretical base in leadership
studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace
and society.
Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working
adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and
well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for
discussion and dialogue. During the academic year, most
classes meet on alternate Saturdays for four hours. Some
classes meet on Monday evenings weekly from September
through May and two evenings a week in June.
Most courses incorporate some online work into their agenda.
A few courses have a customized schedule. In the Monday
night schedule, students take one course at a time; a course
usually meets for seven consecutive weeks except in June,
when a course may meet twice a week. Following this model,
students complete six courses during the academic year.
Community of Learners
Essential to the goals of the MAL program is participation in a
community of learners. This community is enriched by the
students, who have a variety of work and life experiences. To
facilitate community interaction, students are encouraged to
make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers
special colloquia and seminars each year to supplement and
complement the coursework of the master’s program.
A sample class schedule in the MAL program on the Minneapolis Campus
Period I
Saturday
8 a.m. to noon
Period II
Saturday
1 p.m. to 5 p.m.
Note: Each class taken commits a student to either Period I or
Period II, an average of two meetings a month. A few courses
are taught on an immersion model, which features fewer but
longer sessions.
Augsburg College has a summer session. The MAL program
usually offers several classes during the summer; the courses
are five weeks in duration, meeting normally two nights a
week, except for special immersion courses.
Class Schedule in Bloomington, 2010-11
At the St. Stephen Campus in Bloomington, most courses
meet for seven consecutive weeks on Monday, 6–10 p.m.,
from September through May. Students take one course per
half term as they progress through the program. In June a
course is taught on an accelerated plan either two evenings a
week or one weekend day. The final course, ML 588, lasts a
full trimester.
Leadership Development Model
Leadership Development Model—Augsburg College
The MAL program promotes leadership as a process that
• inspires cooperation among people who must compete for
limited resources,
• promotes productivity within and beyond the organization,
and
• works toward progress for the individual and the organization.
To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the
ability to persuade, and the ability to direct action. Underlying
these attributes are abilities and awareness, outlined in the
Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership
development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Augsburg College I 35
Master of Arts in Leadership
Leadership Development Model
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
• Long-term perspective
• Flexibility
• Adaptability
• Innovativeness
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Curriculum
Augsburg uses a course system rather than a credit system in
its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines, encourages pursuit
of the designated outcomes, and uses a variety of learning
techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted
leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary
and to view content areas as integrated. The program reflects
the view that the world in which we operate is complex, and
that dealing with it successfully requires well-developed integrative abilities.
In Plans A, B, and C, students take four core courses and have
a choice of seven electives from a large list of elective courses.
In the cohort program, students follow a sequenced list of required and elective courses.
Final project options
For non-cohort students there are three ways to complete the
final project option in the MAL degree (Plans A, B, and C).
Students in the cohort option must complete an action research final project (Plan D). All final projects are taken on a
Pass/No Pass basis.
In the Thesis/Leadership Application Project (Thesis/LAP)
Option (Plan A), students complete 11 courses, including a
Graduate Catalog I 36
Facility for
Persuasion
Communicative
• Effective listener
• Effective speaker
• Effective writer
• Diplomatic ability
• Effective team member
• Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
• Self-confidence
• Analytical ability
• Ability to think critically
• Understanding of research
• Ability to manage conflict
thesis or a major leadership application project. In the NonThesis Option (Plan B), students must complete 11 courses,
two major papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete
11 courses, including the comprehensive exam seminar. In
the cohort program, students complete 11 courses, including
an action research final project seminar (Plan D).
Plan A: Thesis/LAP Option
Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based
study gives the student an opportunity to “tie together” what
has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A
thesis has a more theoretical orientation, while a leadership
application project is based on a practical issue. Both require
similar rigor and preparation. For either alternative, the student must register for ML 592 and 593.
For more information regarding the thesis/LAP option, refer
to the Thesis/LAP and Non-Thesis Project Guidelines booklet.
Students are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Master of Arts in Leadership
Plan B: Non-Thesis Option
One alternative to the thesis is the successful completion of
two major papers. The first of these papers will be written in
conjunction with ML 580. The second paper will be written
while enrolled in ML 597 Non-Thesis Independent Project.
The independent research projects approved each year will be
presented in an annual colloquium.
For more information regarding the non-thesis option, refer to
the Thesis/LAP and Non-Thesis Project Guidelines booklet.
Students are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in
conjunction with ML 580 (as in Plan B) and a comprehensive
exam seminar (ML 589). This course must be taken as the last
course in the program. This course is taken on a pass/fail
basis, and when the course and the oral, written, and takehome examinations are successfully completed, the program
requirements will be satisfied.
Plan D: Final Project (Cohort Program)
The cohort option includes a final seminar in which one prepares an action research project during the course of one
trimester. This final project is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as
prerequisites to ML 588 Final Project Seminar: Action Research
Core courses for the thesis/LAP option (Plan A):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II
Core courses for non-thesis option (Plan B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 597
Non-Thesis Independent Project
Core courses for the comprehensive exam seminar
option (Plan C):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 589
Comprehensive Exam Seminar
Core courses for the cohort final project program
(Plan D)
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 588
Final Project Seminar: Action Research
In addition, a sequenced list of electives is prepared for each
cohort.
Elective courses for ALL options: Curriculum Electives
(at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0
course credit (4 semester credits):
ML 511
Creativity and the Problem-Solving Process
ML 513
Creating a Compelling Literature Review
ML 520
Self-Identity, Values, and Personal Growth
ML 525
Personality and Systems Theory: Perspectives
on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organization Theory and Leadership
ML 538
Communication Skills for Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 553
Design and Leadership
ML 557
Language of Leadership
ML 558
Leadership and Science
ML 560
Developing a Multicultural Perspective
ML 562
Global Multiculturalism, World Religions, and
Leadership
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 570
Negotiation
ML 574
Strategic Leadership
ML 577
Universal Responsibility and Leadership: A
Nicaraguan Experience
ML 580
ML 598
ML 599
Colloquium on Contemporary Theories of
Leadership (elective for Plan A)
Independent Study (special permission required)
Topics: special courses offered only once or
twice
Augsburg College I 37
Master of Arts in Leadership
Course Descriptions
ML 510 Visions of Leadership: A Historical and Literary
Journey
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety of disciplines and perspectives.
ML 511 Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
ML 513 Creating a Compelling Literature Review
As leadership scholars and practitioners, our work should be
evidence-based. The purpose of this course is to explore the
published literature to determine what credible evidence tells
us about effective leadership practices. Students will learn
how to read research critically, analyze and develop arguments, and recommend best practices.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed.
ML 520 Self-Identity, Values, and Personal Growth
Study of the concepts of self-identity, value formation, and
personal growth as they relate to professional life; factors that
influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies.
ML 525 Personality and Systems Theory: Perspectives on
Leadership
Study of leadership in the dual context of personality theory
and systems theory. Contributions of Jung, Fromm, Maslow,
May, and others to personality theory are considered, as are
the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings.
ML 527 Spirituality and Leadership in the Workplace
The wide-ranging spirituality movement in the workplace is a
notable feature of contemporary life. This course explores the
dimensions of this trend and its implications for leadership
through a variety of sources and perspectives.
ML 530 Ethics in Communication
Interdisciplinary study of ethics and communication through
the investigation of a variety of ethical perspectives within
human communication. This course places particular attention
on the use and abuse of communication in politics, advertising,
and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings.
Graduate Catalog I 38
ML 531 The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders
in public and private domains and across cultures. The course
explores these various perspectives, including areas of conflict
and opportunities for leadership in social and organizational
change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change.
ML 535 Organization Theory and Leadership
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order
to function as a responsible, ethical participant within various
types of organizational structures and cultures.
ML 538 Communication Skills for Leadership
The course is designed to provide background in rhetoric as
well as practice in speaking, writing, and presentation skills.
A substantial performance component is included; evaluation
of student work is based on mastery and performance of these
skills. Students will perform communicative tasks in a variety
of genres and evaluate their own performances and those of
class members.
ML 539 Communicating a Self in the Modern Organization
Understanding through reading, reflecting, and dialogue of
the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in
a changing world. Supplementary reading packet, open dialogue, and individual projects.
ML 540 Political Leadership: Theory and Practice
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and
nonprofit organizations as well as to politics.
ML 545 Decision Making and Leadership
Review of the decision-making process—the setting, goals,
and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic
statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments,
explanations, and justification.
ML 548 Coaching and Consulting
The purpose of this course is to develop influence skills
through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will
read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client,
Master of Arts in Leadership
and reflect on these experiences to develop their own purpose, principles, and practices for influencing others.
ML 550 Communication, Decision Making, and
Technology
Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these
technologies. Students examine how they can engage and
manage these processes in their organizations.
ML 553 Design and Leadership
“Design thinking” has transcended the world of engineering
and architecture and is now a mainstream concern for most
industries. This course explores the impact of “design thinking” on leadership, especially in the business world.
ML 557 Language of Leadership
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about
rhetorical and stylistic strategies. Topics include the use of
language as an organizing principle for social interaction;
speech act theory; strategies for giving effective directives; the
creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for
maintaining personal relationships across hierarchical levels
in organizations.
ML 558 Leadership and Science
Explores the common methods of science and the issues that
science has encountered which affect the uses of science by
leaders in the public and private sectors. Case studies include
global warming and politics, psychology, and medicine.
ML 560 Developing a Multicultural Perspective
This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity,
appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups.
ML 562 Global Multiculturalism, World Religions, and
Leadership
In the global meeting of cultures, religion is a vital factor. This
course examines the nature of religion as an essential feature
of the cultures of the U.S. (Christianity), the Middle East
(Islam), India (Hinduism), China (Buddhism, Confucianism,
Taoism), and Japan (Shinto, Buddhism). Special emphasis is
put on leadership and religion in all these cultures.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics
include analysis of alternative approaches to leadership,
women and careers, and women in society past and present.
The course is intended to enhance the analytical and leadership skills of the participants.
ML 568 The Global Business Environment
Knowledge of the global business environment in the context
of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of
leadership.
ML 570 Negotiation
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A
special emphasis on the collective bargaining model with survey of examples of other types of negotiation.
ML 574 Strategic Leadership
The course develops students’ ability to think strategically and
lead organizations through planning and implementation. Application of models and concepts to examples and cases from
real-life practice. Case studies, exercises, and readings cover
practices in for-profit and nonprofit organizations.
ML 577 Universal Responsibility and Leadership
The exploration of universal responsibility, conceptually and
experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Nicaragua. The Nicaraguan portion
includes meetings with leaders, a homestay in the two-week
option, and visits to multiple sites and organizations. Topics
such as Nicaraguan history, politics, indigenous cultures,
poverty, health care, literacy, the arts, business foreign investment, and relations with the U.S. government and nonprofit
organizations are explored. Special fees apply.
ML 580 Colloquium on Contemporary Theories of
Leadership
Selected contemporary theories of leadership plus a case study
on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework
in MAL and ML 510) Required for Plans B, C, and D.
ML 588 Final Project Seminar: Action Research (Plan D)
In this course students who are pursuing the cohort program
will have the opportunity to write their final project doing action research on their own organization. This course will span
two half-terms (one full trimester).
ML 589 Comprehensive Exam Seminar
This course is a completion option for the Master of Arts in
Leadership. Students prepare for the examination series—oral,
written, and take-home—through discussion, readings, and
critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the
same time.
ML 592 Thesis/LAP Consultation I
Independent research project supervised by an academic adviser.
Augsburg College I 39
Master of Arts in Leadership
ML 593 Thesis/LAP Consultation II
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597 Non-Thesis Independent Project
Major written project in an area of the student’s choice, to be
completed in consultation with an adviser and a reader. The
research is presented in a colloquium in partial fulfillment of
requirements for the non-thesis option.
ML 598 Independent Study
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by
the supervising professor. Proposals must be approved by the
MAL program director prior to registration for the course.
Students may not take more than one independent study
course.
ML 599 Special Topics
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will
be published prior to registration.
Special Programs
Post-Master’s Certificate in Leadership Studies
Graduate students who already possess a master’s degree in
any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five
Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose
any five MAL courses or may wish to focus on a specific area,
such as ethics and leadership, global leadership, organizational leadership, communications, leadership development,
or the liberal arts. This option is attractive for people who
want to continue their professional studies but not necessarily
undertake a full degree program. The normal application
process is used for students who wish to pursue the post-master’s certificate.
Joint BA in Accounting and Master of Arts in Leadership
A BA in accounting and an MA in leadership (MAL) can be
earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of
all requirements, the student receives both a BA in accounting
and an MA in leadership and will have fulfilled the 150-hour
requirement to qualify for the CPA certification. The MAL
program offers a large number of courses on a weekend
schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It
is recommended that students meet with an accounting adviser to create an effective plan for successful completion of
the five-year program.
Graduate Catalog I 40
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree
must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
• completed application form
• three letters of recommendation (two from professors and
one from an employer)
• personal statement
• example of their writing in an academic paper
• GPA of at least 3.30
• Interview with a three-person panel from the MAL program
Students must also have faculty endorsement from the accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by
the time they graduate from the MAL program. Program coordinator: Professor Stu Stoller.
Admission to MAL
Admission Requirements
Applicants to the program must have:
• Bachelor’s degree from a regionally-accredited four-year
college or university
• Minimum cumulative undergraduate grade point average of
3.0 (on a scale of A = 4.0) and a minimum cumulative
grade point average of 3.0 for graduate courses completed
at an accredited college or university. Should an applicant
not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-bycase basis.
• Applicants to the program must have three years of experience (or equivalent) with one or more organizations in a
position of leadership or position demonstrating leadership
potential.
• Applicants holding a master’s or other advanced degrees
from accredited colleges or universities are admissible.
Decisions about admission to the program will be made on an
individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most
highly qualified individuals. Admissions are handled on a
“rolling” basis, with students admitted at the beginning of the
fall, winter, and spring terms. Selection of candidates will be
made on the basis of an evaluation of each applicant’s:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
Application Checklist
The following materials must be submitted to the Graduate
Admissions Office:
• Completed application form
• $35 nonrefundable application fee
• A 1–3 page statement relating the applicant’s career and life
goals to leadership aspirations
Master of Arts in Leadership
• Recommendation letter and checklist from an immediate
supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work
style and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
• Official transcripts from all graduate institutions attended,
listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with
graduate program faculty and/or staff members.
For further information, contact: Graduate Admissions Office,
612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outline in Admission of International Students on page 16.
Academic Policies
Academic Evaluation
Courses not offered on the numbered grading system are
noted in the course descriptions in this catalog as being
graded on P/N basis. In order to receive a grade of P, a student
must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the degree.
No more than two courses with a grade of or below 2.5 can be
repeated. Only the credits and grades earned the second time
are counted in the grade point average. Any course with a
grade of 2.0 or lower will be transcribed as 0.0 academic
credit.
In order to graduate a student must have a G.P.A. of 3.0 or
above. All required courses and the final projects must be successfully completed. A student registered for the final projects
(ML 588, ML 589, ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a
diploma until all courses and projects are successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of N
or 0.0 in a course, the student must petition successfully with
the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would
be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the
MAL Advisory Committee. Students may also be dismissed by
the MAL Advisory Committee for behavior detrimental to the
program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only
after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per
trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two
years.
Students who are away from classes for one year or longer
must complete an Application for Readmission and submit it
to the Office of the Registrar. Students who have been out of
the program for three to five years must take one additional
course to refresh their understanding of the field. Students
who have been out of the program for five years or longer
must take two additional courses to refresh their understanding of the field of leadership studies.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
For a complete list of Augsburg’s accreditation, approvals, and
memberships, see page 9.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of
Oregon; MA, PhD, University of Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg
College; BD, Luther Theological Seminary; MA, PhD, Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Graduate
faculty member in organizational management, Concordia
University, St. Paul.
Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary;
PhD, University of Minnesota; Priest, Episcopal Diocese of
Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, College
of St. Thomas; MA, Luther Northwestern Theological Seminary; PhD, University of Minnesota.
John Furia, Assistant Professor of Business Administration.
BA, Rhode Island College; MPA, University of Rhode Island.
Daniel S. Hanson, Assistant Professor of Communication
Studies. BA, Augsburg College; MA, University of Minnesota.
Garry Hesser, Sabo Professor of Citizenship and Learning.
BA, Phillips University; M.Div., Union Theological Seminary;
MA, PhD, University of Notre Dame.
Augsburg College I 41
Master of Arts in Leadership
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS,
Iowa State University; MS, Illinois State University; EdD, West
Virginia University.
Steven Manderscheid, Instructor of Leadership Studies. BS,
St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Thomas Morgan, Professor of Business Administration and
Executive Director, Augsburg Center for Faith and Learning.
BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor of Political Science and Director of the Center for Leadership Studies and the MAL Program. BA, University of Pennsylvania; MA, PhD, Indiana
University.
Magdalena Paleczny-Zapp, Associate Professor of Business
Administration. BA, MS, Academy of Economics, Warsaw;
PhD, Academy of Economics, Krakow, Poland.
Catherine Paulsen, Instructor. BA, St. Olaf College; MA,
Lone Mountain College.
Curtis Paulsen, Associate Professor Emeritus of Social Work.
BA, St. Olaf College; MSW, University of Minnesota; PhD,
Fielding Institute.
Diane Pike, Professor of Sociology. AB, Connecticut College;
PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College;
MA, PhD, University of Minnesota.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota.
Vice President and Practice Area Leader, MDA Leadership
Consulting Inc.
Staff
Patty Park, MA, Program Coordinator
Graduate Catalog I 42
Master of Arts in Nursing
Master of Arts in Nursing
Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice
and advance your careers.
The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts.
The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and
care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural
nursing in community or transformational nursing leadership tracks of study.
The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a
transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and
collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness.
In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in
transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College
mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards,
critical thinkers, and responsible leaders.
Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn.
Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can.
Cheryl J. Leuning
Chair, Department of Nursing
Director, Master of Arts in Nursing Program
and Doctor of Nursing Practice Program
Augsburg College I 43
Master of Arts in Nursing
Master of Arts in Nursing
Master of Arts in Nursing Mission
Within the framework of a Christian liberal arts education,
the Master of Arts in Nursing program is designed to prepare
nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities.
Curriculum
Transcultural Nursing in Community
The Transcultural Nursing in Community track in the Master
of Arts in Nursing program was designed to prepare nurses for
advanced population-focused practice in culturally diverse
communities. The curriculum is grounded in nursing science,
public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who
exist outside of the social mainstream. As such, the program
provides rich alternative teaching and learning opportunities
for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible
to apply for certification in Advanced Transcultural Nursing
through the International Transcultural Nursing Society. Also,
graduates completing this track will be eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC).
Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all
master’s students must take; five courses from the Transcultural Nursing in Community Track; and two electives make
up the coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nursing
Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care (36 practice hours)
NUR 503
Transcultural Health, Families, and the Life
Cycle (36 practice hours)
NUR 541
The Politics of Health Care (72 practice hours)
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I:
Health As Membership; Living in Community
(36 practice hours)
NUR 511
Advanced Community Health Nursing II:
Emerging Models of Care in Diverse Communities (72 practice hours)
Graduate Catalog I 44
or
NUR 530
NUR 532
The Power of Ritual and Ceremony for Transformation**
Transcultural Healing Practices**
Electives—two graduate elective courses from Nursing, MAL,
or another graduate program.
*Students seeking certification as an Advanced Public Health
Nurse from the American Nurses Credentialing Center
(ANCC) must complete 500 hours of clinical practicum work
and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may
select NUR 530 and NUR 532. Clinical practicum hours are
integrated into several courses in the curriculum.
**Course has 0 practice hours.
Graduate Project—students are required to complete a graduate project, which is equivalent to one course.
NUR 525
Graduate Field Project (144 practice hours)
Transformational Leadership and Management
The Transformational Leadership and Management track
unites the liberal arts with nursing science and practice. This
track is designed to develop nurse leaders who are analytical,
articulate, and constructively critical and who will be able to
cope with high-level healthcare delivery issues. Curricular
emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply
knowledge and gain experience partnering with diverse care
providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build
on students’ competencies and goals. Courses are offered by
the Department of Nursing faculty as well as faculty teaching
in the Master of Arts in Leadership and Master of Business
Administration programs.
Students take a total of 10 courses, plus a transformational
leadership project course. Three courses in the advanced
nursing core, which all Master of Arts in Nursing students
must take, four courses in the Transformational Leadership
and Management Track, and three elective courses make up
the coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nurs
ing Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transformational Nursing Leadership Track (four
courses)*
NUR 501
Transcultural Care Systems (36 practice hours)
Master of Arts in Nursing
NUR 521
BUS 520
ML 541
Transformational Nursing Leadership (72 practice hours)
Management of the Healthcare Organization
The Politics of Health Care (72 practice hours)
Electives—three graduate elective courses from Nursing,
MAL, or another graduate program.
*Upon graduation from the program and completion of the
Transformational Leadership and Management track, students
have the educational preparation to be eligible to apply for
certification in Advanced Nursing Administration from the
American Nurses Credentialing Center (ANCC).
a rapidly developing country. Practical experience with nurses
in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum.
Week-long immersion courses and practica are taught on the
Pine Ridge Indian Reservation in western South Dakota.
These courses and experiences offer students the opportunity
to live on the reservation and participate with public health
nurses providing health services. They also interact with tribal
leaders and experience cultural events relevant to the Lakota
people of Pine Ridge.
Students will fulfill their Master of Arts in Nursing through a
final project, which serves as the capstone of the master’s program: a graduate field project or course.
Ten-day courses and practica are available in Mexico and
Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between
social justice and health, and interact with local indigenous
healers.
In the three core courses students will develop a plan for their
final field project, which will be completed in NUR 525.
Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program.
Practica
These practice experiences include fees for travel and education costs onsite in addition to course tuition. Fees vary by
practice site.
Graduate Project
Practice experience is emphasized in both tracks in the Master
of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam
in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the
experiences needed to apply to take the certification exam in
Transcultural Nursing. In the practica, all students practice
primarily in nontraditional settings with persons underserved
or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across healthcare settings.
Students in the Transformational Leadership and Management
track have practice experience in several courses with preceptors in leadership positions in a variety of care settings.
A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing
Center provides services for persons struggling with poverty
and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in
wide-ranging cultural contexts, provide many opportunities
for students to explore advanced nursing roles and new models and forms of practice.
Study Abroad and Off-Campus Opportunities
The Nursing Department works closely with cultural guides,
nurse mentors, and Augsburg’s Center for Global Education
in developing study abroad opportunities. The following
study abroad and away opportunities offer four examples of
existing practicum experiences.
Students may travel to Namibia in southwest Africa to spend
two weeks exploring health and healthcare challenges within
Course Descriptions
NUR 500 Transcultural Health Care
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring
for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining “blueprint” for thought and action
throughout the human health experience. Patterns of human
interaction that foster health and quality of life are analyzed,
and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and
submitted to moral and ethical reflection. (36 hours of practice experience)
NUR 501 Transcultural Care Systems
In this course, organizations are viewed as cultural systems
that are complex and adaptive, where continuous change and
unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are
explored via readings and discussions. Attendance at a local,
national, and/or international nursing leadership conference is
mandatory. Dialogue and networking with a variety of nursing
leaders to understand the context of transcultural healthcare
organizations are expected.
NUR 503 Transcultural Health, Families, and the Life
Cycle
The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the
Augsburg College I 45
Master of Arts in Nursing
function of individuals living in families and in communities
is explored. Content about systems, communication, small
group, and nursing theories is applied to family constellation.
The influence of the multigenerational family is examined in
terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture
are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact
in and with society. (36 hours of practice experience)
NUR 505 Theoretical Foundations for Advanced Nursing
Practice
This course focuses on nursing science and nursing theory as
foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing
knowledge. (36 hours of practice experience)
NUR 510 Advanced Community Health Nursing I: Health
As Membership; Living in Community
This course focuses on persons, families, and groups living in
relationship. Emphasis is on applying the core functions of
community/public health—assessment, policy development,
and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures within
dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved
populations. (36 hours of practice experience)
NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities
Emphasis is on the application of public/community health
theory and research in providing health care to populations
and communities. Essential public health services are assessed
for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity,
privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns
of health, suffering, and healthcare provisioning. (Prereq.:
NUR 510) (72 hours of practice experience)
NUR 520 Research Methods in Nursing
Through a combination of literature review, field experience,
and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics
will include formulating study questions to explore collective
foundations of meaning and explanation in health and illness,
practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research.
(Prereq.: college-level statistics course) (36 hours of practice
experience)
Graduate Catalog I 46
NUR 521 Transformational Nursing Leadership
This course emphasizes transformational nursing leadership
and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving
leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica.
(36 hours of practice experience)
NUR 523 Theory, Research, and Practice Seminar
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as
theoretical and research literature, students will formulate a
transcultural nursing model of care. (36 hours of practice experience)
NUR 525 Graduate Field Project
This course focuses on the application and integration of
knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing,
and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been
developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for
disseminating the report for public and professional use are
encouraged. Students will defend the project to their graduate
committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice
experience)
NUR 530 The Power of Ritual and Ceremony for Transformation
In this course, the student will explore ritual and ceremony
from a transcultural perspective. Attention will be focused on
rituals and ceremonies in specific cultures and religions, and
in the modern American medical system that sustains its own
rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In
modern American culture, the perceived division between the
mind, body, and spirit has led to ritual and ceremony being
considered adjunctive to the scientific approach ritual and
ceremony into their lives and healthcare practices. Students
will also discuss the meaning of ritual and ceremony to their
own lives and professional practice.
NUR 532 Transcultural Healing Practices
This course will introduce students to complementary healing
practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical
underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and
faith practices, energy healing practices, movement therapies,
homeopathy, manual therapies, and nutrition and nutritional
supplements.
Master of Arts in Nursing
NUR 541 The Politics of Health Care
This course will explore how health and illness are related to
inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the
course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of
healing resources in the population, and what strategies the
poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience)
NUR 562 Walking the Truth: Culture, Gender, and the
Millennium Development Goals (MDGs) in Sub-Saharan
Africa
This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development
Goals (MDGs) in sub-Saharan Africa. The social determinants
of health and illness—economic realities, education levels,
governmental policies, access to technology, and the competence of healthcare providers—are examined in relation to the
unequal burdens of suffering and disease evident in Africa.
Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied
through experiential practical learning activities.
NUR 599 Topics
Study of selected topics that are not treated extensively
through current course offerings. Specific topics will be published prior to registration.
BUS 520 Management of the Healthcare Organization
This course provides an overview of the key organizational
and behavioral concepts that underlie effective management
practices in healthcare organizations. It addresses both the
theory and practice of effective management. The course will
emphasize the importance of addressing the expectations,
needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures
that impact organizational structure, behavior, and change.
ECO 520 Economics of Health Care in a Global Community
At the end of the class, students will be better able to apply
economic concepts to the health systems of both the United
States and other parts of the world. The focus will be on the
public policy aspects of the healthcare system, e.g., issues of
access and cost.
Admission to MAN
• Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework
• Experience as a registered nurse
• Current nursing license
• All required immunizations
• National Criminal Background check
A college-level statistics course is required for progression in
the program, but is not necessary for admission.
Decisions about admission to the program will be made on an
individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being
admitted at the beginning of the fall (September), winter (January), and spring (April) terms.
Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:
• Previous college record and GPA
• Letters of recommendation
• Professional experience
• Written statement describing professional and educational
goals
Application Checklist
The following items must be sent to the Graduate Admissions
Office:
• Completed application form—
www.augsburg.edu/ma_nursing/
• $35 nonrefundable application fee
• A 2-3 page typed statement describing the applicant’s professional and educational goals
• Three letters of recommendation—in English—addressing
the applicant’s character and ability for graduate study.
(Two of these recommendations must be from professional
colleagues.)
• Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance,
and required immunizations
• Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred.
An interview with graduate program faculty and/or staff members may be requested.
Admission as an international student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission Requirements
Academic Policies
Applicants into the Master of Arts in Nursing program must
have:
• Bachelor’s degree in nursing from a regionally-accredited
four-year college or university, or must have an Associate of
Science degree in nursing in addition to a non-nursing
bachelor’s degree.
Evaluation Standards
Evaluation of academic performance in the Master of Arts in
Nursing program will be based on number grades using a 4.0point scale. See detailed information on page 12.
Augsburg College I 47
Master of Arts in Nursing
Attendance Policy
Department of Nursing Faculty
Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and
course instructor.
Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas.
Academic Probation and Dismissal Policies
Pauline Abraham, Assistant Professor of Nursing. BSN,
Winona State University; MA, Augsburg College.
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of
2.0 or less in a course, the student must petition successfully
to the faculty of the Master of Arts in Nursing program before
being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second
grade of 2.0 or less is received, the student may be dismissed
from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of
college policy (as published in the Student Guide). Dismissal
would occur only after established procedures were followed.
Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College.
Katherine Baumgartner, Assistant Professor of Nursing.
BSN, Minnesota State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA,
St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD,
University of Utah.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty
for approval of any variation in the curriculum including the
transfer of credit. Transfer credits will be evaluated on an individual basis.
The only courses that will be considered for transfer credit are
those earned from accredited colleges and universities, whose
course content is comparable to those in the Master of Arts in
Nursing program. No more than three courses will be accepted for transfer credit.
Credit and Contact Hours
Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to
meet the needs of working adults, combining in-class and
web-based components. Clinical practica opportunities are included in selected courses.
Last Day to Withdraw from Class
The last date on which students may withdraw from a class
and receive a “W” on their records is available on the
Grad/Weekend College calendar:
www.augsburg.edu/enroll/calenders/index.html.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9.
Graduate Catalog I 48
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester
State Junior College; BS, Augsburg College; MA, Augsburg
College.
Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD,
University of Minnesota.
Joyce Perkins, Assistant Professor of Nursing. BS, University
of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s
College Graduate Center; MS, University of Minnesota; PhD,
University of Colorado.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Doctor of Nursing Practice
Doctor of Nursing Practice
The Doctor of Nursing Practice program prepares nurses to
envision new models of advanced practice in transcultural
nursing, community/public health, and advanced holistic
nursing. Emphasis is placed on maximizing health within
populations and communities through peaceful, collaborative
actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s
program, the DNP builds upon the strengths of the Master of
Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN),
Public Health Nursing (APPHN), and Holistic Nursing
(AHN).
Program Goals
Graduates of the Doctor of Nursing Practice program will
have advanced preparation to:
• Negotiate the complexity of multicultural care settings and
care systems to eliminate health inequities among populations and communities
• Challenge conventional knowledge about illness through
an ecological approach to social determinants of health
• Lead change through building coalitions with marginalized
people that are based on mutuality and common cause
Program Structure
The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time
basis as one didactic offering, one practicum, and one seminar
each term. As a part-time student, completion of the program
is expected to be 32 months, including completion of the capstone project.
The curriculum for the DNP combines didactic, practicum,
and seminar courses, with a capstone project to complete the
degree. As a practice doctorate, the emphasis is on building
skill in knowledge application among diverse cultural groups.
The goal is to improve health and decrease inequities that lead
to unnecessary morbidity and mortality in communities.
Didactic
A total of seven didactic courses constitute the DNP core,
with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry
0.5 course credits each (1.0 course credit equals 4.0 semester
credit hours) and are taught as an immersion one day a
month with a half-day for seminar on the subsequent day.
sions in a variety of cultural contexts led by nursing faculty or
that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits
range from 0.25 (36 hours per 12-week term) to 1.0 (144
hours per 12-week term). To achieve the DNP, students must
complete a total of 1,000 practicum hours in their MA and
DNP programs. Students will be allowed to transfer up to 600
practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are
computed as follows:
• (.25 course credits) 1 semester credit hour = 3 “clock”
hours of practicum time per week x 12 weeks = 3 “clock”
hours per week or 36 “clock” hours of practicum time per
semester
• (.50 course credits) 2 semester credit hours = 6 “clock”
hours of practicum time per week x 12 weeks = 72 “clock”
hours of practicum time per semester
• (.75 course credits) 3 semester credit hours = 9 “clock”
hours of practicum time per week x 12 weeks = 108
“clock” hours of practicum time per semester
• (1.00 course credits) 4 semester credit hours = 12 “clock”
hours of practicum time per week x 12 weeks = 144
“clock” hours of practicum time per semester
Seminars
Seminars focus on integration of conceptual learning with
field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and
spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a
group in the seminars in which they enroll each term. The
final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will
participate in a seminar (.25 course credits) every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact
on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to
existing nursing knowledge, and be suitable for presentation
or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of
scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the
DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser.
Curriculum
Practica
Didactic Courses
Practica are organized to give flexibility and individual choice
to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immer-
NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence:
The Dialectic Between Knowledge and Engagement
This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for
Augsburg College I 49
Doctor of Nursing Practice
acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience
based on context-specific (emic) positions and for rigor in
empirical procedures based in context-free (etic) perspectives.
Utilizing selected evidence suited to particular transcultural
issues, practice modes building on both local expertise and
professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to
concerns of people marginalized by dominant health systems.
NUR 802 Making Room at the Table: Applying Ethics to
Ending Hunger and Sharing Abundance
This course in applied ethics focuses on health as a human
right with emphasis on the development of skills in community building as citizen professionals. From the perspective
that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and
solidarity.
NUR 803 Transcultural Cosmologies and a Global
Perspective
This course explores the intersection of Western scientific
principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of
natural science. These interrelationships are then viewed
through the lens of nursing theory, research, and practice. A
wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive
to dverse cultural expressions of health and illness.
NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and
Health Care
This course focuses on communities as the foundation of
health by recognizing strength in community residents and
models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization
as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be
emphasized. Skill building in participatory action processes
will occur.
NUR 805 Ways of Knowing: Synthesizing Qualitative and
Quantitative Evidence
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative
and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the
data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant
knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Graduate Catalog I 50
NUR 806 Ecology of Human Suffering in a World of
Extremes
This course examines the cumulative illness-producing effects
of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither
coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that
strike population groups and communities unequally around
the world. Health status appraisal, risk analysis, and the levels
of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology.
NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among
indigenous peoples will be examined, including spiritual
forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be
compared to contemporary views of health and healing in bioscientific models of curing.
Practica
Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, selfdirected practice experiences mentored by faculty. All practica
are designed to develop students’ individual practice interests
and skills.
Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica
into a plan of study include the following:
• Practica will be completed incrementally throughout the
DNP program.
• Students may register for varying practica and credits each
term, including summer
• Practicum hours may be completed at the student’s job site,
if approved by a supervisor and the nursing faculty adviser,
but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP
program expected student outcomes.
• Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert
knowledge related to a particular phenomenon of interest
to the student.
• Students will develop objectives for practicum experiences
in collaboration with faculty advisers and keep a record of
practicum work in a professional portfolio.
• Students must register for enough post-baccalaureate
practicum credits to reach a total of 1,000 practicum hours
to earn the DNP degree. This will be evaluated when students are admitted to the DNP program.
Doctor of Nursing Practice
The following are examples of directed study practica and immersion practicum experiences developed and led by faculty
in the DNP program:
NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00
credits, 36-144 practicum hours)
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen
knowledge supporting expert nursing practice. In the practica
students will integrate and synthesize knowledge from emic
wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance
practice and/or systems management skills, including clinical
reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed
study practica are individualized to students’ specific areas of
interest and are planned by students in consultation with a
major faculty adviser, cultural guides, and other mentors in
the communities in which they wish to carry out the
practicum.
NUR 712 Culture Care on the Pine Ridge Reservation (0.5
course credits, 72 practicum hours)
In this practicum students live on the Pine Ridge Indian
Reservation in western, South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with
poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care
systems and beliefs about health and illness are compared and
contrasted with Western biomedical care and the politics of
health care provided through the Federal Government’s Indian Health Service (IHS) are examined.
NUR 742 Dia de los Muertos—Location: Mexico (0.5
course credits, 72 practicum hours)
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in
Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the
return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed.
NUR 723 Ancient Healing Practices—Location: England
(0.75 course credits, 108 practicum hours)
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The
importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton
Hospital in Hackney, London, exemplifies transcultural care
with a diverse population of immigrants and asylum seekers.
NUR 752 Health Care on the Mexican–U.S. Border (0.5
course credits 72 practicum hours)
This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the
context of displaced communities. Participants meet face to
face with immigrants, refugees, border patrol agents, factory
workers, and community leaders on both sides of the U.S.–
Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and
efforts to achieve social justice.
NUR 734 Health and Community Building—Location:
Guatemala (1.0 course credits, 144 practicum hours)
This practicum explores health as a human right. Analysis
will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is
based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health
and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language
school is an option in this practicum.
NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in Sub-Saharan Africa (.5
course credit, 72 practicum hours)
Students focus on the development of leadership skills that
promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage healthcare professionals and members of local communities in best practices for achieving MDG targets by 2015.
Structured lectures and discussions supplement practice and
encourage students to explore sociocultural determinants of
health and illness—economic realities, cultural values and
gender roles, education levels, governmental policies, access
to technology, and the competence of healthcare providers—
in relation to the unequal burdens of suffering and disease evident in Africa.
NUR 794 Culture Care in a World of Extreme—Location:
Republic of Namibia (1.0 course credits, 144 practicum
hours)
Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience
the challenges care systems face in providing health care
within geographically and economically extreme contexts
where isolation, poverty, and virulent disease are epidemic.
Participant-observation among Ju/’hoansi communities in the
Nyae Nyae Conservancy provide opportunities to collaborate
and practice with nurses and other healthcare professionals
striving to provide culturally safe and effective health care to
one of the world’s “first peoples.”
NUR 782 Poverty and Community Building in the Inner
City—Location: Minneapolis, Minn. (0.5 course credits,
72 practicum hours)
An immersion in the inner city of Minneapolis provides expe-
Augsburg College I 51
Doctor of Nursing Practice
rience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among
the community of people who visit the Augsburg Central
Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore
issues of health and social reality with cultural guides from
the inner city populations and with nurses who work effectively with them.
Seminars
NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final
Seminar (0.25 credits per term while enrolled in the DNP)
Students are required to register for a seminar each term they
are in the DNP program. The purpose of DNP seminars is to
integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty
and peers and receive relevant feedback and support. Through
dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar
(NUR 841) culminates in the successful completion of a
scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will
be completing and presenting their final doctoral project,
along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is
implementing.
Elective courses
Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses
(at the 500 level or above) to add depth and breadth to their
nursing specialty focus. These credits may be chosen from
within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by
Master of Arts in Leadership, Master of Social Work, Master of
Business Administration, Economics, and the Master of Arts
in Education. This allows students to take optimal advantage
of the richness and diversity of opportunities afforded through
Augsburg College graduate programs.
Admission to the DNP
Admission Requirements
Applicants to the Doctor of Nursing Practice program must
have:
• Earned master’s degree in nursing from a nationally accredited institution
• GPA of 3.2 on a 4.0 grading scale in master’s in nursing
program
• A current unencumbered RN license to practice in the U.S.
• Evidence of a completed graduate research course
• Evidence of up-to-date immunizations
• Satisfactory results of a certified federal criminal background check
Graduate Catalog I 52
Decisions about admission to the program will be made on an
individual basis. Selection of candidates will be made on the
basis of an evaluation of the following items for each applicant:
• A three-page typed, double-spaced essay demonstrating
ability to write in a thoughtful, coherent manner
• Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official
evaluation from World Educational Services.)
• Three professional references
• An interview with program faculty
The number of applicants admitted to the DNP program will
be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the
minimum admission criteria does not ensure that an applicant
will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of
Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to
forward their educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful
passing of the National Council Licensure Examination
(NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the
NCLEX, will be considered for admission and must meet the
same residency requirements expected of all students.
Applicants whose first language is not English must submit
evidence of earning a minimum score of 95 out of a possible
120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL).
Transfer of credits
Transcripts of students who have completed a master's degree
in nursing or other graduate work are required for admission
to the DNP. Doctoral credits may be transferred into the DNP
program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0
course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined
by the Department of Nursing faculty and the registrar. The
process of obtaining transfer credit must be initiated by the
student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of
course content will be needed to initiate transfer of courses
into the DNP program.
To qualify for credit the practicum hours must be officially
documented from the master’s degree program.
Doctor of Nursing Practice
Students may transfer up to 600 practicum hours that were
earned and documented in their master’s degree program.
These 600 hours will be counted toward the 1,000 hours required for the DNP degree.
Program Staff
Sharon Wade, Administrative Coordinator, BA, Augsburg
College.
Accreditation
Linden Gawboy, Administrative Assistant
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
Patricia Park, Program Coordinator, MA, Augsburg College.
The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in
Nursing and the Bachelor of Science in Nursing programs at
Augsburg. An accreditation site visit by CCNE is scheduled
for March 2011.
For a complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas.
Pauline Abraham, Assistant Professor. BSN, Winona State
University; MA, Augsburg College.
Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College
Katherine Baumgartner, Assistant Professor. BSN, Minnesota
State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS,
PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College.
Susan Nash, Associate Professor. BSN, MSN, EdD, University
of Minnesota.
Joyce Perkins, Assistant Professor. BS, University of New
Hampshire; RN, College of St. Teresa; MA, St. Mary’s College
Graduate Center; MS, University of Minnesota; PhD, University of Colorado.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Augsburg College I 53
Master of Business Administration
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA provides students a
unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a demanding and proven accelerated program focusing on practical skills, knowledge, and teamwork
built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates
to bring a new and expanded focus through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni.
Steven M. Zitnick
Director, Master of Business Administration Program
Graduate Catalog I 54
Master of Business Administration
MBA Mission
To prepare students for professional careers in business by developing their decision-making skills and judgment, and by
transforming them into effective managers and leaders. The
program aspires to provide an outstanding student-centered
education that produces graduates who are critically astute,
technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and
on the world.
MBA Program Overview
groups enables you to enhance your strengths, build your
skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal,
social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and
relationships you build with fellow students and faculty will
extend into an important and valuable network as you take
your career to new levels.
Today’s business leader must be able to quickly analyze situations and information and critically think through alternatives
and courses of action. The purpose of the Augsburg MBA is to
prepare students to accept greater responsibility in organizations facing this fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically
and ethically as they face the increased challenges of a global
business environment. Quality, individual initiative, ethics,
and teamwork are hallmarks of the Augsburg MBA. We have a
commitment to continually improve students’ experiences
and learning in the program. Our faculty is uniquely qualified
to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the
flexibility of completing a general MBA or a specialized MBA
with a concentration that matches their interests and career
goals.
Course Credit
Accreditation
Full-credit MBA courses consist of seven four-hour sessions.
Classes meet one night each week with an occasional Saturday
session.
The Augsburg MBA is a candidate for accreditation with the
Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Plan of Study
The Augsburg MBA is an accelerated, part-time program that
allows working professionals to complete an MBA degree in
fewer than 24 months. This is accomplished by using a cohort
model in which students follow a predetermined schedule
with classes meeting one night a week.
Students in a cohort program model stay together as a group
through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning
process. The cohort environment fosters a cohesive learning
community where students learn from each another, mentor
each other, and peer coach. You’ll share diverse professional
expertise and experience as you work in teams on projects,
case studies, presentations, and simulations, both inside and
outside of class. Working both individually and in small
Augsburg College uses a course-credit system. A full course
credit (1.0) is equal to four semester credits or six quarter
credits. Each full course on the trimester schedule meets for
approximately 28 contact hours with the expectation of substantial independent and group study offered through the
web-based electronic course management system.
Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals. The general
Augsburg MBA consists of 13 courses that can be completed
in fewer than 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and six additional
courses that focus on their chosen area of interest. An MBA
with a concentration can be completed in 28 months.
Academic Calendar
Currently, the Augsburg MBA uses the trimester schedule as
well as a summer session. As of fall 2011, the Augsburg MBA
will follow the semester schedule, including summer sessions.
Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The
program is designed to have students take at least two fullcredit courses per term.
Official academic calendars and the MBA registration policies
can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA
department.
The Augsburg MBA
The 13 required courses of the general Augsburg MBA are as
follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
Augsburg College I 55
Master of Business Administration
MBA 550
MBA 560
MBA 565
MBA 570
MBA 575
MBA 592
MBA 595
MBA 580
Marketing Management
Communication Issues in Management
Managing in a Global Environment
Quantitative Decision Making for Managers
Strategic Technology
Leadership: Ethics, Service, and Transformation
Strategic Management
Management Consulting Project (Capstone)
MBA Course Descriptions
MBA 510 Managerial Economics
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and
the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking
skills and a framework of analyzing business decisions. In
summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others.
MBA 520 Accounting for Business Managers
Concepts of Generally Accepted Accounting Principles
(GAAP) for preparing financial statements. Students will learn
to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable
expenses, breakeven calculation, and capital budgeting.
MBA 530 Managerial Finance
Understanding the foundations of financial management including markets, institutions, interest rates, risk and return,
and the time value of money. Included are security valuation,
corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions,
derivatives, bankruptcy, and multinational implications.
MBA 540 Business and Professional Ethics
An understanding of the ethical problems faced by people in
organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course
conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right
and fair. The course also allows students to gain confidence in
their understanding and their proposed solutions for ethical
issues, thus being able to forcefully and reasonably defend
their point of view.
MBA 545 Organizational Development/Behavior
Theory and application of organizational development (OD)
of human resources within organizations. Topics include
strategies and tactics for developing human resources to support organizational cultural changes (such as total quality
management), team building, collaboration with other
teams, training, the impact of diversity, and evaluation of OD
strategies.
Graduate Catalog I 56
MBA 550 Marketing Management
Applying marketing theory and practice to real-life marketing
situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship
between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience
with marketing in cross-functional organization strategies.
MBA 560 Communication Issues in Management
An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of
participants shape communication. Students will use case
studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive
appeals, and communication of institutional values.
MBA 565 Managing in a Global Environment
Explores the reasons, conditions, processes, and challenges of
internationalization from an enterprise perspective. The foci
of the course will be international trade theory and institutional governance of international trade/monetary policy, and
the differences in political-economic/socio-cultural systems
and their implications for international business.
MBA 570 Quantitative Decision-Making for Managers
Extracting actionable information from data, interpreting data
in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases,
and using simulation and modeling in business decisions.
MBA 575 Strategic Technology
Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will
come to understand the impact of the internet and electronic
commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices.
MBA 580 Management Consulting Project
Working in teams with a local organization, students develop
expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic
knowledge to research, analyze, and make recommendations.
The management consulting project culminates in a presentation to the client and the faculty adviser.
MBA 592 Leadership: Ethics, Service, and Transformation
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed
as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and
distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership
communication, and self-awareness and discovery of leadership styles, traits, and abilities.
Master of Business Administration
MBA 595 Strategic Management
Organizations that survive over time generally meet customer
needs more effectively than the customer’s alternatives. These
organizations adapt to a constantly changing environment,
usually coordinating change in a variety of different functional
areas. Strategy matches the organization’s capabilities to its
market position, facilitates resource allocation, and provides
guidance for decision-making. This course is integrative of all
subject matter in the MBA program, and adopts the perspective of senior management.
Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses.
Students may choose one of five concentrations: finance, marketing, international business, human resources management,
or health care. A concentration may allow students to become
competitive in a specific career field or, in some cases, it may
assist students in achieving professional certification or accreditation.
The nine required core courses are as follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
MBA 550
Marketing Management
MBA 570
Quantitative Decision Making for Managers
MBA 580
Management Consulting Project (Capstone)
MBA 592
Leadership: Ethics, Service, and Transformation
Finance Concentration
Students prepare for careers in international banking, finance,
and investments by learning finance and investment theory
and applications, and the operations of financial markets.
•
•
•
•
•
•
Financial theory and applications
Investment theory and portfolio management
Financial markets
Options and derivatives
International finance
Financial statement analysis
Marketing Concentration
Students receive solid exposure to major topic areas beyond
the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing.
•
•
•
•
•
•
Marketing research
Marketing communications
Sales management
Consumer behavior
Technology and e-commerce
Strategies in global marketing
International Business Concentration
Students develop a specialized toolkit to deal with the global
economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions.
• International business: strategies, trade agreements, and
policies
• International finance
• Negotiations in a global environment
• Strategies in global marketing
• Global supply chain management
• Legal aspects of international business
Human Resource Management Concentration
The certificate in human resource management prepares
human resource professionals for a variety of human resource
positions. Successful completion of the certificate program as
well as passing the examination and meeting job experience
requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in
Human Resources (SPHR).
•
•
•
•
•
Global human resources
Organizational effectiveness
Training, selection, and performance
Compensation and benefits management
Industrial labor relations
Healthcare Management Concentration
The concentration in healthcare management (MBA/HCM) is
designed to provide students with leadership as well as the
management knowledge and skills needed to be successful in
today’s healthcare organizations. The MBA/HCM emphasizes
the identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and
decision models that will support the variety of management
roles in today’s healthcare environment.
•
•
•
•
•
•
Legal and ethical considerations in healthcare management
Integrated health delivery systems
Healthcare financing
Crosscultural issues in health care
Global healthcare issues
Healthcare operations management (elective)
Concentrations as Graduate Certificate Programs
For students who seek advanced skills and knowledge in a
specific business discipline, but either already possess an MBA
or are not interested in pursuing a degree at this time, the five
concentrations are available as graduate certificate programs.
These courses are transcribed as “for credit.” In most cases
(depending on employer policies), they will be accepted for
tuition reimbursement. Contact the MBA office at 612-3301778 or the Graduate Admissions Office at 612-330-1390 for
more information.
Augsburg College I 57
Master of Business Administration
MSW/MBA Dual Degree
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA degree
enables graduates to function in a workplace that demands
the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to
MSW students who elect the Program Development, Policy,
and Administration (PDPA) concentration.
MSW/MBA students will spend their first two years taking
Master of Social Work courses followed by approximately 15
months of MBA courses. For more information regarding the
Program Development, Policy, and Administration (PDPA)
coursework required for the MSW/MBA dual degree, refer to
p. 76 in the MSW section in this catalog. MSW students who
graduated after June 2002 are required to complete the following eight MBA courses:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 545
Organizational Development
MBA 550
Marketing Management
MBA 560
Communication Issues for Managers
MBA 575
Strategic Technology
MBA 595
Strategic Management
MSW students who graduated prior to 2002 are required to
complete nine MBA courses. This includes the eight MBA
courses listed above as well as MBA 592 Leadership: Ethics,
Service, and Transformation.
MSW students may also be required to adjust their summative
evaluation project to meet the requirements of the MSW and
MBA programs.
Students interested in the MSW/MBA program must apply to
both programs. See the application guidelines listed under
each individual program.
NOTE: Admission to one program does not guarantee admission to the other.
Locations and Schedules
MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three
times per academic year: fall term (September), winter term
(January), and spring term (April).
Orientation for new cohorts is generally scheduled for one-totwo weeks in advance of the beginning of classes. For more
information on class schedules, go to www.augsburg.edu/mba
or call the Graduate Admissions Office at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is comprised of both active and re-
Graduate Catalog I 58
tired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly
to review the program’s progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board
is invited to participate in student and alumni events throughout the year.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a
committee decision. The committee may include MBA program staff, Business Administration Department faculty, and
Graduate Admissions Office staff.
Admission Requirements
Applicants to the MBA program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Graduate
Admissions Office:
• completed application—Apply online at
www.augsburg.edu/mba/admissions/application.html
• $35 application fee
• Two personal statements
• Official undergraduate/graduate transcripts sent directly to
the Augsburg Graduate Admissions Office
• Current résumé of work history
• Two confidential letters of recommendation
• Official GMAT score report (school code 6014)—not required for certificate applicants
Admission as an international student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to six (6.0) transfer credits.
(See Evaluation of Transfer Credit on p. 14.) Students must
complete no fewer than seven (7.0) courses at Augsburg in
order to receive their MBA degree from Augsburg College. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
GMAT Waiver Policy
As a general policy, the Augsburg MBA program requires the
GMAT of all applicants, due to both the analytical and critical
evaluation components of our accelerated program. The
GMAT is used both to evaluate the candidate’s opportunity for
Master of Business Administration
success as well as to indicate areas where remedial work may
be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the
MBA program. Waivers are not automatic for any candidate,
and a brief written request must be submitted outlining the
reasons why the Admissions Committee should grant a GMAT
waiver. Current occupation or undergraduate disciplines are
not specific grounds for a GMAT waiver.
• Current résumé (unless previously submitted to the Graduate Admissions office)
• Any other information that you wish to submit to support
your request.
Typically, GMAT waiver decisions are made within one week
of receipt of materials. For questions about this checklist or
the waiver policy, contact either the Graduate Admissions Office or the MBA program office.
Eligibility for GMAT Waivers
GMAT waivers may be offered to:
• Candidates with an appropriate and current GRE score.
• Candidates who have been enrolled in a graduate degree
program in a technical or quantitatively rigorous discipline
(such as actuarial science, engineering, mathematics,
physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an
overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four
academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree
requirement.
• Candidates who hold the following graduate degrees from
an accredited college or university with an overall grade
point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.)
• Medical or dental degree (MD,DDS)
• Master’s or doctoral degree in an academic discipline that
included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring
significant quantitative skills.
• Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous
graduate-level work
• Master’s, PhD, EdD, or advanced degrees in disciplines
other than those identified, including those granted by academic institutions outside the U.S. These will be evaluated
by the Admissions Committee. (See grade requirement
above)
• Candidates who have completed a graduate program at
Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Candidates with current and active CPA designation. If the
CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted.
GMAT Waiver Checklist
Submit the following documentation to the associate director
of the MBA program:
• One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver
• Copies of transcripts for all work completed at any college
or university, whether or not a degree was granted (unless
previously submitted to the Graduate Admissions office)
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort
and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of
the MBA program director.
All students are required to complete all components of the
program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to
the MBA director. Students who leave the program for more
than one trimester must request a leave of absence in writing
from the MBA program. A leave of absence may be granted for
one calendar year. Students who return to the program after a
leave of one year or more must fill out an Application for
Readmission form and submit it to the MBA office. Time spent
on an official MBA-approved leave of absence will not count
toward the five-year deadline for degree completion.
Academic Evaluation
Evaluation of academic performance in the MBA program will
be based on number grades using a 4.0-scale. For complete information, see p. 12.
Withdrawal from Class
For information regarding the last date on which students
may withdraw from a class and receive a “W” on their records,
refer to the course information on Records and Registration.
Attendance Policies
Student attendance at scheduled class meetings is a priority
and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities
who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem
is immediate. When the student knows in advance of a class
date where a potential conflict exists, they must discuss the
proposed missed class with the faculty member prior to the
date of the class. Students are responsible for the work covered during that class session and for making appropriate
arrangements for obtaining handouts, lecture content, or
other materials. Faculty members may assign appropriate independent work to insure that the student understands the
material covered during the class session.
Augsburg College I 59
Master of Business Administration
If appropriate and acceptable coordination is carried out by
the student, there need not be any grade reduction for a single
missed class session. This may be dependent on assignments
due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two
missed class sessions, unexcused or excused, may be grounds
for directing the student to withdraw from the course. More
than two absences, excused or unexcused, require that a student withdraws from the class.
Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Degree Requirements
Steven Lukas, Instructor, Business Administration. BS, MA,
University of Nebraska; EdD, University of St. Thomas.
To be conferred the MBA degree, students must achieve the
following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below, and
with a cumulative GPA of 3.0 or higher
• Successful completion and submission of the management
consulting project
Students who successfully complete Augsburg’s MBA program
will receive a Master of Business Administration degree.
MBA Faculty
William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University;
MBA, Boston University.
David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego.
Bruce Batten, Assistant Professor of Business Administration,
MBA. BS, Davidson College; PhD, Medical College of Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA,
PhD, University of Illinois.
Nora Braun, Associate Professor of Business Administration.
BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota.
C. Lee Clarke, Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary;
MBA, University of St. Thomas.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota.
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
Graduate Catalog I 60
Laura Lazar, Assistant Professor of Business Administration.
BA, MLS, Valparaiso University; MBA, PhD, Indiana University.
Edward Lotterman, Assistant Professor of Economics. BA,
MS, University of Minnesota.
Roseanne Malevich, Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison.
Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
Magdalena Paleczny-Zapp, Associate Professor and Chair of
the Department of Business Administration. BA, MA, Central
School for Planning and Statistics, Warsaw; PhD, Akademia
Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University.
Peter J. Stark, Assistant Professor of Business Administration.
BS, Northwestern University; MBA, Pepperdine University.
Master of Science in Physician Assistant Studies
Master of Science in Physician Assistant Studies
Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the information included in this catalog helpful as you make the decision to pursue your graduate degree in physician assistant studies.
Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College’s mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed in current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance,
with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development.
Your education here will be guided by a group of faculty who are committed to the physician assistant profession and to seeing
you achieve success as a graduate of the program. With a PA degree from Augsburg College, you will stand out as a person who
cares about changing the world one person at a time, and who is willing to risk becoming different by building on your
strengths.
Since its founding in 1995, our program graduates have achieved many successes, some of which include:
• The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the National Board Exam.
• 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try.
• ALL graduates seeking employment in the PA field have been employed within six months of graduation.
We believe that this success is due in part to the quality of the education and preparation that the student receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working, committed individuals dedicated to
their goal of becoming a physician assistant.
Choosing the PA Program at Augsburg College will require you to move beyond current comforts and assumptions. You will
likely encounter people of different backgrounds, and learn from their experiences to transform yourself into a competent and
caring healthcare provider. Here you will begin your lifelong commitment to the care and well being of people.
Dawn B. Ludwig, PhD, PA-C
Director, Physician Assistant Studies Program
Augsburg College I 61
Master of Science in Physician Assistant Studies
PA Program Mission
The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to
persons of all cultures and backgrounds and oriented toward
providing care to underserved populations. Students are well
educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with
the highest standards of ethics and integrity, and commitment
to lifelong personal and professional development. The Augsburg Physician Assistant Program was most recently granted
accreditation in September 2008.
A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and
specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies,
formulating diagnoses, and administering treatment.
In the state of Minnesota, a PA is registered with the Board of
Medical Practice. In Minnesota, and most other states, the PA
must be NCCPA (National Commission on Certification of
Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs
have prescriptive privileges under delegatory supervision with
their physician for prescriptive medications.
The Physician Assistant Program at Augsburg is 36 months
long with studies beginning each year in the summer semester (late May). The program accepts 28 students for each
new class.
Curriculum
Studies begin in late May of each year. The first 19 months of
study is didactic, or classroom work, including courses in
human gross anatomy, pathophysiology, clinical medicine,
pharmacotherapy, history and physical exam skills, research,
and ethics and legal issues in medicine.
The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family
medicine, pediatrics, women’s health, psychiatry, emergency
medicine, internal medicine, surgery, and an elective rotation
by choosing from various specialties. The clinical phase will
culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural
and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate.
PA Program Sample Calendar
Calendar - Year 1
Summer
• Anatomy
• Pathophysiology
Graduate Catalog I 62
Fall
•
•
•
Spring
•
•
•
•
Clinical Medicine I
Pharmacotherapy I
History and Physical Exam Skills I
Clinical Medicine II
Pharmacotherapy II
History and Physical Exam Skills II
Research Tools for the PA
Calendar - Year 2
Summer
• Master’s Project course
Fall
• Clinical Medicine III
• Clinical Phase Transition
• Professional Issues
Spring
• Clinical Rotations 1, 2, 3
Summer
• Clinical Rotations 4, 5
Calendar - Year 3
Fall
• Clinical Rotations 6, 7, 8
Spring
• Preceptorship
• Capstone Course
PA Program Course Descriptions
Academic Phase (first 19 months)
PA 501 Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human
anatomy. The course uses lecture, demonstration, discussion,
and dissection of human cadavers. The intention is to give the
students a foundation for Clinical Medicine. Prerequisites: PA
student or consent of instructor
PA 503 Human Pathophysiology
This course uses lecture, detailed objectives/study guide,
quizzes and exam, discussion, and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and
musculoskeletal system. The intention is to give the students
a foundation for Clinical Medicine. Prerequisites: PA student
or consent of instructor
PA 511 History and Physical Exam Skills I
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive
Master of Science in Physician Assistant Studies
health care, and complementary and alternative medicine are
introduced. Units are coordinated with Clinical Medicine I
and Pharmacotherapy I. Prerequisites: PA 501 and 503
PA 512 History and Physical Exam Skills II
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology,
and the male reproductive system. Units are coordinated with
Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA
511
PA 521 Pharmacotherapy I
This course will cover pharmacology and pharmacotherapy
related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems
and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses.
Prerequisites: PA 501 and 503
PA 522 Pharmacotherapy II
This course will cover pharmacology and pharmacotherapy
related to disease processes of the orthopedic, neurologic,
ophthalmologic, hematologic, renal, urologic and endocrine
systems, and pain management. Units are coordinated with
the Clinical Medicine II and History and Physical Exam Skills
II courses. Prerequisite: PA 521
PA 531 Clinical Medicine I with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are
coordinated with concurrent courses in History and Physical
Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501
and 503
PA 532 Clinical Medicine II with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include orthopedics, rheumatology, neurology, ophthalmology,
hematology, nephrology, urology, and endocrinology. Global
health and healthcare disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam
Skills II and Pharmacotherapy II. Prerequisite: PA 531
PA 533 Clinical Medicine III : Integrative Health Care
This course provides an integrative approach incorporating
clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s
health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are
explored. The Community Seniors unit provides a service-
learning experience where students work one-on-one with an
elderly person from the community. Prerequisites: PA 532
PA 542 Professional Issues
A course designed to introduce the physician assistant student
to medical ethics and various professional topics that affect
the practicing physician assistant. The course focus is on the
medical and non-medical aspects of the profession such as
history of the physician assistant profession, laws and regulations governing physician assistant practice and education,
human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior.
Prerequisites: PA student or consent of instructor
PA 545 Clinical Phase Transition
This course incorporates experiential learning to prepare the
student for clinical practice. It will also facilitate the transition
of knowledge and skills from the academic phase into the
clinical phase. Students will be placed in a clinic or hospital
setting for part of the semester. Students will also have other
health-related community experiences and activities during
this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532
PA 555 Research Tools for the PA
The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages
between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge
base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated
throughout the course. Prerequisites: PA student or consent of
instructor.
PA 570 Interdisciplinary Perspectives on Aging
This course provides an opportunity for students in health
and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills
directly with elders utilizing an experiential learning model.
Students will build a beginning expert level knowledge base
regarding issues that affect older adults in contemporary
health and social welfare contexts. Prerequisites: PA student
or consent of instructor
PA 599 Directed Study
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature, and
produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552
Clinical Phase (17 months)
The clinical phase of the physician assistant graduate program
is 17 months in length. The initial 12 months is designed
Augsburg College I 63
Master of Science in Physician Assistant Studies
much like a physician’s internship. Each student is required to
progress through seven required rotations in the following
disciplines: family medicine, internal medicine, pediatrics,
general surgery, women’s health, emergency medicine, and
psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such
as orthopedics, ENT, dermatology, etc.
The clinical phase of the program is designed to effectively
train students practice by placing students in healthcare facilities outside the metropolitan area for a minimum of two rotations. The goal is to provide students with one to two
locations in which to complete their required rotations to take
away some of the financial and travel burdens that a PA student often faces.
The clinical phase culminates with a 12-week preceptorship.
This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that
might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that thestudent has been in for the required rotations, or may be
elsewhere in the state.
The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare
providers. Each student is evaluated by the clinical instructor
for the designated rotation. Students will return to Augsburg
College five times during the clinical phase for evaluation and
education.
Clinical Phase Descriptions
PA 600 Family Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of family medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 601 Internal Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of internal medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 602 General Surgery Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of sys-
Graduate Catalog I 64
temic diseases and surgical conditions unique to the clinical
practice of general surgery. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 603 Pediatric Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of pediatrics. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 604 Women’s Health Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of women’s health. Inclusion of proper data collection through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as
determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student
PA 605 Emergency Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical
literature. Prerequisite: Clinical phase PA student
PA 606 Psychiatry Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of
psychiatric medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 607 Elective Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of
medicine. Students are allowed to choose, in consultation
with the clinical coordinator, the area of medicine in which
Master of Science in Physician Assistant Studies
they would like to study as their elective. Prerequisite: Clinical phase PA student
PA 620 or 621 or 622 Preceptorship
A required 12-week rotation at the completion of the clinical
phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine.
Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans
incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine
Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607
PA 690 Capstone
This course provides each student the opportunity to present
results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Prerequisite: PA 600-607
Admission to the PA Program
• one full course of general psychology
• one full course of developmental psychology (birth to
death lifespan)
• one full course of physiology* (human/vertebrate/organ)
• one full course of microbiology*
• one full course of biochemistry*
• one full course of general statistics
• one course of medical terminology
*Labs are recommended but not required.
Refer to our “Guide to Prerequisites” on our website to help
you with your prerequisite course selections.
The following are strongly recommended but not required:
• Cumulative GPA of 3.2 or higher
• Minimum science GPA of 3.0
• Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
• Clinical healthcare experience. Direct patient contact is the
best type of experience to obtain in order to strengthen an
application. Healthcare experience may be full time or part
time, paid or volunteer.
• Demonstration of a commitment to, and involvement with,
underserved communities.
Admission Requirements
Note: The Graduate Record Exam (GRE) is not required.
Complete and current-year admission guidelines can be found
on our website at www.augsburg.edu/pa.
PA Studies Application Process
Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in
physician assistant studies receives approximately 250 applications for each entering class of 28 students.
Qualified applicants will have:
• Bachelor’s degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0
• Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies
program, you must have completed the prerequisite courses
listed below. These courses must have been completed within
10 years of the year you are applying for admission.
Applicants completing their first undergraduate degree in the
spring term may complete prerequisite coursework in the
summer, fall, and spring term of the academic year they apply
as long as the degree and prerequisite coursework will be
completed by the start date for the program. Applicants who
already have an undergraduate degree, or who will complete
their degree in a term other than spring, have the summer and
fall semesters of the year they apply by which to complete
prerequisites.
All course prerequisites must have been passed with a grade
of C (2.0) or higher. Meeting minimum prerequisites does not
guarantee admission into the program.
The Augsburg Physician Assistant Studies program has a twostep application process—applying through CASPA and to
Augsburg’s PA Studies Program.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association
(PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at www.caspaonline.org.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as
calculated by CASPA), if you have completed or will complete
your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your
situation.
Augsburg’s PA Program Supplemental Application can be
downloaded from www.augsburg.edu/pa. It is important for
the applicant to determine whether he or she is in fact eligible
to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print
and sign the supplemental application and mail it to the program by the application deadline. Since all incoming students
begin the course of study in late May, the application is thus
made approximately a year before matriculation.
Augsburg College I 65
Master of Science in Physician Assistant Studies
Selection Process
All complete files (CASPA and Supplemental Applications that
meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blind
review, so applicant demographic data is unknown (e.g., race,
age, gender). Each file is reviewed by members of the committee.
The selection committee looks for a balanced application by
reviewing many criteria including cumulative GPA, science
GPA, overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), direct patient contact experience, knowledge of the
profession, fit with the program goals and mission, and recommendation letters.
Once the committee has completed the file review, a group of
candidates is selected for a telephone interview. The telephone
interviews are generally conducted in mid- to late-January. In
addition, those selected for a telephone interview are invited
to a Candidate Information Session in the program to meet
faculty, staff, current students, and to view the facilities. After
telephone interviews are conducted, the class of 28 students,
as well as a list of alternates will be selected. All applicants are
notified of their status by mid-February. Accepted applicants
must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the
background check could result in dismissal from the program.
Academic Policies
Technical Standards
The Augsburg College Department of Physician Assistant
Studies is pledged to the admission and matriculation of all
qualified students and prohibits unlawful discrimination
against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability.
Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but
will expect all applicants and students to meet certain
minimal technical standards, with or without reasonable accommodations.
Physician assistants must have the knowledge and skills to
function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they
must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by this
department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for
Graduate Catalog I 66
admission and progression must be able to perform these abilities and skills in a reasonably independent manner.
• Visual: Candidates must be able to observe and participate
in experiments in the basic sciences. In order to make
proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or
videos. Candidates must also be able to interpret X-ray and
other graphic images, and digital or analog representations
of physiologic phenomena, such as EKGs with or without
the use of assistive devices. Thus, functional use of vision is
necessary.
• Oral-Auditory: Candidates must be able to communicate
effectively and sensitively with patients. Candidates must
also be able to communicate effectively and efficiently with
other members of the healthcare team. In emergency situations, candidates must be able to understand and convey
information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information
to and receive information from patients in a caring and
confidential manner.
• Motor: Candidates must possess the motor skills necessary
to perform palpation, percussion, auscultation, and other
diagnostic maneuvers. Candidates must be able to execute
motor movements reasonably required to provide general
and emergency medical care such as airway management,
placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding.
These skills require coordination of both gross and fine
muscular movements, equilibrium, and integrated use of
the senses of touch and vision.
• Cognitive: In order to effectively solve clinical problems,
candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional
relationships and to understand the special relationships of
structures.
• Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities,
for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and
care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate
physically taxing workloads and function effectively under
stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face
of uncertainties inherent in the clinical problems of patients.
• Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician
Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum.
Successful completion of these examinations is required of
all candidates as a condition for continued progress
through the curriculum. Reasonable accommodation will
be made in the form or manner of administration of these
evaluations where necessary and possible.
Master of Science in Physician Assistant Studies
• Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and
curriculum progression of the candidates. Therefore, the
process of faculty evaluation of the clinical performance of
candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made,
participation in clinical experiences and the evaluation of
that participation is required.
lected coursework or meet new requirements of the Physician
Assistant Program that became effective after the student’s
withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed.
Experiential Learning Policy
Payment Options
The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must
satisfactorily complete all prerequisite courses. Experiential
learning will be considered separately from prerequisite
courses. Experiential learning prior to and during admittance
to the Augsburg PA Program will not substitute for any part of
the clinical year or preceptorship.
For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll.
Employment while in the Program
Program faculty discourage outside employment while in the
Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this
recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program
may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter, the
student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 14 for information on withdrawal.
Readmission
Students may request readmission after voluntary withdrawal
by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date
for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or
reentry into the program. Reapplication to the PA Program
after dismissal from the program will be considered only
under extremely unusual circumstances. Students who submit
letters will be reviewed by the program faculty. Any student
requesting readmission will be considered a new applicant to
the program and will be required to complete the program application process as a new applicant, and may be required to
repeat coursework.
Costs of the PA Program
For tuition information go to www.augsburg.edu/pa.
PA Program Faculty
Beth Alexander, Associate Professor of Physician Assistant
Studies. BS, PharmD, University of Minnesota.
Eric Barth, Assistant Professor of Physician Assistant Studies.
BA, University of St. Thomas; BS, PA Certificate, Trevecca
Nazarene University; MPAS, University of Nebraska.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA,
Northwestern University; MD, Loyola University Chicago
Stritch School of Medicine.
Dawn Ludwig, Assistant Professor and Director, Physician
Assistant Studies. BA, MS, University of Colorado; PhD,
Capella University; PA Certification, University of Colorado.
Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS,
Colorado State University; PhD, Utah State University.
Steven Nerheim, Instructor and Medical Director, Physician
Assistant Studies. MD, University of Minnesota; MDiv, Luther
Seminary.
Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification,
Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant
Studies. BS, Mankato State University; MS and PA Certification, Finch University.
Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student’s
previous academic record and the request for readmission, a
decision will be made. Students may be required to repeat se-
Augsburg College I 67
Master of Social Work
Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with
others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW
degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and
with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class
size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program,
we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families,
and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work
practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to
take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
Graduate Catalog I 68
Master of Social Work
MSW Mission
Academic Calendar
Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards
the well-being of people in a diverse and global society.
The MSW program meets on a trimester academic calendar,
offering classes September through June. Classes typically
meet every other weekend with an occasional back-to-back
weekend. Field practicum hours are generally completed during weekday hours in the student’s home town and vary depending on the agency placement and the student’s
availability. For academic calendars and schedules, go to
www.augsburg.edu/enroll/registrar.
Program Overview
The MSW program prepares social work students for agencybased practice in public and non-profit settings. By working
in the agency setting, social workers collaborate with others
to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging
MSW curriculum integrates social work theory with microand macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As
you progress through our MSW program, you will:
• learn how an individual lives in and is affected by his or
her social environment;
• understand how social policies and programs affect individuals, families, communities, and society;
• apply theories and methods of practice through the field
practicum experience;
• use a range of client-centered approaches to practice with
client groups of all types and sizes;
• engage in practice informed by sound, scholarly research;
• evaluate the effectiveness of your social work practice or
social work programs;
• advocate for eradication of oppression and discrimination;
and
• be a responsible and contributing citizen in the local and
global community.
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you wish to seek licensure with the social
work board of your state. For more information on CSWE accreditation go to www.cswe.org.
Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s
degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses.
Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a fouryear program.
Students entering Augsburg’s MSW program with a bachelor’s
degree in social work from a CSWE (Council on Social Work
Education) accredited institution have advanced standing.
Advanced standing students complete 13 full courses and are
enrolled in a one-and-a-half-year program. The part-time option is not offered for students with advanced standing.
All students must complete the MSW degree in no more than
four years following matriculation.
Class Periods
Classes meet in four-hour blocks on Friday evenings, 6 to 10
p.m.; Saturday mornings, 8 a.m. to noon; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a
given trimester.
Time Commitment
Although classes meet on weekends, students spend time on
their studies during non-class weekends and weekdays. On a
class weekend, the typical student will spend 12 hours in class
within a 23-hour period. For every hour spent in class, a student may expect to spend three to four hours outside of class
working on assignments or group projects. A student may
also spend 15 to 20 hours per week in the field practicum
during the fall and winter trimesters (a span of six or seven
months for each practicum). In the final year of study, students complete a summative document, which requires significant independent research, analysis, and writing.
Some MSW students work full time while enrolled in the program; however, full-time employment is not recommended.
Most students arrange to reduce their work hours or request
time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students
must develop strategies for balancing family, work, and academic responsibilities.
Course Credit and Contact Hours
A full credit MSW course (1.0) is equal to four semester credits or six quarter credits. Each full course meets for 32 contact
hours, with the expectation of substantial independent study
outside of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are
distinguished by level of admission (foundation or advanced
standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or
Program Development, Policy, and Administration [PDPA]).
Any changes to a student’s cohort selection must be approved
by the MSW director.
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field
Augsburg College I 69
Master of Social Work
practicum, applicable for foundation students, is a minimum
of 420 hours. Successful completion of the second field
practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and
winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
The foundation curriculum is made up of nine full courses
and a generalist field practicum. In the foundation courses,
you are introduced to social work as a profession. You will
learn both historical and contemporary theories and practice
methods relating to both the individual and the environment.
During the foundation year, you will study human behavior
and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum, you will apply this generalist
knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with your enrollment in two fieldwork seminar courses.
The full foundation curriculum is required of all students,
with the exception of those admitted with advanced standing.
Before beginning the concentration curriculum, all foundation
coursework and field hours must be successfully completed.
Concentration Curriculum
The concentration curriculum is made up of nine full courses
and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application.
Augsburg offers two concentrations: Multicultural Clinical
Practice (MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will deepen
your knowledge of the primary issues affecting families and
communities, develop a range of client-centered approaches
to practice, gain a broader understanding of human diversity,
develop competencies in practice-based research, and learn
practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced
knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your
chosen concentration and is completed concurrently with
your enrollment in two or three field seminar courses. As a
capstone to your MSW program, you will complete a summative evaluation project or a portfolio project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a
deep awareness of their social and cultural identity and the
use of multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the
biopsychosocial and spiritual functioning of individuals, fami-
Graduate Catalog I 70
lies, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions
with persons facing challenges, disabilities, or impairments,
including emotional, behavioral, and mental disorders.
Program Development, Policy, and Administration
(PDPA) Concentration
In the tradition of Jane Addams, the heart of macro social
work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on
individuals and families, social work must also actively seek
equality and justice for clients within agencies, institutions,
and society. Social work leaders must advocate for social
change to ensure social justice. The Program Development,
Policy, and Administration (PDPA) concentration responds to
this demand for leadership.
The macro (PDPA) social work practitioner recognizes the
strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in
partnership with these individuals and communities to do so.
In this concentration you will learn the knowledge and skills
necessary to work with others to achieve needed social
change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program
planning, or community and policy advocacy, this concentration helps you achieve that goal.
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration
of theory and practice, as well as to offer more vivid portrayals
of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative,
i.e., designed for guided reflection and self-evaluation. However they are also summative documents in that they illustrate
students’ competencies. All MCCP students are required to
create such a portfolio during their final year of study. Items
in a portfolio might include videotapes, process recordings,
reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from
service users, self-evaluations of personal progress, and links
to references.
Summative Evaluation Project (PDPA students)
All social workers must evaluate their practice to determine
whether they are helping or harming clients. While in the
concentration practicum, PDPA students will design and implement a program evaluation for their summative project,
which requires integration and application of knowledge and
skills from both the foundation and concentration curricula.
Students develop their research while in their field internship
and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their
final year of study.
Master of Social Work
Master’s Thesis
Students have the option of completing a thesis. Course credit
for the general elective is given for this option. Students work
with a thesis adviser to develop more in-depth research skills
contributing to social work knowledge. To pursue the thesis
option, students must notify the MSW program director by
the end of spring trimester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the
following:
• Successful completion of any admission conditions (e.g.,
statistics, bachelor’s degree)
• Successful completion of MSW courses:
18 full courses for foundation students
13 full courses for advanced standing students
• No more than two courses with a grade of 2.5, and with a
cumulative GPA of 3.0 or higher
• Successful completion of 920 hours of approved field practica for foundation students, 500 hours of approved field
practicum for advanced standing students
• Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA)
• Successful completion of all degree requirements within
four years of matriculation
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social
Worker (LGSW) license exam from the Minnesota Board of
Social Work. To achieve LGSW licensure students must pass
the state board exam and complete the MSW degree.
SWK 535*
SWK 536*
SPRING
SWK 504
SWK 509
SWK 516
Integrative Field Seminar 2 (.5) (taken concurrent with first practicum)
Human Behavior and the Macro Social Environment (.5)
Research Methods 1
Assessment and Diagnosis in Mental Health
Practice
Community Development for Social Change
Concentration Courses
Multicultural Clinical Practice Concentration
FALL
SWK 610
SWK 615
SWK 628
SWK 629
WINTER
SWK 611
SWK 616
SWK 630
SWK 631
SWK 635
SPRING
SWK 612
SWK 634
SWK 636
SWK 639
SWK 699
Integrative Field Seminar 3: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: MCCP (.5)
MCCP with Individuals
MCCP with Families
Integrative Field Seminar 4: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: MCCP (.5)
MCCP Policy Practice
MCCP with Groups (.5)
MCCP Evaluation 1 (.5)
Integrative Field Seminar 5: MCCP (.5) (taken
concurrent with second practicum)
MCCP Supervision (.5)
MCCP Evaluation 2 (.5)
MCCP Elective (.5)
General Elective
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full time (or 4,000
hours part-time) as an LGSW under the supervision of an
LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam.
For more information, go to the Minnesota Board of Social
Work web page, www.socialwork.state.mn.us.
Program Development, Policy, and Administration
Concentration
MSW Course Requirements
SWK 657
SWK 660
SWK 667
FALL
SWK 651
Integrative Field Seminar 3: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: PDPA (.5)
Research 2: Program Evaluation
Organizations/Social Admin. Practice 1
Foundation Courses
FALL
SWK 500*
SWK 505*
SWK 530*
SWK 531*
WINTER
SWK 501*
SWK 506*
SWK 510
Human Behavior and the Social Environment
Practice Methods and Skills 1: Individuals
Integrative Field Seminar 1 (.5) (taken concurrent with first practicum)
Methods Skills Lab (.5)
History of Social Welfare Policy
Practice Methods and Skills 2: Groups
Advanced Practice Methods (advanced standing students only)
WINTER
SWK 652
SWK 658
SWK 668
SWK 675
Integrative Field Seminar 4: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: PDPA (.5)
Organizations/Social Admin. Practice 2
Planning and Policy Practice 1
SPRING
SWK 669
SWK 676
SWK 699
Organizations/Social Admin. Practice 3
Planning and Policy Practice 2
General Elective
Augsburg College I 71
Master of Social Work
*Course potentially can be waived for advanced standing students (BSW holders).
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
MSW Course Descriptions
Foundation Courses
SWK 500 Human Behavior and the Social Environment
This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and
psychological factors that influence the growth of individuals
and families in contemporary world society. Basic knowledge
of biological systems is required.
SWK 501 History of Social Welfare Policy
This course analyzes the history of social welfare policy in the
United States and its impact on current social systems and social policy. It examines the major assumptions, values, ideas,
and events that contribute to the rise of the welfare state and
the profession of social work. Social welfare policies of other
countries are explored.
SWK 504 Research Methods 1
This course provides an introduction to social science research methods and ethics, including practice and program
evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare, and interpret findings. Students will be
introduced to the use of computers in data analysis. Basic
knowledge of statistics is required.
SWK 505 Practice Methods and Skills 1: Individuals
This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students
begin by learning about social work with individuals, with a
dual focus on the person in the environment. In this context,
they learn about direct services as well as social change.
SWK 506 Practice Methods and Skills 2: Groups
This course prepares students for generalist social work practice with larger client systems. The strengths perspective is
emphasized, and students learn to complete assessments and
formulate intervention strategies in partnership with groups,
organizations, and communities.
SWK 509 Assessment and Diagnosis in Mental Health
Practice
This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective.
Emphasis is placed on understanding biopsychosocial influences on the incidence, course and treatment of the most
commonly presented mental disorders and the differential effect of these factors on diverse populations at risk.
Graduate Catalog I 72
SWK 510 Advanced Practice Methods
This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge
and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work
practice with individuals, groups, families, organizations, and
communities will be covered, with opportunities to build on
students’ BSW background and post-graduate experience.
SWK 516 Community Development for Social Change
This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and
skills necessary to practice at the community level of social
work practice. Students will analyze social organizations, policies, and community development.
SWK 530 AND SWK 535 Field Seminar 1 & 2
(.5 credit each)
The integrative field seminars are courses where field practice
and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students
are expected to spend 420 hours in a fieldwork practicum
during enrollment in these two courses and to be enrolled in
the corresponding practice methods courses.
SWK 531 Methods Skills Lab (.5 credit)
This half-credit course places an emphasis on active learning
and the application of content presented in SWK 505. The
skills lab is an integral part of the required graduate school
core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1.
SWK 536 Human Behavior and the Macro Social Environment (.5 credit)
This course builds on HBSE 1, moving from the individual life
span focus to emphasizing the impact of the environment in all
relationships, stressing the link between social issues and individual problems plus defining the common human condition.
Multicultural Clinical Practice Concentration Courses
SWK 610, 611, and 612 Integrative Field Seminar 3, 4,
and 5: MCCP (.5 credit each)
The Field Seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work
principles using a culturally sensitive approach grounded in a
clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent
and inescapable contribution based on the students’ use of
self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document
their progress. All students in field placements must participate in the appropriate concurrent Field Seminar.
Master of Social Work
SWK 615 and 616 Diversity and Inequality 1 and 2:
MCCP (.5 credit each)
These courses are based on a dual focus of valuing diversity
and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In
the second trimester, students will participate in dialogue
group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender
identity and sexual orientation. The two-sequence course is
based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social
injustice occurs and is present at individual, institutional, and
societal/structural levels; and, professional social work ethics
and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
SWK 628 MCCP with Individuals
MCCP with Individuals is a required methods course in the
MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor
clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on
individual intervention, clients are viewed within the context
of their families and social context. The therapeutic process
and treatment strategies are examined, incorporating content
from psychodynamic, cognitive-behavioral, and post-modern
models. These content area are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by an ecosystems,
strengths, and empowerment perspective. Particular attention
is given to the development of self-reflective practitioners.
SWK 629 MCCP with Families
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention
in clinical social work practice. This course examines theory,
knowledge and skills for clinical practice with families within
a multicultural context. Students apply major family therapy
models to assessing and intervening with families experiencing problems. The models are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by ecosystems, strengths
and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given
to family-centered practice in different social work fields of
practice and settings and to the development of self-awareness
of the practitioner.
SWK 630 MCCP Policy Practice
In this course, Multi-Cultural Clinical Practice (MCCP) students learn how organizational and social policies affect the
delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social
work practice is distinguished from other professional clinical
practice by this use of the person-in-environment perspective.
The multi-cultural lens sharpens focus on both the strengths
that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
SWK 631 MCCP with Groups (.5 credit)
This course prepares students for advanced multicultural
groupwork within a clinical practice. This course builds on
the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical
group processes. Applied theories of human development,
change, and resilience are integrated with theories of group
processes, group leadership, and group communication as a
critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of
group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice
serve as the foundation for culturally responsive groupwork.
Students will consider how their social identity and position
influences similar and mixed social identity groups and their
processes.
SWK 634 MCCP Supervision (.5 credit)
Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in
achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual
functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages
of the supervisory process (planning, beginning, work, and
ending), and they build a repertoire of supervisory questions
that have been associated in research with fostering success in
meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchal power, responsibility, liability, and authority from peer consultation. They gain
competencies in individual an group supervision and consultation with a multicultural lens to advance the application of
theories and models of clnical social work practice.
SWK 635 and 636 MCCP Evaluation 1 and 2
(.5 credit each)
The values and skills of advanced clinical practice combined
with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social
work, “dignity, self-determination, equity, empowerment, and
social justice” (Gutierrez, 2004, p. 127). Monitoring and eval-
Augsburg College I 73
Master of Social Work
uating clinical practice requires the integration of evidencebased practice knowledge, multicultural clinical skills and
multi-epistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern
methods.
SWK 639 MCCP Elective (.5 credit)
Courses in MCCP electives are opportunities for students to
practice with a focus on a particular field or aspect of social
work practice. Examples include Social Work with Involuntary Clients, Ethics, and Domestic Violence.
Program Development, Policy, and Administration Concentration Courses
SWK 651 AND 652 Field Seminar 3 and 4: PDPA
(.5 credit each)
The goal of these two courses is to strengthen the connections
between theory and practice. All students in field placements
must participate in the appropriate concurrent Field Seminar.
As part of this integrative function, the seminar also serves as
a means for making connections among course components
and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations;
human behavior; policy analysis; and research.
SWK 657 AND 658 Diversity and Inequality 1 and 2:
PDPA (.5 credit each)
These courses explore diversity and social inequality related
to race, ethnicity, social class, gender, sexual orientation, age,
and disability with application to the social service setting.
Students focus on the structural and institutional processes
through which social inequality is created and perpetuated.
Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and
advocacy.
SWK 660 Research 2: Program Evaluation
Building on the basic research skills developed in Research 1,
this course offers a program-oriented exploration of the range
of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of
research in assessing efficiency and effectiveness in social
service delivery, and identification with the responsibility of
social workers “to expand the knowledge base” of social
work. The course emphasizes research as a tool at all levels of
social work and will be concerned with strengthening the
linkages between research, theory, and program evaluation.
SWK 667 Organizations/Social Administrative Practice 1
This course examines organizational theory and structure,
processes of development, research, and evaluation, and social
work values and ethics in the workplace. The need to work effectively within an organizational context means that social
work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an
understanding of how organizations provide practice opportu-
Graduate Catalog I 74
nities and constraints. This course provides opportunities for
students to build the necessary skills to become effective service providers or change agents in the context of their work in
social service organizations.
SWK 668 Organizations/Social Administrative Practice 2
This course builds on the theoretical knowledge base of SWK
667 and is intended to provide students with opportunities to
apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop
specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and
evaluation). Prerequisite: SWK 667
SWK 669 Organizations/Social Administrative Practice 3
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Prerequisite: SWK 668
SWK 675 Planning and Policy Practice 1
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain
knowledge and build skills in the planning, implementation,
and evaluation of services at various levels of system design,
taking into account organizational, financial, and technological dimensions within an analytical framework of defined
need and demand for service.
SWK 676 Planning and Policy Practice 2
This course examines theories, concepts, and analytical
frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675
Both Concentrations
SWK 699 General Elective
Students in both concentrations complete at least one general
elective course for graduation. The following are examples of
elective offerings that are rotated each year:
• Parent and Professional Planning
• Interdisciplinary Perspectives on Aging
• Child Welfare: History, Policy, and Practice
• Spirituality in Social Work and Human Services
We also offer short-term electives abroad:
Exploring Human Services in International Settings (examples
include Mexico, Slovenia, Namibia, South Africa, India,
China, and Hong Kong)
SWK 698 Independent Study
Students may propose to complete an independent study proj-
Master of Social Work
ect. Such directed study projects provide the opportunity for a
student to explore a particular area of social work. A faculty
sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent
study may be used to satisfy the general elective requirement.
Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through
the field experience, we expect that students will demonstrate
skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are
essential to successful learning. The foundation of the practice
includes:
• ethical, competent professional practice;
• problem solving within a systems framework and strengths
perspective;
• use of advanced practice theories in Multicultural Clinical
Practice or Program Development, Policy, and Administration settings;
• evaluation of the effectiveness of program or practice activities;
• an understanding of, and respect for, diverse peoples and
cultures;
• responsibility and service to the local and global community in the interest of social justice; and
• a commitment to oppose oppression of all forms.
Field Education Format
Under the instruction and supervision of professionallytrained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in
two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. The foundation practicum is spread over at least two trimesters (fall and
winter) and the concentration practicum is spread over the
entire academic year. Both practica are concurrent with enrollment in fieldwork integrative seminars as well as other MSW
coursework.
The fieldwork education of the MSW program is divided into
two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist
social worker. It requires a minimum of 420 hours and is
completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall
and winter terms in this practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced
practice skills and leadership qualities related to the chosen
concentration. It requires a minimum of 500 hours and is
completed by all students, including those admitted with ad-
vanced standing. Students spend an average of 18 hours per
week during the fall, winter, and spring terms in this
practicum.
Process for Field Practicum Selection
Field practica begin in the fall. Selection begins the previous
spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. The opportunity is also provided to
attend a Field Fair held jointly by Augsburg College and the
University of Minnesota School of Social Work. At this Field
Fair, students are able to meet a large number of agencies and
potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field
coordinators at the three MSW programs in the Twin Cities.
In some instances, students can petition to complete a field
practicum at an agency not on the approved list or at their
place of employment. Students work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of
each student in a stimulating and challenging field practicum.
Our current list of approved field sites includes agencies in
the following areas of practice:
• family and children
• child welfare
• mental health
• crisis intervention
• senior resources
• family social policy
• health and human services
• corrections and probation
• public and independent schools
• youth services
• hospitals
• developmental disabilities
• American Indian family services
• chronic and persistent mental illness
• chemical dependency
• court services
• immigrant, migrant, refugee services
• victims of torture
• faith-based social services
• neighborhood services
• legislation advocacy
• housing services
• employment services
• community organizing
• research centers
Dual Degree in Social Work and Theology
(MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis)
Augsburg College I 75
Master of Social Work
and Luther Seminary (St. Paul) offer a dual degree: Master of
Social Work and Master of Arts in theology (MSW/MA). The
dual degree has been approved by both institutions and by the
Council on Social Work Education. If you are interested in
combining a Master of Social Work with a Master of Arts in
theology, we recommend you begin with the Luther Seminary
program first and identify yourself as seeking the dual degree.
For application information visit the Luther Seminary website
at www.luthersem.edu/catalog/05_07/dual_msw.asp .
Purpose
The dual degree focuses on meeting the educational interests
of people planning to serve the spiritual and social needs of
families, individuals, and communities in both rural and
urban settings. Both institutions have a commitment to social
and economic justice and to teamwork in the pastoral and
human service settings. This joint program is ecumenical in
its admission policies as well as its academic outlook.
Objectives
Three primary objectives have been established:
• To educate practitioners in social work and ministry who
can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic
ways.
• To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government
support for those in poverty.
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
Dual degree students enroll in Luther Seminary courses first.
Upon completion of this first year of courses, students then
enroll in Augsburg courses for a second and third year (fulltime). In the dual degree, Luther Seminary offers nine courses
which can be completed in one year if pursued full-time. The
remaining Luther Seminary course requirements are waived
and replaced by the Augsburg MSW curriculum. At Augsburg,
dual degree students complete the entire MSW curriculum
with the exception of the general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule
and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual
degree program, such as congregational multidisciplinary
teams, nursing home chaplaincy, and social work teams. The
Luther Seminary program and the Augsburg College program
are both full-time; it is not feasible for students to do both
programs simultaneously.
Summary of MSW/MA Theology Dual Degree Requirements
• Luther Seminary full courses: 9
Graduate Catalog I 76
• Augsburg College full courses: 12—advanced standing,
17—foundation (elective is met at Luther)
• MSW field practicum course credit hours: see guidelines
under field practicum
• MSW portfolio or summative evaluation project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of
application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to
one institution does not guarantee admission to the other.
To request the catalog and application materials, you must
contact each program separately. Financial aid is also a separate process.
Dual Degree in Social Work and Business
Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social
work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly
limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year
of study for MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. In
this macro practice concentration, students learn to affect positive change in social service systems through their work with
communities, organizations, and social policy makers.
Prior Augsburg MSW graduates who have completed the necessary PDPA coursework will return to complete the MBA
portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends – Friday evenings,
Saturday mornings, and Saturday afternoons.
Year 3 (12–16 months)
MBA classes meet primarily one night per week. The MBA
program includes a summer term.
Curriculum
• 18 full MSW courses for foundation students or 13 full
MSW courses for advanced standing students
Master of Social Work
• Either 920 hours (foundation) or 500 hours (advanced
standing) MSW field practicum experience
• The MSW summative evaluation project may be accepted
by the MBA program as partial fulfillment of the MBA
project.
• Complete a minimum of 8 MBA courses for students who
completed the MSW degree 2002 and beyond; complete a
minimum of 9 MBA courses for students who completed
the MSW degree prior to 2002
•
•
•
•
statistics course. These courses must be completed prior
to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
Three completed and signed recommendation checklist
forms, with letters attached
Typed, double-spaced personal statement responding to the
questions noted on the application form
Results of the TOEFL language tests (refer to p. 16 for college policy)
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
For more information regarding the MBA coursework required for the MSW/MBA dual degree see page 58.
•
MBA Admission
Admission as an international student
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year.
The GMAT is waived for MSW/MBA dual degree applicants.
MBA application materials include: completed application,
two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program
director. Admission to one program does not guarantee admission to the other.
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission to MSW
The Augsburg College MSW program promotes the widest
possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities
are provided to persons with a range of abilities, backgrounds,
beliefs, and cultures.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to eight (8.0) transfer credits. (See Evaluation of Transfer Credit on p. 14.) Eligible
courses must be from a CSWE-accredited MSW program and
students must have received a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg
College.
Admission with Advanced Standing
• Bachelor’s degree from a regionally-accredited college or
university
• Cumulative undergraduate GPA of 3.0 or higher
• Liberal arts coursework in the social sciences, humanities,
biology, and statistics
Advanced standing is an application category open to those
with a bachelor’s degree in social work accredited by the
Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for up to eight of the following MSW courses: Human Behavior and the Social
Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Fieldwork Seminars 1 and 2,
which include 420 field practicum hours. Advanced standing
applicants must offer an equivalent BSW course for each with
a grade of B (3.0) or higher in order to receive a waiver.
Application Checklist
Academic Policies
The following materials must be submitted to Augsburg’s
Graduate Admissions Office:
• Completed and signed application form—
www.augsburg.edu/msw or call 612-330-1520.
The application completion deadline is January 15 each
year for entry in the following academic year. All applications and materials noted below are due by 5 p.m. on the
application completion deadline.
• $35 application fee
• One official transcript from each previously-attended postsecondary institution. This includes colleges, universities,
vocational/technical institutions, and PSEO institutions.
• Liberal arts prerequisite coursework including four
social sciences, three humanities, one biology, and one
Academic Achievement
Listed below are general descriptions for the application
process. Refer to the MSW application documents for details
regarding specific application requirements.
Admission Requirements
Students must maintain at least a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the student will
be placed on academic probation for the following term. A 3.0
cumulative grade point average must be restored in order for a
student to be removed from probation. If the cumulative
grade point average again falls below 3.0, the student may be
dismissed from the program. Students are retained in the program who can:
• maintain expected grade point average (3.0 or higher);
• complete course requirements of the program and field
placement in a timely manner;
• complete the program within four years;
Augsburg College I 77
Master of Social Work
• abide by the department’s Standards for Social Work Education and the NASW Code of Ethics.
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the
credits and grades earned the second time are counted in the
grade point average. If a student receives a grade below 2.5 in
a field course, the MSW director will initiate a Level III review,
as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in
the MSW Field Manual, which is distributed to newly-admitted students at our field orientation prior to seeking the field
placement.
Four-Year Limit
All students are required to finish the degree within four years
of matriculation. See page 12 for policy on Continuation of
coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request
a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing.
A leave of absence typically requires a full year away from the
program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration
courses. Students may not enroll in the concentration courses
until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other
individual courses in the MSW curriculum. These are listed in
the MSW Handbook, which is distributed to newly-admitted
students.
Program Costs
In addition to tuition fees, MSW students can expect to purchase textbooks, a campus access permit, and student liability
insurance when in a field placement. There may be additional
fees associated with short-term electives abroad as well.
Graduate Scholarship Search Tips
Searching for grants and scholarships for graduate study can
be an arduous task. As you may know, graduate students do
not have access to many of the financial aid opportunities
open to undergraduates. Because of this, we strongly encourage you to spend some time doing your own independent research into graduate funding available locally, nationally, and
globally.
The simplest way to begin a search for graduate funding is to
look online. There are many “free” scholarship search engines
on the Web. We suggest you start with these before moving
Graduate Catalog I 78
on to the fee-based services. As with most free services, there
is a draw-back—your e-mail address may be shared with other
organizations that may send you solicitations. You should always use caution when providing your personal information
via the Internet. Make sure the webpage you are using to enter
a “profile” about yourself is protected by a security system.
This is usually indicated by your browser with a closed padlock icon in the lower right corner. You should also check the
fine print and know if anything besides your e-mail address
will be sold to other organizations. Having said that, the following websites may provide a good starting point for your
search:
www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnsocialserviceassoc.org
www.fastweb.com
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to
www.cswe.org.)
Gosnell Scholarship Funds
Ten awards ($1,000-$4,000) offered to social work students
interested in working with American Indian/Alaska Native
and Hispanic/Latino populations or in public and voluntary
nonprofit agency settings. Applications due in August (see
www.naswfoundation.org).
Vern Lyons Scholarship
One award ($2,000) offered to students interested in
health/mental health practice and a commitment to the
African American community. Applications due in August
(see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American,
American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service
Field. Applications due in June (see www.mnsocialserviceassoc.org).
Marjorie J. Carpenter Scholarship
One $1,500 award offered to students seeking education in
Master of Social Work
the human service field so they may enhance their professional and/or technical skill development. Applications due in
June (see www.mnsocialserviceassoc.org).
Resources in Academic Libraries
Most academic libraries have several directories to peruse if
you prefer using hard print. Examples in Augsburg’s library
reference section:
Grants Register
Directory of Financial Aids for Women
Scholarships and Other Financial Aid for Minnesota Students
Financial Aid for Native Americans 1999-2000
(part of a series consisting of additional volumes for African
Americans, Hispanic Americans and Asian Americans.)
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. These are available to second-year studentsonly. They range in amount from $300 to $3,000.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work
Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemning Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
AmeriCorps Tuition Discount
Augsburg offers a tuition discount to students who are or have
been AmeriCorps volunteers—25% off the tuition cost of one
course per trimester. This would apply to all trimesters of
your MSW program. Contact the Enrollment Center for more
information.
Military Discount
organization, the MSW Forum. The purpose of the forum is to
facilitate communication between social work students and
the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such,
forum members are invited to attend Social Work department
meetings via representatives.
The forum historically has been volunteer based. Any student
may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts.
The MSW director and MSW program coordinator also serve
on the forum. Other faculty may be invited as permanent
members or as guests.
Past forum members established these guidelines:
• provide an avenue for students to share and discuss ideas
and/or concerns related to the MSW educational experience with the Social Work Department
• encourage constructive dialogue among students, faculty,
and department and College administrators
• make recommendations to the department regarding program improvements
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects
MSW Faculty
Anthony Bibus, III, Professor of Social Work. BA, College of
St. Thomas; MA, University of Virginia; PhD, University of
Minnesota.
Laura Boisen, Associate Professor of Social Work, MSW Field
Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota.
(see page 18)
Other Resources
There is a general guide on Augsburg’s webpage that gives advice to “seniors” about finding funding for graduate school—
go to www.augsburg.edu/gradstudy.
Accreditations and Affiliations
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9.
The Augsburg Master of Social Work program is accredited by
the Council on Social Work Education (CSWE).
MSW Forum
Lois A. Bosch, Associate Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of
Iowa; PhD, University of Illinois-Urbana-Champaign.
Francine Chakolis, Assistant Professor of Social Work. BS,
Augsburg College; MSW, University of Minnesota.
Ankita Deka, Assistant Professor of Social Work. BA, Delhi
University; MSW, Tata Institute of Social Sciences.
Christina Erickson, Associate Professor of Social Work, Field
Education Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of IllinoisChicago.
Annette Gerten, Associate Professor of Social Work, BSW
Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota.
All MSW students are invited to participate in the student-run
Augsburg College I 79
Master of Social Work
Melissa Hensley, Assistant Professor of Social Work. BA,
MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia.
Barbara Lehmann, Associate Professor of Social Work, BSW
Program Director. BA, Knox College; MSW, Tulane University;
PhD, Case Western Reserve University.
Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of
Minnesota; MIA, School of International Training; PhD, University of Arizona.
Glenda Dewberry Rooney, Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota.
Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Ngoh-Tiong Tan (on leave), Professor of Social Work. BA,
University of Singapore; MSW, University of Pennsylvania;
PhD, University of Minnesota.
Staff
Emily Cronk, Administrative Assistant
Doran Edwards, BSW Assistant Director
Courtney Kocher, Field Assistant
Holley Locher-Stulen, MSW Program Coordinator
Graduate Catalog I 80
Augsburg College Map
H
Lindell
Library
Sverdrup
F
Memorial
7th Street S.
Riv
ers
ide
Ave
nue
Foss
Center
J
Music
Building
7 1/2 Avenue
8th Street S.
Christensen
Center
K
Melby
Hall
Kennedy
Center
Ice
Arena
Murphy
Square
E
D
Athletic Field
A
25th Avenue S.
Old
Main
23rd Avenue S.
G
Oren Gateway
Center
22nd Avenue S.
21st Avenue S.
20th Avenue S.
6th Street S.
L
B
Butler Place
ce
I-94 West Entran
Interstate 94 West
Interstate 94 East
Disability Access
Rivers
ide/2
5th A
ve. Exi
t
Augsburg College I 81
Augsburg College Board of Regents 2010-11
Andra Adolfson
Dan W. Anderson ’65
Mark A. Eustis
Anthony Genia ’85, MD
Alex Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
The Rev. Rolf Jacobson
Bishop Craig E. Johnson
Ruth E. Johnson ’74, MD
Eric J. Jolly
Cynthia Jones ’81
Dean Kennedy ’75
Toby Piper LaBelle ’96
LaJune Thomas Lange ’68
André J. Lewis ’73
Jennifer H. Martin
Marie O. McNeff
Paul S. Mueller ’84, MD
Lisa Novotny ’80
Bishop Duane C. Pederson
Paul C. Pribbenow
Stephen Sheppard
Marshall S. Stanton, MD
Philip Styrlund ’79
The Rev. David Tiede
Joan L. Volz ’68
The Rev. Norman W. Wahl ’76
Bonnie Wallace
The Rev. Mark Wilhelm
Graduate Catalog I 82
Show less
2011-2012 Undergraduate Catalog
www.augsburg.edu
Index
Augsburg College Undergraduate Catalog
2011-2012
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College undergr... Show more
2011-2012 Undergraduate Catalog
www.augsburg.edu
Index
Augsburg College Undergraduate Catalog
2011-2012
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College undergraduate
education and its curriculum. Although information was current at the time of publication, it is subject
to change without notice. The written policies in the catalog are the College policies in force at the
time of publication. It is the responsibility of each student to know the requirements and academic
policies in this publication. If you have questions about anything in this catalog, consult Academic
Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8
for correspondence or
telephone inquiries.
Published 2011
www.augsburg.edu
1
A Greeting from the President
A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives
together as a college community.
What has prompted you to study this map of Augsburg College? If you’re already enrolled at
Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience
that is meaningful and challenging. I hope that you will be reminded of the relationships and
commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this
map signposts of the progress you have made in your vocational journey and that you will continue to
believe that you have rightly chosen Augsburg as the community in which you will spend time for the
next several years.
If you are studying this map to find out more about Augsburg College and an Augsburg education,
welcome. I believe you will find it not only tells you about the character and essence of our institution,
but also about our mission of service, particularly about those whom we serve in a modern, vibrant
city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the
city that our College both serves and thrives. As you study here, you will find a setting that not only
provides remarkable learning opportunities, but one in which you will be able to share your own
talents and skills. Augsburg’s challenging academic environment is enhanced by both education and
service experiences that transform theory into action and unite the liberal arts with the practical in
preparing students as faithful citizens in a global society.
The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a
small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the
emergence and refinement of your vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us who await you
here find the College an exciting place, full of diversity and yet possessed of a community dedicated
to higher learning and good living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
2
2011-2012 Academic Calendar
Day Program (and PA program)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar
and registration information at www.augsburg.edu/registrar.
Fall Term 2011
Summer
September 4-6
September 7
October 28
Nov -----14-Dec 2
November 24
November 28
December 9
December 12-15
First-year registration
New student orientation
Classes begin
Mid-term break (one day only)
Registration for spring
Thanksgiving recess begins
Classes resume
Classes end
Final exams
Spring Term 2012
January 17
Classes begin
March 19
Mid-term break begins
March 26
Classes resume
April 9-20
Registration for fall
April 6
Easter break begins
April 27
Classes end
April 30 - May 3
Final exams
May 5
Baccalaureate/Commencement
---The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar.
Please note that future years are subject to change.-
2011-2012 Academic Calendar
Weekend College and Graduate Programs (not including the PA program
and MBA)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar
and registration information at www.augsburg.edu/registrar.
Fall Term 2011
Class Weekends:
3
September 9-11
September 23-25
September 30 - October 2
October 14-16
November 4-6
November 18-20
December 2-4
December 9-11
Winter Term 2012
Class Weekends:
January 6-8
January 20-22
January 27-29
February 10-12
February 24-26
March 9-11
March 23-25
March 30 - April 1 (MSW only)
Spring Term 2012
Class Weekends:
April 13-15
April 27-29
May 11-13
May 18-20
June 1-3
June 8-10
June 22-24
June 29-July 1 (MSW only)
NOTE: For Rochester programs, reference the registrar’s webpage at www.augsburg.edu/registrar.
4
Directory
Area Code: 612
Access Center 330-1749
Academic Advising 330-1025
Academic Enrichment 330-1165
Academic Affairs 330-1024
Admissions Offices
Office of Undergraduate Admissions 330-1001
Toll-free 1-800-788-5678
Office of Graduate Admissions 330-1101
Augsburg for Adults 330-1782
Alumni and Constituent Relations 330-1178
Toll-free 1-800-260-6590
Athletics 330-1249
Campus Activities and Orientation / SOAR 330-1111
Center for Learning and Adaptive Student Services (CLASS) 330-1053
Classroom Services 330-1219
College Pastor/Campus Ministry 330-1732
Counseling and Health Promotion 330-1707
Development (financial gifts to the College) 330-1613
Toll-free 1-800-273-0617
Enrollment Center 330-1046
Toll-free 1-800-458-1721
Event and Conference Planning 330-1107
Facilities Management 330-1041
Financial Aid (scholarships and other aid) 330-1046
General Information (other office numbers; business hours only) 330-1000
Fax 330-1649
Graduate Studies 330-1101
Human Resources 330-1058
Lindell Library 330-1017
Lost and Found 330-1000
Parent and Family Relations 330-1525
President’s Office 330-1212
Registrar 330-1036
Residence Life (housing) 330-1488
Rochester Campus 507-288-2886
StepUP . 330-1405
Strommen Career and Internship Center 330-1148
Student Affairs 330-1160
Student Government 330-1110
Summer Session 330-1046
5
TRIO/Student Support Services
Weekend College 330-1101
330-1311
6
About Augsburg
At Augsburg College, we believe that the college experience should be a time of exploration, of
discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is
the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare
students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses,
students explore their own unique gifts and interests and find where their own talents intersect with
the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime:
writing, speaking, critical thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are
able to offer rich and varied learning opportunities in real-life situations through academic internships,
experiential education, volunteer community service, and cultural enrichment. In a sense, the
resources of the Twin Cities are an extended campus for Augsburg students.
Selection from over 50 Majors
Augsburg offers more than 50 majors—or you can create your own major, either on campus
or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows
day program students to take courses on other campuses without charge while a full-time student
at Augsburg. The ACTC includes Augsburg College, St. Catherine University, Hamline University,
Macalester College, and the University of St. Thomas.
Weekend College offers 18 majors and a number of certificate programs.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They
stand as testaments to the College motto, “Education for Service,” and mission:
“Augsburg College educates students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community
that is committed to intentional diversity in its life and work. An Augsburg education is defined by
excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran
church, and shaped by its urban and global settings.”
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the
confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in
September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. The first seminarians were
7
enrolled in 1874, and the first graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two
teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the
direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide
such “college” studies that would prepare students for theological study.
In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare
future theological students; and third, educate the farmer, worker, and businessman. The statement
stressed that a good education is also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This
commitment to church and community has been Augsburg’s theme for more than 130 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president
(1876-1907), required students to get pre-ministerial experience in city congregations. Student
involvement in the community gave early expression to the concept of Augsburg’s motto, “Education
for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran
Free Church. The church was a group of independent congregations committed to congregational
autonomy and personal Christianity. This change made Augsburg the only higher educational
institution of the small Lutheran body. The college division, however, was still important primarily as
an attachment to the seminary.
The Focus Changed
This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became
president. He worked to develop college departments with an appeal to a broader range of students
than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of
longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a more
general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and
scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles made
Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic
offerings. Now the College was a larger part of the institution than the seminary and received the most
attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college
program based on general education requirements and elective majors. Full accreditation of the
College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the interests
of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now
Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American
Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran
bodies in 1988 to form the Evangelical Lutheran Church in America.
8
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980) Augsburg became a vital
and integral part of the city. The College began to reach out to nontraditional student populations,
ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall,
Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place.
Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment
to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a
curriculum that draws on the resources of the city as extensions of campus and classroom. Some
of the accomplishments during his tenure include instituting two graduate degree programs, hosting
national and international figures at College-sponsored forums and events, increasing accessibility,
and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the James G. Lindell Family Library.
Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership,
the College sharpened its identity as a college of the city, providing an education grounded in
vocational calling that provides students both the theoretical learning and the practical experience to
succeed in a global, diverse world.
Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to
educate students of all ages — in the midst of a great city — to be faithful citizens of the world.
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
• An Augsburg education should be preparation for service in community and church;
• Education should have a solid liberal arts core with a practical dimension in order to send
out productive, creative, and successful citizens;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning
laboratory for Augsburg students.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to
serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful
work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a
complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers
master’s degree programs in business, education, leadership, nursing, physician assistant studies,
and social work. The College’s first doctoral program, in nursing practice, has been approved. For
information on graduate programs, go to www.augsburg.edu/grad.
Undergraduate education is offered both on weekday semester programs, and alternate weekend
trimester programs. The graduate programs generally follow the trimester schedule.
In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn. and a
center in Bloomington, Minn.
Weekend College
Augsburg’s Weekend College (WEC) provides an educational opportunity for adults who want to
earn a baccalaureate degree and work or have other commitments during the week. It is a means by
which men and women can gain skills for professional advancement, prepare for a career change, or
pursue a personal interest in one or more areas of the liberal arts and professional studies.
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Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were
offered in the first term. Today, with approximately 1,000 students enrolled each term and a variety
of majors in the liberal arts and professional studies, WEC is one of the largest programs of its type
among Minnesota private colleges.
The Adult Learner
Augsburg’s Weekend College is based on the assumption that adult students are mature,
self-disciplined, and motivated learners who seek a combination of classroom experience and
individual study. Each course includes periods of concentrated, on-campus study as well as time for
independent study and class preparation.
Alternate Weekends
To meet the needs of nontraditional students, classes generally meet on alternate weekends for
three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or
Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week.
WEC students may take from one to four courses each term. The WEC academic year is divided into
three trimesters (fall, winter, and spring), so that students may complete three terms in the traditional
nine-month academic year.
A Community of Learners
Essential to the goals of Augsburg’s Weekend College is participation in a community of adult
learners. This community is enriched by the presence of men and women with a variety of work
and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC
students to make use of College facilities, such as Lindell Library, and to participate in academic and
co-curricular activities, such as the student newspaper, travel seminars, student organizations, fine
arts events, networking events, workshops, and convocations. The WEC student body elects its own
leaders through the WEC Student Senate.
Augsburg for Adults
Through the Augsburg for Adults program office, Augsburg continues its tradition of innovation to
meet the needs of adult students by creating new programs, providing faculty and staff development
in adult learning, and serving adult and non-traditional students.
Students are recognized as adult learners from age 25 to 60-plus whether they take courses in
the traditional day program, the Weekend College program, or any of the graduate programs. To learn
more about graduate studies at Augsburg, go to www.augsburg.edu/grad.
Weekend College Faculty
The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg
professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty
hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activities
at the College. Professors are involved in social, professional, and a variety of research activities, but
these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty
development program that introduces them to best practices in teaching and learning techniques and
theories.
Weekend College’s small classes facilitate the College’s tradition of close involvement between
professors and students. Faculty act as academic advisers and participate regularly in campus
activities.
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Rochester campus
Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the
College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate
majors, plus a certificate program in business management, are offered.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA),
a few blocks south of the heart of the city which is home to about 100,000 residents. It is a city that
enjoys a rich ethnic diversity and superior technological resources.
Augsburg classes in Rochester meet on a trimester schedule with classes taking place on
weekday evenings and on occasional Saturdays, making them accessible to working adults. In
addition to the half- dozen degree programs that can be completed entirely in this location, students
may work on a variety of other majors through a combination of Rochester-based courses and
courses taken in the Day or WEC program in Minneapolis.
Students at the Rochester campus are Augsburg College students. They are supported through
an array of e-learning resources ranging from access to Lindell Library databases to the use of
online course management software. Information about the Rochester campus is available at
www.augsburg.edu/Rochester or by calling the Rochester office at 507-288-2886.
College of the Third Age
Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third
Age. College of the Third Age is a teaching-learning service founded more than 30 years ago to
serve older adults by encouraging lifelong learning, fostering interactive discussion, and introducing
new topics and subjects related to an ever-changing world. A roster of more than 25 retired, semiretired, and working professors teach non-credit seminars for the program, based upon their areas of
expertise.
College of the Third Age partners with organizations and facilities that serve older adults in the
Twin Cities metropolitan area, including churches, synagogues, community centers, and senior
residences. The current catalog lists more than 200 classes available for group study at partner
organizations and facilities. To obtain further information about the program or to request a catalog,
call 612-330-1139 or visit www.augsburg.edu/thirdage.
Campus Location
Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the
oldest of 170 parks in Minneapolis. The University of Minnesota West Bank campus and one of the
city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to
Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away.
Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational
opportunities, are just minutes west and east of campus via Interstate 94, which forms the southern
border of the campus.
Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located
just blocks away from two Hiawatha Line light rail stations.
Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul
International Airport, and bus or train connections can be made from all areas of the United States.
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently located near each other. A
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tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle,
plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles
Center for Worship, Drama, and Communication.
Admissions Offices—The Office of Undergraduate Admissions is located on the first floor of
Christensen Center. The Office of Graduate Admissions is located on the second floor of Christensen
Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College from
1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of
living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies;
the Strommen Career and Internship Center; and the Office of Marketing and Communication.
College of the Third Age and Inter-Race—This house, located at 620 21st Avenue, provides office
space for these two programs.
Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP)
offers programs and services that enhance student learning by promoting personal development and
well-being. The center occupies the house located at 628 21st Avenue.
Christensen Center (1967)—The College center, with admission offices, student lounge and
recreational areas, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice
field of many of the Augsburg teams. An air-supported dome covers the field during winter months,
allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss
Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater,
Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for
campus ministry, the drama and communication offices, and the Center for Learning and Adaptive
Student Services (CLASS).
Ice Arena (1974)-—Two skating areas provide practice space for hockey and figure skating, and
recreational skating for Augsburg and the metropolitan community.
Kennedy Center—Completed in 2007 as a three-story addition to Melby Hall and named for
Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness
center, classrooms for health and physical education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center
houses all library functions and brings together the computer technology resources of the College.
The library is located on the corner of 22nd Avenue and 7th Street.
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment
complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units
from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball
coach, and head of the Christianity department). It provides facilities for the health and physical
education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and
general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to
1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus
conference rooms and spacious lounge areas.
Murphy Place (1964)—Located at 2222 7 1/2 Street, Murphy Place is the home of the Office of
International Programs: Augsburg Abroad, Center for Global Education, International Partners and
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International Student Advising. It is also home to the four ethnic student support programs: American
Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino
Student Services.
Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two
rehearsal halls, music libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and CrossCultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with architectural details from the past. It is included on the National
Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is
home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family
Relations Offices, Augsburg for Adults Office, and substance-free student housing. It also houses
the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson
Conference Center.
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics;
mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other
program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment
Center and Academic Advising, as well as classrooms and faculty offices.
SverdrupOftedal Memorial Hall (1938)—Built as a dormitory and named in honor of Augsburg’s
second and third presidents, it contains the President’s Office, Human Resources, and other
administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living
quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a
room, with their own lounge, study, and utility areas.
Associated Support Organizations
Augsburg College has a commitment to programs that increase both individual and group
understanding and achievement.
InterRace: The International Institute for Interracial Interaction—Inter-Race facilitates
interracial understanding in families, schools, places of work, communities, and society. The institute
provides training and consultation, research, education, resource centers, publications, public policy,
and legal study in five centers. Inter-Race is located at 620 21st Avenue.
Policies
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color,
creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with
regard to public assistance, or disability in its education policies, admissions policies, scholarship
and loan programs, athletic and/or school administered programs, except in those instances where
religion is a bona fide occupational qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and its students.
Any questions concerning Augsburg’s compliance with federal or state regulations implementing
equal access and opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058.
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as
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promulgated by the American Association of University Professors and the Association of American
Colleges.
Accreditation and Memberships
Augsburg College is accredited by the Higher Learning Commission of the North Central
Association of Colleges and Schools and the National Council for the Accreditation of Teacher
Education (Secondary and Elementary). Our programs are approved by the
• American Chemical Society
• American Music Therapy Association
• Commission on Collegiate Nursing Education
• Council on Social Work Education (B.S. and MSW)
• National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
• National Council for Accreditation of Teacher Education
• Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Augsburg College is an institutional member of the:
• American Association of Colleges and Universities (AACU)
• Association of Physician Assistant Programs
• Council of Independent Colleges (CIC)
• National Association of Schools of Music (NASM)
We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education
Council in North America, Minnesota Private College Council, National Society for Experiential
Education, and Campus Compact.
Augsburg College is registered as a private institution with the Minnesota Office of Higher
Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the
institution. Credits earned at the institution may not transfer to all other institutions.
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Augsburg College Facts and Figures
Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to
Minneapolis in 1872.
Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although the highest
percentage of students are Lutheran, 16 percent represent the Roman Catholic Church, and 25
percent represent other denominations and religions.
Accreditation—The Higher Learning Commission of the North Central Association of Colleges and
Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission
on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society,
Council on Social Work Education, American Music Therapy Association, National Association of
Schools of Music, and the Commission on Collegiate Nursing Education.
Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America,
Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of
Higher Education.
Enrollment (Fall 2009)—4,054 students from 40 countries.
Graduates—More than 20,000 graduates from 1870 through present.
Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day).
Campus—18 major buildings with special emphasis on campus accessibility.
Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/
tunnel/elevator system provides access to 12 major buildings without going outside.
Degrees Granted—BA, BS, BM, MA, MBA, MS, MSW, DNP
Financial Aid—Over 90 percent of the students receive some form of financial aid from the College
and many other sources.
Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private
college library consortium. The James G. Lindell Family Library opened in September 1997.
School Year—Two semesters from September to May, and summer school sessions. For Weekend
College, Rochester campus, Bloomington Center, and most graduate programs: three trimesters,
September to June.
Majors—More than 50 majors in 35 departments and programs.
Off-Campus Programs—The Office of International Programs offers study abroad programs
throughout the world, including Augsburg’s own Center for Global Education and International
Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs
(HECUA).
Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate
Athletic Association (NCAA), Division III.
Non-Discrimination Policy—Augsburg College, as affirmed in its mission, does not discriminate
on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation,
gender identity, gender expression, marital status, status with regard to public assistance, or
disability in its educational policies, admissions policies, employment, scholarship and loan programs,
athletic and/or school administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg College is committed to
providing reasonable accommodations to its employees and students.
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Undergraduate Admissions
Augsburg College strives to create a strong, rich, and vibrant campus community with students
representing a large number of backgrounds, viewpoints, experiences, talents, and cultures.
Selection of students for Augsburg College is based upon careful consideration of each candidate’s
academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student and as a graduate of Augsburg College.
Visit the Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, firstyear and transfer applicants are encouraged to visit the campus and meet with an admissions
counselor. Arrangements may be made to meet with a member of the faculty and to attend classes
when school is in session.
Augsburg’s undergraduate admissions staff is ready to help students and families with college
planning. Call any weekday between 8:30 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-7885678, and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours
are available Monday through Friday, including most Saturday mornings during the school year. The
Office of Undergraduate Admissions is located on the first floor of the Christensen Center and serves
traditional and non-traditional students.
Application Procedures
Day College First-years
Application for Admission—Applicants should complete the application for admission and the
essay and return them to the Office of Undergraduate Admissions together with the non-refundable
$25 application fee. Students may apply online for free at www.augsburg.edu/day/apply.html or
www.commonapp.org.
Transcripts—An official transcript from the high school is required of first-year applicants. Firstyear applicants who are still high school students at the time of application should have their most
recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken
college courses, an official transcript from the institutions should also be sent. General Education
Development (GED) scores may be presented instead of the high school transcript.
Test Scores—First-year applicants are required to submit results from a college entrance
examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test
scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
Recommendations—Two letters of academic recommendation are required. If the applicant has
been out of school for several years, a letter may be submitted by a supervisor, employer, pastor, or
co-worker.
Additional Information—If there is personal information that may have affected the applicant’s
previous academic performance, it may be included with the application or discussed personally with
an admissions counselor.
On occasion, the Admissions Committee may defer a decision on a candidate’s admission until
other information has been received. For example, more recent test scores, results of the present
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semester’s coursework, additional letters of recommendation, or writing samples may be requested by
the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will
inform the candidate.
Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. The
first offers of admission are made in late September. After that, students are notified of the admissions
decision usually within two weeks after the application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of Admission—Accepted students are asked to make a $150* enrollment deposit
to the Office of Under-graduate Admissions. Those students who wish to live in College housing must
also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence
Life Office. *Nonrefundable after May 1.
Day College Transfers and Weekend College Students
Applicants should complete the application form and return it along with the $25 nonrefundable
application fee to the Office of Undergraduate Admissions. Students may apply online for free at
www.augsburg.edu/weekend/admissions/.
Transcripts—Official transcripts from all previous post secondary institutions should be sent
directly to the Office of Undergraduate Admissions. Applicants with less than one year of previous
transferable college work should also have their official high school transcript sent. The GED test
certificate may be presented instead of the high school transcript.
Test Scores—First-year applicants are required to submit results from a college entrance
examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test
scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
First-year applicants who have been out of high school for more than five years do not need to submit
an official test score.
Additional Information—If there is personal information that may have affected the applicant’s
previous academic performance, it may be included with the application or discussed personally
with an admissions counselor. Academic recommendations may be required by the Admissions
Committee before an admission decision is made. On occasion, the Admissions Committee may
also defer a candidate’s admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may
be requested by the committee. If any additional credentials are needed, the Admissions Office will
inform the candidate.
Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan.
Students are notified of the admission decision, usually within two weeks after the application file is
complete and has been evaluated by the Admissions Committee.
Admission to a major, as well as admission to the College, is sometimes necessary. Please check
with an admissions counselor and department sections of this catalog to see if admission to the major
is required.
Transfer Students
A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work
is recommended for admission to the College. Information regarding transfer credit policies is found in
the Academic Information section of the catalog.
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Former Students
Day students who have interrupted attendance at Augsburg College for one semester or more,
and WEC/Rochester students who have interrupted attendance at Augsburg College for three
trimesters or more, must apply for re-admission through the registrar’s office to resume attendance.
Students who have attended other institutions during their absence from Augsburg must have an
official transcript sent from each institution to the Office of the Registrar. Returning students do not
pay the application fee.
Special Students (Non-Degree)
In some circumstances, people may be admitted as special students (non-degree) and granted
the privilege of enrolling in courses for credit. Students may request a change in their degree status
by contacting the Registrar’s Office.
Students regularly enrolled at another college may take coursework at Augsburg College as
a special student (non-degree). An application form for special-student status is available from
the Office of Undergraduate Admissions. To apply for admission as a special student, submit
the completed admission application and academic transcripts to the Office of Undergraduate
Admissions.
Students who have graduated from Augsburg who are returning to complete an additional major will
not be awarded a second degree unless it is a different degree from the first awarded. Minors are not
noted on the transcript if they are completed after a baccalaureate degree has been awarded.
Special Students (Second Degree)
Students who have completed a four-year degree at an accredited college or university may
complete a second degree at Augsburg College. Second degree requirements include: a minimum
of eight course credits taken at Augsburg, completion of a major, and completion of any liberal
arts requirements not covered by a previous degree. Depending on the student’s previous degree,
completion of a second major (non-degree) may also be an option.
International Students
International students are a vital part of the Augsburg community. (See International Student
Advising on page 32.)
International students should contact the Office of Undergraduate Admissions for an international
student application and financial requirements. All applicants must provide proof of financial solvency.
Applications must be completed two months prior to the start of the semester:
June 1 for fall, December 1 for spring.
For more information, call 612-330-1001 or 1-800-788-5678 (toll-free); e-mail
admissions@augsburg.edu; or write to:
International Student Admissions
Campus Box 143
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside of the United States will need to obtain
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a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit
organization with more than 30 years experience evaluating international credentials. WES will
examine your transcript(s) and prepare a report that will help Augsburg College understand how your
international course work compares to courses and grades in the United States. Augsburg College will
use this information in its admissions review and will grant transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311
Fax: 212-966-6395
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Financing Your Education
All students receive financial help indirectly, since a quality liberal arts education costs more than
tuition and fees cover. The College raises that difference in gifts—from alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for paying for a college education rests on students and their
families. Financial aid is intended to supplement those resources.
College Costs 2011-2012 Day College
The Board of Regents has approved the costs listed below for the 2011-2012 academic year.
The board reviews costs annually and makes changes as required. The College reserves the right to
adjust charges should economic conditions necessitate.
Day College Tuition, Fees, Room, and Board
Tuition (full-time enrollment)
$29,802
This rate applies to all full-time students attending in September 2011. Students are considered
full-time when they take three or more course credits during the semester. The charge includes
tuition, general fees, facility fees, and admission to most College-supported events, concerts, and
lectures. The amount is payable in two equal installments at the beginning of each semester.
Tuition (part-time enrollment)
per one-credit course $3,559
This rate applies to students taking fewer than three courses in a semester. Part-time students
taking lifetime sports are charged $220 for that course.
Audit Fee (for part-time students)
per course $1000
Full-time students—see audit policy in the Academic Information section.
Room Rent (average starting price)
$4,578
(Detailed room rates and housing options are available through the Office of Residence Life.)
Meal Plans
15 Plus $3,956
(15 meals a week; $100 in Augsburg Flex Points)
10 Plus $3,854
(10 meals a week; $150 in Augsburg Flex Points)
5 Plus $3,524
(5 meals a week; $345 in Augsburg Flex Points)
Other board plans are available as defined in the housing contract booklet available from the Office of
Residence Life.
Fees $637.50
(Student activity, technology, newspaper readership, wind energy fee, MPIRG)
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Other Special Fees (Nonrefundable)
Fees Billed on Student Account
Student Activity Fee (part-time students) $90
Late Registration $200
Petition fee for waiver of registration
deadlines (non-refundable) $50
Lifetime Sport (part-time students) $220
Newspaper Readership $20
Technology Fee (per credit) $50
Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined)
Private Music Lessons, per semester
(14 lessons—.0 cr. or .25 cr.) $390
(14 lessons—.5 cr.) $780
Student Teaching (per course for full-time students) $155
Student Teaching (per course for part-time students) $215
Study Abroad (in approved non-Augsburg programs) $425
Zero-credit seminar (part-time students) $1000
Fees Payable by Check/Cash
Application (new and/or special students) $25
Locker Rental $40
Student Parking Lot Permit
car $220
motorcycle $110
Transcript Fee
Regular service $6
Next day $10
On demand $16
Special Examinations, Cap & Gown Costs
(Schedule on file in registrar’s office)
$3,559
Books and Supplies
These costs are estimated to average $125 per course.
Deposits
Enrollment Deposit (nonrefundable) $150
Required of all new students after acceptance. If the student attends Augsburg College, the
deposit is considered initial payment toward their first term tuition and fees. Should the student
not attend, the enrollment deposit may be forfeited. For more information, contact the Office of
Undergraduate Admissions.
Housing Damage Deposit $200
Required of all resident students at the time of signing a contract to reserve a housing
assignment. This deposit is retained against damages and/or fines and is returned to the student
account (less all charges for damages and/or fines) at the end of the occupancy period covered by the
contract. New contracts may be terminated in writing for fall or spring term by following the conditions
delineated in the housing contract. The resident will be responsible for all costs incurred due to late
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cancellation or lack of proper notification as specified in the housing contract.
College Costs 2011-2012
Weekend College
Application Fee (payable once,
$25
non-refundable)
Tuition (per course credit) $1,777
Tuition (per summer course 2011) $1,725
Activity Fee (per trimester) $11.50
Facilities Fee
(includes parking permit; per trimester)
$35
$1000
Audit Fee (per course)
Lifetime Sports: Fee for Weekend
College Course $220
Lifetime Sports: Fee for Assessment
of Previous Learning $150
Nursing Clinical Fee $250
Supplementary Student Teaching
Fee (per course credit) $215
Late Registration Fee $200
Transcript Fee
Regular service $6
Next day $10
On demand $16
Petition Fee for waiver of registration
deadlines (non-refundable)
$50
Zero-credit seminar $1000
Payments
Day college
Semester Fees—Prior to the start of each semester a statement of estimated charges showing
basic charges and financial aid credits designated by the Student Financial Services Office is sent to
the student.
Payment Options—Augsburg College offers payment plan options for Day Program students.
Information about payment plan options is mailed annually to each student’s permanent address.
Weekend College
A statement of tuition and fee charges and estimated financial aid will be mailed to each
registered student prior to the start of each term. All statements are available online through Augnet
Records and Registration. For tuition and fee information, please refer to the financial aid website.
Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement:
Students on this plan must file an employer reimbursement application form each academic year,
prior to the start of the first class. Once enrolled in the employer reimbursement payment plan,
students have until 60 days after the end of each term to pay their term costs in full. There is a
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$20 per term fee associated with this payment option. The student is responsible for payment
of the balance should the employer not reimburse for any reason. If the employer offers partial
reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the
term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in
a military payment plan if their term costs are to be covered by a third party or through V.A. education
benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/accounts.html)
Financial Policies
A finance charge is applied at a simple rate of .67 percent per month on any account with an open
balance of 30 days or more.
Registration is permitted only if the student’s account for a previous term is paid in full or if the
student is making scheduled payments in accordance with an approved payment plan.
Augsburg College will not release student academic transcripts or graduation diplomas/certificates
until all student accounts are paid in full or, in the case of student loan funds administered by the
College (Federal Perkins Student Loan), are current according to established repayment schedules
and the loan entrance and exit interviews have been completed.
Refunds
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their
charges based on the appropriate refund schedule. Financial aid may be adjusted for those students
who withdraw from the College or drop course(s) and receive financial assistance.
Students who wish to withdraw from Augsburg should complete the Withdrawal from College form
available online through the registrar’s website. It must be filled out completely, signed and turned in
to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed,
or who are released from a housing contract will have their accounts adjusted for tuition and/or room
(except for the minimum deduction of $100 to cover administrative costs) in accordance with the
terms of their housing contract and/or the appropriate tuition refund schedule.
Students are responsible for canceling courses through the Enrollment Center (or online) in order
to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete
the drop/add form are responsible for all charges. Financial aid may be adjusted based on the
student’s last recorded date of attendance. Refund calculations are based on the date that the drop/
add form is processed.
The Augsburg College Refund Policy for Day, Weekend, Rochester, Bloomington, and
Graduate Studies
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their
charges based on the refund schedule below. This refund is based on the percentage of calendar
time remaining on the date of the student’s offiicial withdrawel from classes. This applies to all
students who drop one or more courses during the term and/or withdraw from all courses in the term.
Percentage of calendar time remaining after official drop or withdrawal:
100% to 90% remaining Full refund
(minus $100 administrative fee)
89% to 60% remaining 50%
Amount of refund:
This refund schedule is effective whether or not a student has attended classes. Please allow 30
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to 45 days for tuition and possible financial aid adjustments to be finalized. If a credit balance remains
on the student’s account, a credit refund will be issued at that time.
The refund of charges calculation used is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions through the Financial Petition Committee. Petition forms are
available online through the registrar’s website.
Medical refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident,
the refund will include the normal refund percentage (based on the regular refund schedule),
plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon
submission of documentation from the attending doctor, on letterhead, verifying the medical
circumstances. Requests for medical refunds should be made through the Financial Petition
Committee. Petition forms are available through the registrar’s website.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all
their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending),
the College is required to refund financial aid to the appropriate sources according to federal or
Augsburg refund policies based on the last recorded date of attendance. Students are responsible
for the entire cost of the term including the portion previously covered by financial aid should they
stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college.
If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made.
Petition forms are available online through the registrar’s website.
A student who registers, does not attend any classes, and does not withdraw may petition to
withdraw retroactively. The student must petition within six months of the end of term and provide
proof of non-attendance. Proof can include, but is not limited to, statements from each instructor
that the student never attended, or documentation of attendance for the term at another college
or university. If approved, grades of W will be recorded and charges for the term dropped. The
administrative cancellation fee is $300.
Financial Aid
All students who wish to be considered for financial assistance must establish financial aid
eligibility on an annual basis. This includes completing the application process as outlined below
and making satisfactory academic progress. In order to maintain eligibility in financial aid programs,
students must make satisfactory academic progress toward the attainment of their degree or
certificate as stipulated in the College catalog and as published on the Academic Progress Standards
for Financial Aid Recipients webpage www.augsburg.edu/finaid/sap.html.
Financing higher education could be the most significant investment a person or family makes in
a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also
in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students
and their families protect access to a quality Augsburg education in a time of increasing financial
challenge.
Financial assistance awarded through Augsburg may be a combination of scholar-ships, grants,
loans, and part-time work opportunities. The College cooperates with federal, state, church, and
private agencies in providing various aid programs. During the 2010-2011 academic year, more than
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eight out of ten students at Augsburg received financial assistance.
The primary responsibility for financing a college education rests upon the student and family.
Financial aid supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA), current tax documents, and the Augsburg
Aid form help determine the amount of assistance for which a student is eligible. This analysis takes
into account such family financial factors as current income, assets, number of dependent family
members, other educational expenses, retirement needs, and special considerations.
How to Apply
The following are required to process your financial aid application:
1. Be admitted to Augsburg as a regular student or be a returning student in good academic
standing with the College.
2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA.
Students are encouraged to file the FAFSA electronically online at www.fafsa.ed.gov. Students
and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of
Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to include
the Augsburg College code, 002334, on your application. Submit your application to the processing
agency after January 1. Applications must be filed by March 1 for priority consideration.
3. Complete the current year Augsburg Aid form, available at www.augsburg.edu/finaid, and
submit it to the Enrollment Center.
4. Submit copies of federal 1040 tax forms for the preceding year (e.g. tax year 2010 to be
considered for financial aid for 2011-2012). Tax forms are required for the student and parents of
dependent students, or spouse of student if filing separately.
What Happens Next?
Once all documents are received, we review the financial aid application to determine financial aid
eligibility for all available programs. A financial aid award letter will be sent to the student. This letter
details the financial aid award and includes information regarding:
• institutional financial aid programs and requirements for continued eligibility,
• federal and private loan programs (students must complete a loan application to receive
loan funds).
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a
specific scholarship or grant (except as noted). The various forms of aid available are listed here for
information only.
In addition to aid administered by Augsburg College, students are urged to investigate the
possibility of scholarships and grants that might be available in their own communities. It is worthwhile
to check with churches, the company or business employing parents or spouses, high schools,
service clubs, and fraternal organizations for information on aid available to students who meet their
requirements. In addition to these sources, some students are eligible for aid through Rehabilitation
Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and
other sources.
Academic Excellence Scholarships
President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships
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are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core
academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater).
Separate applications are required. The application must be postmarked by January 30.
Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer students
with a 3.50 GPA. The application deadline is August 1 for fall enrollment and December 15 for spring.
Call Undergraduate Admissions for information, 612-330-1001.
Achievement Scholarships
Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years
of high academic achievement who apply and are accepted before May 1 for fall or December 1 for
spring. Selection is based on high school GPA and national test scores.
Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all qualified
transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for
fall or December 1 for spring.
Augsburg Legacy Award—These scholarships provide tuition awards to full-time day students
working toward their first bachelor’s degree who are children of Augsburg graduates or siblings of
current Augsburg students or children or spouses of current ELCA pastors. Deadline: May 1 for fall or
December 1 for spring.
Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships
recognize incoming first-year students of high academic science achievement. The renewable award
of $10,000 per year is awarded to all eligible proposed chemistry or physics majors. Students must
be in the top 30 percent of their high school class or on national tests (ACT or SAT), have a grade
point average of 3.0 or above in the proposed science major, have completed intermediate algebra
or pre-calculus, and be a full-time student in the day program. No scholarship application is required.
Students who receive a science scholarship will not receive a Regents’ award. Deadline: Accepted for
admission by May 1 for fall enrollment.
ACAP Scholarship—Awarded to incoming first-year students who have participated in a college
preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for admission by
May 1.
Leadership, Service, and Performance Scholarships
Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning Day
program students with demonstrated scholarship and a record of, and/or potential for, leadership.
Eligible students must be full time in the day program and have the recommendation of the
appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable
about the student’s extracurricular activities. The application deadline is March 1. For more
information and an application, contact:
• American Indian Student Services 612-330-1144
• Hispanic-Latino Student Services 612-330-1309
• Pan-Afrikan Student Center 612-330-1022
• Pan-Asian Student Services 612-330-1530
Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active
participation in the fine arts. Separate application and portfolio or audition are required. The
application deadline requires a postmark of January 25 for fall or November 1 for spring.
Lutheran Congregational Scholarship Program
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Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA
congregation within the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern Minnesota
Synod, or Northwest Synod of Wisconsin. These four synods constitute the Augsburg Corporation.
The scholarship is awarded at point of admission for $1,000 per year.
PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation will
receive a matching scholarship from Augsburg, up to $750 per year. Application and payment from
the sponsoring organization should be submitted to the Enrollment Center.
Gift Assistance (Need-Based)
Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record.
Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment
of less than four years (or its equivalent) at any post-secondary school. This grant is also based on
financial eligibility.
Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit,
SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to
students eligible for the Federal Pell grant.
Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of
higher education and are based on financial need as defined by program guidelines. Maximum grant
for 2010-11 is $5,550.
Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal
and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian
students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and
State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a
federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact
the director of the American Indian Student Services Program. American Indian grants supplement all
other forms of financial aid. Questions may be directed to the director of the American Indian Student
Services Program or to your local BIA, Tribal, or State Indian Education Office.
Loan Assistance
Federal Perkins Student Loan—A federally-funded program administered through Augsburg
College for students who demonstrate financial eligibility. No interest accrues nor do payments have
to be made on the principal at any time you are enrolled at least half time in school. Simple interest
of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you
leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause.
The maximum that may be borrowed for undergraduate study is $16,000.
Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the
federal govern-ment subsidizes by paying the interest while the student is in school and during the
grace period.
For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the
borrower is responsible for all interest. The borrower may choose to make payments while in school
or may defer payments and allow interest to accrue and be capitalized (added to the balance of the
loan).
The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized
Stafford Loan, as of July 1, 2010, is a fixed rate of 4.5% and 6.8%, respectively.
The following borrowing limits apply to the Stafford Loan program after July 1, 2010:
• First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford)
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• Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford)
• Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford)
• Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized)
Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college
costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other
student financial aid). Repayment begins within 60 days of final disbursement; the interest rate is a
fixed rate of 7.9% and a minimum payment of $50 per month.
Further information about all student and parent loan programs can be found online at the
Financial Aid website.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resource
department. Part-time work provided by the College is considered financial aid, just like scholarships,
loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per
week. The number of hours a student can work is dependent on the position and the needs of the
department.
All on-campus work is governed by policies stipulated in the work contract issued to the student
employee for each placement. Payment is made bi-weekly by check to the student employee.
Federal College Work Study Program and Minnesota State Work Study Program—Under these
programs the federal or state government supplies funds on a matching basis with the College to
provide part-time work opportunities.
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Student Life
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the
classroom are an important part of college life, yet learning and development also occur in formal
and informal activities of the College and the surrounding area. Whether students take classes in the
day, evening or weekend, the climate for learning and living at Augsburg will add dimension to their
education.
Campus Ministry
As a college of the church, we are concerned about spiritual as well as academic and social
growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for
students to explore their own faith.
Because our campus is comprised of individuals from many different religious and cultural
backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible
studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are examples of the wide variety of activities on campus.
This ministry finds its most visible expression in chapel worship where students, faculty, and staff
gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is
held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are
held on campus, with many other churches within walking distance.
We seek to develop a free and open environment where people are encouraged to use and
discover the gifts and sense of call and vocation that God has given them. As a college of the church,
we encourage students to form values guided by our Christian heritage, which will be the basis for the
kind and quality of life that reaches beyond their years at Augsburg.
The college pastor, associate college pastor, and campus ministry staff have offices in the
Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual
guidance, counseling, support, or information.
Vocation
Augsburg College has a deep and longstanding commitment to the theological concept of
vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world
and that each person’s contribution is uniquely valuable.
In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a
program called Exploring Our Gifts that was designed to help students, staff, and faculty explore
the connections between faith, learning, service, and work. Over the years, the program has
helped embed vocational themes into the curriculum and has sponsored a wide variety of short
term projects that offer rich opportunities for reflection on how to live with purpose and meaning.
These ongoing projects include internships at nonprofit organizations, offcampus service projects,
international seminars, vocationthemed chapel presentations, interfaith forums, vocation retreats,
and scholarships for students interested in exploring service to the community, ministry, or church
leadership.
Because Exploring Our Gifts will end in the summer 2010, the College recently created a permanent
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center—the Augsburg Center for Faith and Learning—that will keep vocation at the core of
Augsburg’s vision well into the future. This new center will continue many of the current initiatives and
will carry on the work of promoting discovery of gifts and discernment of calling among the students,
faculty, and staff at Augsburg as well as members of the larger community.
For further information on how to participate in Augsburg’s vocation programming, visit the Lilly
Resource Center, Memorial Hall, room 231, or the Augsburg Center for Faith and Learning, Oren
Gateway Center, room 106.
Student Government
The Augsburg Day Student Government and the Weekend College Student Government
organizations support and advocate for student concerns, needs, and activities. These student
government groups serve as the official student governments, and the primary voice and liaison
between students and the administration, faculty, and staff of Augsburg College.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming that
fosters individual and community development and creates an environment where students can
connect, engage, and invest in the Augsburg community. CAO programming works to enhance and
supplement the liberal arts and professional studies at Augsburg College through quality transitional
programs for new students as well as through leadership education. CAO is made up of five program
areas. These include:
Campus Activities
CAO offers programs and activities designed to connect and engage students with the Augsburg
community and with the broader Twin Cities community.
Lesbian, Bi-sexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services
LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and
visitors at Augsburg College by developing and supporting inclusive understandings of gender and
sexuality, as well as fostering a community that honors and affirms the wholeness of all identities.
Student and Group Leadership Development
Programs include Student Group Development and the Emerging Leaders Program (ELP). CAO
advises student groups and provides skillbuilding workshops focusing on recruiting members, event
planning, facilitating meetings, conflict resolution and other areas of development. ELP is an initiative
designed to develop new leadership at Augsburg. Emerging leaders learn skills necessary to be
effective in leadership roles through intentional learning opportunities and relationships with upper
class mentors.
Orientation Programs
Summer Orientation and Registration (SOAR) is a required twoday, overnight orientation
experience for incoming firstyear day students which is designed to help with the transition to
Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college
resources and services; obtain fall semester schedules; and get a taste of life on campus.
Parent SOAR is an optional orientation experience for the parents and guardians of firstyear day
students that runs concurrently with the students’ SOAR session. Parents will obtain important
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information about the campus, meet fellow parents, faculty, and staff; learn about college resources
and services; and get a taste of what life will be like for their students on campus.
TRANSFERmation is a required halfday orientation experience for transfer students in the
day program designed to help with the transition to Augsburg College. Students will learn about
college resources and services, hear about academic programs, and discover why being a part of the
Augsburg community is so rewarding.
Auggie Days is a required oncampus orientation experience for incoming firstyear day students
that is designed to complement SOAR. It provides opportunities to enhance academic and personal
success and offers a helpful advantage in starting at Augsburg College.
Student Center
The Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and
guests. Traditionally considered the “living room” of the campus, the student union provides a central
gathering place for the diverse populations of residential, commuter, Weekend College, and graduate
students at Augsburg through the merging of curricular and cocurricular programs and activities.
The Christensen Center also houses several student services, such as Undergraduate and Graduate
Admissions, Campus Activities and Orientation, Event and Conference Planning, the Copy Center,
Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services.
The Auggies Nest, located on the ground floor of the Christensen Center, serves as the student
group office area and houses the Augsburg Day and Weekend Student Government, the ECHO
(campus newspaper) office and the KAUG (campus radio) office. Cubicles, lockers, and additional
work spaces are also available in this area for student group use.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing
on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national
and international tours. Many other ensembles are available to cover the entire range of musical
styles and previous musical experience. Students stage several plays on campus each year under
the direction of the Theatre Arts Program and have the opportunity to attend a series of oncampus
workshops with visiting arts professionals.
Anne Pederson Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall
207, offering a variety of programming for Augsburg students (women and men) and a meeting place
for students, faculty, and staff alike. It houses a women’s studies library, a seminar room for films and
discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource
Center sponsors numerous programs and activities on topics such as sexuality education and sexual
assault advocacy, as well as broader topics such as The Vagina Monologues; an annual Feminist
Film Series in the spring; monthly brownbag lunch discussions, and of course, the Koryne Horbal
Convocation Lecture in the fall, which features women and men who speak about the many issues
important to women’s and to all lives. We also regularly cosponsor annual events for the Muslim
Student Assocation’s Women in Islam Day and for the Asian American Women’s Group.
We would love to support you as an intern or volunteer, or simply to cosponsor your event!
Please contact us or friend us on Facebook. Student staff positions at the WRC are posted with
Human Resources, so please check their listings. We hope to see you soon!
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The WRC is the home of the Student Feminist Collective and provides meeting space for the
Asian American Women’s Group, the Sexual Assault Advocacy Group at Augsburg (SAAGA), and the
Women of Africa Resource and Development Association (WARDA). Friend us on Facebook to find
out about upcoming events.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a
member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete
in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and
golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
swimming, track and field, and golf.
Intramurals
Every student is urged to participate in some activity for recreation and relaxation. An intramural
program provides competition in a variety of team sports as well as individual performance activities.
Broomball has been an especially popular coed sport. Check schedules for times when there is open
use of the gymnasium and ice arena.
Sports and recreation
At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers
on a spaceavailable basis a doublerink ice arena, gymnasium, tennis courts, a fitness center with
workout machines and weight room, and an airsupported dome over the athletic field for winter
fitness use by walkers and runners. (See Fitness Centers on page 32.)
Gage Center for Academic Achievement
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals
here at the College and beyond. The center consists of five collaborating units:
Academic Advising
Academic Advising orients new Day and Weekend College undergraduate students to the
academic policies and procedures of the College and assists students on initial course selection. This
office continues to serve students throughout their tenure at Augsburg by providing interpretation of
core curriculum requirements, administering entrylevel skills assessments, interpreting graduation
requirements, providing degreeplanning materials, and answering questions on student academic
progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and
supports the work of professional staff advisors across campus. The Academic Advising office is
located in the Enrollment Center.
All current students are assigned to a faculty advisor. Prior to the end of their sophomore year,
when they have completed 12 or more credits, students are required to declare a major and select
a faculty advisor. Majors and minors are declared online through Augnet Records and Registration.
Students select a faculty advisor from their major area of study using the Change of Major/New
Advisor Form. All Day students are required to meet with their assigned faculty advisor(s) each term
prior to registration. Both Day and weekend college students are encouraged to meet with their faculty
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advisor(s) as often as is necessary.
Center for Learning and Adaptive Student Services (CLASS)
The Center for Learning and Adaptive Student Services (CLASS) provides individualized
accommodations and academic support for students with documented learning, attentional,
psychiatric, and other cognitive disabilities. CLASS has been recognized as a leader in its field,
helping these students gain full access to the College curriculum. Its mission is a reflection of
Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education
to students with diverse backgrounds, preparations, and experiences.
Each term disability specialists work directly with students to discuss their disabilities and
determine a plan for academic access. Typically, meetings are held weekly and discussions may
include:
• Accommodations for testing and coursework (e.g., extended time, notetaking)
• Referrals to other campus resources (e.g., tutoring, general technology assistance,
academic advising, counseling, financial aid)
• Training and use of assistive technology through the Groves Computer Laboratory
• Assistance with academic, organizational, and time management skills
CLASS specialists may also consult with instructors, academic advisers, and other members of
the College faculty, staff, or administration to support each student as they work toward success.
Taking advantage of those opportunities, however, remains the student’s responsibility.
These services are available to any Augsburg student who establishes eligibility by submitting
appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a
Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings
for students who suspect they may have a learningrelated disability. These screenings are meant
only to help students determine whether they should seek a thorough evaluation by a qualified
professional.
These services are made possible in part through endowment support provided by the Gage
family and the Groves Foundation.
Academic Skills Office (ASO)
The Academic Skills Office provides comprehensive academic support (e.g. time management,
notetaking, reading, testing, motivation/procrastination) for all Augsburg students through individual
and group appointments. In addition, the Academic Skills Coaches address affective needs and aid
with the transition to college. Coaches also refer students to campus resources.
The Academic Skills Office coordinates several programs to support students:
• Tutoring/Supplemental Instruction Services: ASO coordinates free tutoring for most classes
and supplemental instruction in specific courses. Tutors and SI Leaders receive a professor
recommendation and are trained by the ASO.
• Conditional Admit Program (CAP): A limited number of students are admitted conditionally
through the CAP program. Students must fulfill CAP requirements or they will be continued
in the CAP program or dismissed. See the “Academic Progress, Probation, and Dismissal”
section of the catalog for a description of dismissal procedures.
• Probation Advising: Students placed or continued on academic probation are required
to meet with an approved academic advocate. Registration is prevented until the student
completes the probation requirements as specified by their academic advocate. Students who
do not meet with their academic advocate and/or do not fulfill the probation requirements will
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be continued on probation and/or dismissed. For more information on probation requirements,
go to the Academic Skills Office website at www.augsburg.edu/acskills/. See the “Academic
Progress, Probation, and Dismissal” section of the catalog for a description of probation and
dismissal procedures.
• Augsburg Advantage at St. Kates (AASK): Based on their application for admission to
Augsburg, the Augsburg College Admissions Committee selects students for the AASK
program. The AASK program is a collaborative effort between St. Catherine University (St.
Kate’s) and Augsburg. The program assists students with the transition from high school to
college with specific courses and supportive programming. The program provides participants
with the opportunity to complete similar coursework that first year students complete at
Augsburg. Students attend courses on the Minneapolis campus of St. Catherine University
and have access to both campuses for support, resources, and activities.
Upon successful completion, students are guaranteed sophomore status (minimum of 7
course credits) and will have fulfilled many of the firstyear Augsburg requirements.
To complete the program, students are required to:
• Complete all required courses (30 semester credits) including Foundations in Fitness (at
Augsburg) with a minimum 2.5 GPA and no course grade below a 2.0 or P.
• Satisfactory completion of all Critical Competencies at St. Kates
• Attend all seminars and transition events at Augsburg and St. Kates
• Complete transition application and recommendation process with adviser at St. Kate’s by
March 15.
• Complete the Summer Transition Program (one course and all programming) in Summer I
at Augsburg after year at St. Kate’s.
TRIO Programs
TRIO programs are federal student services programs funded by the U.S. Department of
Education, and hosted with additional funding by Augsburg College. TRIO Programs seek to help
students overcome class, social, academic and cultural barriers to higher education. They help
students prepare for college, adjust to college life, persist in college, and maintain good academic
standing to graduate with a bachelor’s degree, and assist with preparation for graduate school.
TRIO-Student Support Services
Student Support Services (SSS) is a TRIO program designed to help students persist in college
and graduate in a timely manner. The program serves students who are lowincome, firstgeneration
college students (neither parent has a fouryear degree) and/or students with disabilities to develop
the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants
in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate
academic need for program services, and be committed to succeed in college.
Augsburg TRIO/SSS serves 160 students from the point of admission through graduation,
including transfer students. TRIO/SSS typically admits 40 new students to the program each year.
Students meet regularly with their program Adviser to address academic success issues, through:
• Individual academic advising and support, including appropriate goal attainment strategies
and selfadvocacy skillbuilding
• Academic program planning, including preregistration for each term, major and career
decisionmaking, and longterm course planning
• Preemptive tutoring during the first seven weeks of the semester
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• Financial aid counseling and financial literacy education
• Assistance with FAFSA renewal and supplemental scholarship applications
• Academic progress monitoring
• Weekly progress meetings for students on academic probation, and for students admitted
through Conditional Admit Program
• Career and personal skills development, with referrals to appropriate resources
• Academic success workshops, group academic skill development
• Graduate and professional school information and application assistance
• Social and cultural activities and studentled events
• Equipment lending program for shortterm use of laptops, graphing calculators, Smart Pens
• Fiveweek residential Summer Bridge program including free summerterm college
coursework, academic seminars, adjustmenttocollege workshops, and advising for 25
incoming firstyear students
• Needbased scholarships for students actively participating in TRIO/SSS
Students may apply for TRIO/SSS anytime after admission to Augsburg College; however,
preference is given to students who apply within their first term of enrollment. For more
information, an application, or to make an appointment with a TRIO/SSS Adviser, contact
TRIO/SSS program staff at 6123301311, or triosss@augsburg.edu.
TRIO-McNair Scholars Program—The McNair Scholars Program, a federal TRIO program funded
by the U.S. Department of Education, is designed to prepare participants for doctoral studies through
involvement in research and other scholarly activities. The goal of McNair is to increase graduate
degree attainment of students from underrepresented segments of society and to encourage these
students to consider becoming college professors.
McNair Scholars enroll in the program during their sophomore or junior year. Students must be
enrolled full time (or will be enrolled full time) at Augsburg College, demonstrate strong academic
potential, and have an interest in pursuing doctoral studies. To qualify as eligible for the program,
the student must be lowincome AND first generation OR a member of a group underrepresented
in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. The
Augsburg McNair program serves 25 students per year.
A major component of the Augsburg McNair Scholars Program is a summer research experience
in collaboration with a faculty mentor. For research, scholars receive funding from the college and the
grant for a total of $4,000 stipend plus up to $1,500 for room and board and up to $500 for research
supplies. Stipends are also available for attending and presenting their work at a professional
conference (up to $1,000). Students will also participate in:
• Social and cultural activities to enrich participants’ academic lives and perspectives
• Conference travel and professional presentation of participants’ original research
• Graduate program exploration and application assistance
• Financial aid exploration, as well as graduate school application and GRE fee waivers and
other financial incentives, such as McNair designated fellowships
• Intensive preparation for the Graduate Records Examination (GRE), the test required for
admittance into most graduate programs
• Tuitionfree academic credit courses, Discourse in the Disciplines and Introduction to
Research
• Sharpened writing, library, technology, and oral presentation skills
• A motivated, diverse, and supportive learning community
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Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg
students seeking research, scholarship, and graduate and professional school opportunities. URGO
also supports faculty and staff in their work to engage students in these areas. Services include
help securing national fellowships and research opportunities on and off campus, graduate and
professional school advising, prehealth sciences advising, GRE and LSAT preparation, application
assistance, and monetary support for selected research projects and conference travel.
Services for Students with Disabilities
Access Center
The Access Center provides support and specialized services to students with documented
physical disabilities. These may include TBI, chronic illness, mobility impairments, and vision, hearing,
or speech impairments.
The Access Center is committed to providing equal and integrated access for students with
disabilities to the academic, social, cultural, and residential programs that Augsburg College offers
with the goal of promoting independence and assisting students in reaching their individual potential.
Areas of assistance include but are not limited to:
• individual meetings with the physical disabilities specialist on a regularly scheduled basis
• Determination of academic accommodations
• Assistance with time management issues
• Academic advising and assistance
• Advocacy with faculty and staff
• Use of assistive technology
• Assistance with community support services and other nonacademic issues
Housing accommodations are provided on an individual basis for students with physical
disabilities based on the review of appropriate documentation. The nature of the disability and the
amount of equipment and personal care needed are also considered in housing placement.
Academic accommodations are intended to ensure access to educational opportunities for
students with disabilities. The mandate to provide accommodations does not, however, extend to
adjustments that would “fundamentally alter” the basic nature or essential curricular components of an
institution’s courses or programs.
Weekend College and graduate students with documented physical disabilities are encouraged to
contact the Access Center for assistance. Every effort will be made to schedule a meeting time that
works for all involved.
Center for Learning and Adaptive Student Services
Supports students with learning, attentional, psychiatric, and other cognitive disabilities.
TRIO/Student Support Services
Students with disabilities may be eligible to apply for TRIO/SSS.
StepUP® Program
The StepUP program at Augsburg College strives to help students champion lives of recovery,
achieve academic success, and thrive in a residential community of accountability and support. The
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culture of StepUP is shaped by its values: recovery based on spirituality and the 12step model;
personal responsibility, integrity, and living a balanced life; educational success; giving back through
servant leadership; thriving in a community that is an alcohol and drugfree environment; and
developing healthy minds, bodies, spirits and emotions.
Students live in oncampus recovery housing, have individual support meetings with licensed
alcohol and drug counseling staff, and participate in team and community building activities. Students
have access to academic skills specialists and other support services on campus. Participation in the
program offers students leadership opportunities within the program, on campus, and in the greater
Twin Cities community. In StepUP, students join together to form a community in which recovery is
celebrated as a normal part of personal growth. Many of the friendships and bonds students form
while participating in the StepUP program last a lifetime.
In order to qualify for the program students must be committed to a 12step abstinencebased
recovery program, have a minimum of six months of continuous sobriety, agree to abide by the
StepUP contract, and live in StepUP housing.
Ethnic Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to
further their academic careers at Augsburg College since 1978. The program’s mission is to recruit,
retain, and graduate Native students by providing academic, financial, emotional, and cultural support
and advocacy in a comfortable and friendly environment. Some of the services provided include:
• Assists students with the admission process and financial aid application
• Nurtures students’ identification as an American Indian and provides opportunities for
students to learn about their heritage
• Provides opportunities for the campus community to learn about the variety of American
Indian people and cultures
• Provides academic advising and course plans
• Provides opportunities to network with other American Indian students, faculty, staff, and
alumni
• Provides a number of different scholarships including the Bonnie Wallace Leadership
Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in
seeking and applying for other outside/tribal scholarships
• Offers community and professional referrals, networking opportunities within the Native
community and information about jobs and internships
Hispanic/Latino Student Services
The Hispanic/Latino Student Services program offers students individualized attention in many
areas, including academic support, counseling, and advocacy.
Day, WEC, and graduate students find assistance in admissions and financial aid procedures,
scholarships, orientation and registration, academic planning, career counseling, housing, internships
and employment, and placement referrals.
The program advises Latino student organizations (such as the Spanish Club and the Allied
Latino/a Augsburg Students) and supports academic, social, and cultural events/activities that
improve the academic and personal development of Hispanic/ Latino students and provide awareness
of the unique aspects of Hispanic culture.
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Pan-Asian Student Services
The PanAsian Student Services program was created in 1992 to recruit and retain Asian
American students and to enhance the quality of their total experience while at Augsburg College. The
program seeks to create opportunities where Asian students can be involved in and contribute to all
aspects of academic and student life.
The program provides assistance in the admissions and financial aid application process,
orientation, registration and coursework selection, career development, academic and nonacademic
pursuits, and employment and placement referrals.
The Augsburg Asian Student Association is affiliated with the program. The association organizes
various activities during the academic year to increase the network of friendship and support for
Asians, other students at Augsburg, and the surrounding community.
Pan-Afrikan Student Services
The PanAfrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May”
when Augsburg hosted a series of interactive programs with the community. As a result, Black
Student Affairs was born. It has evolved, over the years, into the PAC.
PAC serves the Augsburg College community by providing culturally conscious personal,
academic, financial, preprofessional and transitional support for students of Afrikan descent. This
service enhances the recruitment, retention, and graduation of PanAfrikan students and enables their
learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in
the Diaspora to the community through a variety of programming and advises the PanAfrikan Student
Union.
The PanAfrikan Student Union (PASU) is a commissioned organization whose purpose is to
enable students of Afrikan descent to share their diversity and collectively express their fellowship
with the Augsburg community. PASU sponsors a variety of social and cultural activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievementoriented
students of color who are continuing Augsburg undergraduate students. The goal of the program
is to form a mentoring community that provides a network of belonging that recognizes, supports,
challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application process.
Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is
an alum of color and is successful within their chosen profession. Working with the Ethnic Services
directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest.
Eligible scholars have:
• A GPA of 2.5 or higher
• Demonstrated financial need
• Demonstrated leadership ability or potential
• Demonstrated community involvement both on and off campus
Program objectives are to:
• Support scholars as they continue at Augsburg
• Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best
serve the world?
• Assist in discerning vocation
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• Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the
program each successive year until graduation.
LGBTQIA Services
Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services
works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College
by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a
community that honors and affirms the wholeness of all identities.
LGBTQIA Services provides student advocacy and educational opportunities for the entire
campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and
Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the
entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA
and allied students each year during Lavender Graduation, where the recipients of the LGBTQIA
Student Leadership Award and Karen Neitge Scholarship are honored.
For more information, visit www.augsburg.edu/cao/lgbtqia.html.
Health and Fitness
Center for Counseling and Health Promotion (CCHP)
CCHP provides personal counseling in a confidential and supportive place for students to discuss
personal life challenges with professional mental health counselors. Through counseling, students
can name personal strengths and challenges, identify selfcare and support resources, learn new
relationship and coping skills, and increase awareness of values and choices. Counseling services
to students include individual counseling, group counseling, assessment and referral to campus and
mental health resources, educational workshops, and consultations in the case of concern for another
student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings,
relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other
drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural
identity, selfesteem, sleep difficulties, and other concerns. Professional counseling can help increase
student academic success both by increasing the opportunity for increased selfunderstanding and
personal growth, and by directly addressing potential barriers to academic success.
CCHP also offers health promotion activities and events that increase awareness of health issues
and assists students in adapting new behaviors for a healthier lifestyle, such as weekly pilates and
yoga classes. Health promotion also includes an active group of peer health educators, Engaging
Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education
program to groups requesting the program. Health promotion also works with various campus
organizations and student groups to foster positive change within the campus environment.
Health Insurance
Augsburg College does not require that students have health insurance, with the exception of
international students and student athletes. If a student is not covered by a health insurance plan,
they may contact the Center for Counseling and Health Promotion for more information on student
health insurance plans.
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Health Clinic Services
The College offers basic health care services to students through a contract with University
Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health
insurance, Smiley’s Clinic provides certain clinic health services with a minimal copay at the time of
the visit. Emergency services of any kind are not covered through the contract between Augsburg and
Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or
other health services. A student’s health insurance provider will be billed for medical services and the
student will be responsible for any copays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic
services, call 6123301707 or visit www.augsburg.edu/cchp.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped
with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include
a weight room with universal and free weight systems. All staff, students, and faculty may use the
centers; some hours are reserved for classes.
International Student Advising (ISA)
ISA’s mission is to serve the educational and personal development needs of the international
student body in a way that embraces our common humanity and cultural diversity.
The director of International Student Advising is responsible for:
• Fulfilling duties of Principal Designated School Official (PDSO) for F1 student visa
program and Responsible Officer (RO) for J1 student/scholar exchange program
• General advocacy for international students
• Advising the International Student Organization
• Facilitating intercultural skillbuilding sessions for students, faculty, and staff
• Celebrating diversity of cultures by increasing awareness of international/intercultural
issues
New international students participate in an orientation program that provides practical information
on housing, health insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communication theory to explore their adjustment to a new culture
and education system.
The International Student Organization (ISO) provides a forum for the interests and concerns
of international students and fosters productive interaction among them, the college administration,
and U.S. students. This mission is accomplished through yearly programming of events such as
International Education Week, sponsorship of forums on international issues, and outings to sites of
interest in the community. Information on how to get involved is available through ISA.
Residence Life Program
Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of
a major metropolitan area. They make many new friends among roommates and classmates. They
are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center,
and Christensen Center. With just over 1,000 students living on campus, most students and faculty
greet each other by name.
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Augsburg recognizes the importance of the residential experience during the college years.
Studies show that students who live on campus are more likely to persist academically, to be involved
on campus, and tend to have a slightly higher grade point average. Department of Residence Life
staff are professional and student team members available to support students in their academic and
cocurricular experiences. Through their efforts residential community members become acquainted
with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events
are planned to welcome students to the community, including dances, movie nights, open mic nights,
and weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge, wireless internet, study lounges,
24hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook
ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby
of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell
Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items by May 1:
• Enrollment deposit
• Housing deposit
• Housing contract
Students submitting deposits and the housing contract after May 1 will be placed in housing as
space is available. During spring semester, current Augsburg students are provided with information
on the process to secure housing for the next academic year.
Urness Hall—One home to new Auggies and upperclass resident advisers, this ninestory high
rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a
room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed,
dresser, desk, and chair. Linens are not provided.
Mortensen Hall—This building is a 13story highrise apartment building. It contains 104 one
bedroom and twobedroom apartments to accommodate 312 upperclass students. Mortensen Hall is
carpeted and contains kitchenette units. It is furnished with beds and dressers.
Anderson Hall—Contains four types of living units: twobedroom apartments, tworoom suites,
floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper
class students, and the special interest housing program. All rooms are furnished with beds, dressers,
desks, and chairs.
Luther Hall—Opened in 1999, this apartment residence includes studios and two and four
bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground
parking is available at an additional cost. Meal plans are optional. This building is designed to provide
an environment for upperclass students.
Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center
offers substancefree living connected to a dining area, underground parking, and classrooms.
Opened in 2007, Oren Gateway Center houses the StepUP firstyear and upperclass community and
upperclass students committed to an alcohol and drugfree environment. Flats, apartments, and
studios are furnished with bed, desk, and dressers. Meal plans are optional.
Special Interest Housing—Special interest housing is available to students who are interested in
creating a living/learning environment by designing their own house system. All house members meet
to determine their program focus, educational goals, and community agreement guidelines. Examples
of programs of past special interest housing include PASU, Fellowship of Christian Athletes, Youth
and Family Ministry, Urban Studies House, PreProfessional Health Association, and the Cross
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Cultural House.
Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility
for students, faculty, and staff. This spacious room features smalltable units for easy conversation
overlooking the College quadrangle and Murphy Square. Students on board plans who live in
residence halls eat their meals in the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells
coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced ‘náhbu’, with the accent
on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar,
pastries and beverages.
Augsburg provides a variety of board plan options for those living in College houses or nearby
apartments.
College Policies
Student Standards of Behavior, Complaints, Records
The College has adopted a statement of standards for student behavior and has provided for due
process in matters of academic honesty, disciplinary action, and grievances. These are in the Student
Guide.
The College operates in compliance with the Family Educational Rights and Privacy Act. Students
have the right to inspect certain official records, files, and data that pertain to them and that are
maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading
information.
Information on these policies is found in the Student Guide available on the website at
www.augsburg.edu/studentguide.
Official Notices
Students will receive official notices via the student campus mail system (student campus box),
the AMail publication, and the student’s Augsburg email account. Students should check their
campus mailbox and their student email account regularly. The AMail is a daily online publication on
Inside Augsburg.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain
rights to students regarding their education records. Each year Augsburg is required to give notice of
the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published
in this catalog on page 62 and in the Student Guide distributed annually to students.
Augsburg College understands that no information other than “directory information” can be
released without the written permission of the student, except in limited circumstances. Students must
give permission in writing for educational information to be released to anyone outside of the official
personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write
letters of support/recommendation or nominate students for awards unless explicit written permission
is given by the student to release non“directory information.” It is not sufficient to ask for letters of
recommendation.
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Complete information about Augsburg’s procedures with regard to FERPA are available from the
Office of the Registrar.
Discrimination Complaints
For inquiries or grievances in any of the following areas, contact the director of human resources,
ground floor, Memorial Hall 19, 6123301023.
Affirmative Action—for matters based on race, creed, national, or ethnic origin
Section 504—for matters based on physical or mental handicap
Title IX—for matters based on gender or marital status
Employment—All correspondence should be addressed to the Office of Human Resources at
Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454.
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Academic Information
Augsburg College constructs its curriculum upon the premise that students must be educated
intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp
of the world from which they have come as well as the world in which they live. By providing courses
in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum
introduces students to the breadth and complexity of knowledge and culture.
Required Search for Meaning courses are designed to acquaint students with the Christian
tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance
and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop
skills for participation in exercise and sporting activities.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a
discipline and to prepare for a career or further study. Thus, through a balance of curricular activities
supported by full programs in student life and religious life, an Augsburg College education strives to
educate its students in a real world for the real world.
Degrees Offered
Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees.
Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business
administration, the master of science (in physician assistant studies), the master of social work, and
the doctor of nursing practice degrees.
Academic Calendar
The Augsburg day program follows the semester calendar, with fall and spring semesters of
approximately 14 weeks. Fulltime students normally take four course credits each semester.
The day program calendar is coordinated with those of the four other colleges of the Associated
Colleges of the Twin Cities, so students can take a course on another campus during the regular
term.**
Weekend College classes typically meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet weekly on weekday evenings. The fall trimester is held
from early September through midDecember. Winter trimester meets from January through late
March. Spring classes are held from early April through the end of June. There are 78 class sessions
each trimester, and classes meet on weekends for 3.5 to 4 hours. (Refer to the program schedule for
weekday evening meeting times.) Students may take from one to four classes each term.**
The Rochester campus operates on a trimester calendar. Classes are held on weekday
evenings and meet alternate weeks. Similar to Weekend College, Rochester’s fall trimester begins
in September, winter trimester begins in January, and spring trimester begins in April. There are 78
class sessions each trimester with each class meeting for 31/2 to 4 hours. Students may take one to
four classes each term.**
**See Registration under the Academic Policies and Procedures section and Calendars under
Academic Calendars
Courses and majors offered through Weekend College and the Rochester campus are the same
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as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses
and majors.
Augsburg offers two summer school sessions, plus two summer online options. Select graduate
level courses may be made available in a separate summer term. The summer session schedule is
available in March of each year.
Augsburg graduate programs follow a trimester calendar, except for physician assistant studies.
(See Graduate Programs Section.)
Faculty
The heart of any educational institution is its faculty. Augsburg College is particularly proud of
the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree
in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a
variety of professional and research activities that support their teaching. They are actively involved
in an exciting faculty development program that introduces them to current thought in many fields, but
especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between
professors and students. Faculty act as academic advisers and participate regularly in campus
activities. Every firstyear is assigned an Augsburg Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act as both mentors and models for students.
Library and Information Technology Services
The James G. Lindell Family Library opened in 1997. The fourlevel, 73,000squarefoot facility
houses all library and information technology functions of the College. In addition to the 190,000
volume main collection, the Lindell Library includes special collections and archives, curriculum
library, a computer lab and student computing help desk, library instruction classroom, and facilities
for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of
technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab,
students can create digital audio and visual projects.
Library Resources
Students can search a wide variety of local, regional, national, and international databases. They
have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the
library holdings of the seven private liberal arts colleges in the Twin Cities. Lindell Library has a large
collection of media resources. A serviceoriented staff provides students and faculty with research
assistance and instruction in the use of information resources. Arrangements are made for access by
students with physical limitation and special needs.
Information Technology Resources
Augsburg College has built a reputation as a leader in its commitment to provide students
with the best access to information technology and training. Visit the Student Technology website,
www.augsburg.edu/techdesk, for more on Information Technology at Augsburg.
Computing
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Students have access to more than 250 oncampus computers. There are both PC and Macintosh
desktop computers available in the Lindell Library Learning Commons and computer lab and in
the 24hour Urness computer lab. The College has six computer classrooms and 41 technology
enhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for
use in the Library.
Several computer clusters are available for more specific student use within academic
departments. A highspeed fiber optic campus network provides access to AugNet online services,
printing, and to the Internet and Internet2. Networkready student machines can connect to the
campus network from dormitory rooms or any building on campus using WiFi. All of the AugNet online
services and several of the registrar’s student services are available securely on and offcampus.
Academic Organization and Programs
Divisions and Departments
The College curriculum is offered by 26 departments that are grouped into three divisions for
administrative and instructional purposes.
Fine Arts and Humanities—American Indian studies, art, communication studies, English, history,
languages and crosscultural studies, music, philosophy, religion, theatre arts, College librarians.
Natural and Social Sciences—Biology, chemistry, computer science, economics, mathematics,
physics, political science, psychology, sociology.
Professional Studies—Business administration, education, health and physical education, nursing,
social work.
Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may
cross academic disciplines. Some students decide on a major or majors before they enter college.
Others explore a variety of disciplines before deciding.
A major at Augsburg shall require no more than 13.0 credits from any one academic department.
The Academic Affairs Committee may amend this credit maximum in support of industry or
professional accreditation standards. Students may complete nonrequired electives within the
department beyond the 13.0 credit limit.
The College requires students to declare a major by the end of the sophomore year, and earlier in
some disciplines. Details of majors and minors are in the course description section. Unless otherwise
indicated, majors are part of the bachelor of arts degree.
Students are not required to complete a minor for graduation; however, minors completed prior to
graduation will be listed on the transcript. Minors are not noted on the transcript if they are completed
after a bachelor’s degree has been awarded.
Student-Designed Major
Students may design their own major with the assistance and approval of three advisers from
relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee
(AAC). A studentdesigned major allows flexibility in selecting major courses. Any student wishing to
design a major must complete a proposal, submit it with approval and supporting letters from three
faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as
early as possible so that any changes suggested by AAC may be incorporated into the design without
affecting the student’s proposed completion date. The deadline for initial submission of the program
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design to AAC is the first term in which the student has achieved junior status; the final version must
be approved the term before the student achieves senior status.
Students wishing to design majors must:
1. Develop the studentdesigned major in concert with three faculty advisers from relevant fields,
who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit
supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to
complete the proposed major and the validity and value of the proposed major, including (in at least
one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters
represent their approval of the program, including the capstone course, and their commitment to
oversee the student’s progress.
2. Develop a studentdesigned major program proposal that includes:
a. A statement of learning goals and objectives.
b. A list of proposed courses (minimum of nine, no more than one of which is a lower
level language course and at least five of which are upper division) and a discussion of how the
courses are related to the program goals. Indicate how the proposed courses collectively support
a specialized and cohesive plan usually associated with a college major. Proposals must include
research describing comparable programs of study at a minimum of three other academic institutions.
In addition, students should consult with the Strommen Career and Internship Center for additional
information regarding career objectives. The proposal should provide information showing how the
Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled.
c. A description of the studentdesigned major capstone to be taken sometime during the
senior year. The student should devise the capstone in consultation with advisers. It should require
an integrative project/paper that draws together the coursework up to that point and/or prepares one
for further study. In addition, at least one of the advisers must specifically address the rationale for
the proposed capstone in his or her supporting letter, though approval of the studentdesigned major
program by all advisers presumes their approval of the capstone course.
3. Submit the completed proposal and supporting documentation to the dean’s office.
If AAC approves the proposed major program, the student will be expected to complete the
program designed and still meet all of the other Augsburg degree requirements as stated in the
college catalog.
Students who design their own majors will meet with their advisers regularly throughout the
design and subsequent evaluation of their program. Changes in the approved studentdesigned major
may be made through the normal petition process to the Student Standing Committee with adviser
approval.
ACTC Majors—It is possible for fulltime day students to complete other majors through the
Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor
offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration
Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be
signed by the ACTC school adviser. Some majors may not be available or may have a competitive
application process with acceptance determined by the major department.
Weekend College is not part of the ACTC consortium, and weekend students may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Other Study Programs
Teaching Licensure
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Several teaching licensure programs are offered at Augsburg. Licensure is available in
kindergartenelementary or K6 license. A middle school endorsement is available in one of
the following: mathematics, science, communication arts/literature, social studies. A preprimary
endorsement (3 to 5yearolds) is also available. Licensure is also available in the following middle
school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics,
physics, and social studies. This license prepares people to teach in grades 512. Students seeking
licensure in one of these areas obtain an appropriate subject area major and complete secondary
licensure coursework. Specialist licenses are available in art (K12), vocal music and instrumental
music (K12), and physical education (K12). The licenses prepare people to teach in grades K
12. Students seeking licensure in one of these areas also obtain the appropriate subject area major
and complete the secondary licensure coursework. (See Department of Education and subject area
departments for more information.)
K12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning
Disabilities are also available. These majors and licenses are offered only through Weekend College.
Students seeking elementary licensure and special education licensure have education department
advisers. Students seeking 512 and K12 licensure have advisers in their subject area major and in
the education department. It is very important that students work closely with their advisers throughout
their programs.
Certificate Programs
Augsburg offers undergraduate certificates through the departments of Art and Business
Administration (see departments and programs section). Certificates are available to nondegree
seeking students or students who are completing a degree from a different academic department. A
student may declare degree seeking status after earning a certificate.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science,
pharmacy, or engineering can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed
and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field
to assist students in their planning. Students who want to plan a preprofessional program should
contact Academic Advising prior to or early in their first year to arrange for faculty advising.
Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the
School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM
115, 116 (or 105, 106), 351, 352; MAT 114 or 163; PHY 121, 122; PSY 105. Requirements at other
universities may vary.
Pre-Engineering—See engineering degree and major requirements.
Pre-Law—Students considering a career in law should examine the handbook published by
the Association of American Law Schools. Students may wish to take lawrelated courses to help
determine their interest in law. Prelaw students should major in a discipline of their own choosing;
most law school entrance requirements will be satisfied with a record of solid achievement coupled
with an acceptable LSAT score.
Pre-Medicine—A major in chemistry and biology is not required in order to apply to medical
schools, but many students with an interest in the health sciences choose to major in these fields. The
competitive candidate typically has substantially more training than the minimal course requirements.
Students should review requirements and recommended courses of each program being considered
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for application and consult early and frequently with a prehealth science adviser. Coursework that is
required by most medical schools includes: one to two semesters of English composition such as ENL
111, 220; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146, 163;
PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361.
Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy—
Coursework in preparation for these programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College
of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116 (or 105, 106), 351,
352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in
Behavioral Sciences such as PSY 105 and SOC 121. Requirements at other universities may vary.
Pre-Seminary—A student may enter a theological seminary with any of several different majors,
such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation
includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses
in the history of philosophy, and Greek in the junior and/or senior year. The Center for Faith and
Learning (Memorial 231) provides resources and support, including scholarship opportunities, for
students considering seminary.
Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine
at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145;
BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional
liberal arts courses are required. Requirements at other universities may vary.
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion
for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to
an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives
students the resources and freedom to build their own ideal higher education. Students have the
opportunity to create their own courses, edit and write for the Honors Review of Undergraduate
Scholarship, participate in an intramural debate league, belong to an Honors House, and learn
through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a
challenging “signature experience” such as writing a play, putting great books on trial, or attending
music, theatre, and art performances. Honors courses bring in professors from several different
departments so you can learn from talented professors teaching their specialties.
For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu.
Also see the Honors Program in the departments and programs section.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several
programs.
Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges
library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media
resources of the fourteen libraries.
Associated Colleges of the Twin Cities (ACTC)—Fulltime day students at Augsburg and the
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St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect
to take one course each semester (fall and spring) at one of the other campuses. No additional fee
is required for such an exchange, except for private instruction in music or approved independent
studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are
considered Augsburg College courses and do not impact the residency requirement. The permanent
record of courses for which a student has crossregistered is kept in the Office of the Registrar at
Augsburg College, not the host ACTC institution. Students may elect to participate in the cooperative
program to gain new perspectives, to get better acquainted with the other schools, or to undertake a
specific course or major not offered on the home campus. A regularly scheduled bus shuttles students
between the campuses.
Weekend College is not part of the ACTC consortium, and weekend students may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with
17 other colleges and universities, offers offcampus study semesters in Norway, Northern Ireland,
Ecuador and the Twin Cities. (See HECUA programs on page 163.)
McNally Smith College of Music—Augsburg College fulltime students may elect to take one
course each semester at McNally Smith College of Music providing that they meet all McNally Smith
College of Music requirements. This program is open to sophomores through seniors. There is no
additional fee for this program. Students should consult with their advisor to confirm if the classes
will count toward graduation requirements. In no instance may a McNally Smith course be used as a
substitute for any Augsburg course specifically listed within a degree program.
Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith
exchange are considered Augsburg College courses and do not impact the residency requirement.
The permanent record of courses which a student has registered for through the exchange is kept in
the Office of the Registrar at Augsburg College, not McNally Smith.
Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the
University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for
two and threeyear AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more
information, contact the Office of the Registrar, or call the University of St. Thomas at 6519626320
or 18003286819, x6320.
Army ROTC—Augsburg day students may participate in the Army ROTC program at the
University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the
program. ROTC credits serve as electives at Augsburg. For more information, contact the Office of
the Registrar.
Augsburg Abroad
Augsburg Abroad is the front door for students and faculty interested in study abroad. Services
include:
• Study abroad program selection advising
• Financial and academic advising for study abroad
• Registration and billing for study abroad
• Predeparture and reentry support (application, orientation, etc.)
• Facultyled, shortterm program coordination
About half of Augsburg undergraduate students are studying abroad. Graduate students also
find shortterm programs as part of their curriculum. Students abroad will find themselves in a variety
of locales and studying a variety of disciplines: studying gender issues in Central America; acting
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with masks in Norway; interning with community organizations in Northern Ireland; studying political
science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand;
and learning a language where it is spoken.
Academic Requirements and Credit
Students fulfill the Augsburg Experience requirement on approved programs. Courses taken
abroad can also fulfill graduation requirements including major, minor, language, liberal arts
foundation, lifetime activity, and internship requirements. This is determined prior to departure
when students fill out the required Course Approval Form that is signed by academic advisers and
appropriate staff and faculty approving courses.
Students should be aware of the following policies related to study abroad:
• Students can study abroad more than once.
• Students can study abroad at any point in their academic career.
Semester and Summer Programs
• Courses taken on offcampus programs during the senior year will meet the Augsburg
residency requirement.
• Students must take a full load of credits while abroad on semester programs.
• Students must take courses AF while abroad.
• Grades received on affiliated and nonAugsburg programs are reported as transfer credit
on the transcript, and thus are not figured into your GPA.
• A “C” equivalent or higher must be received for the credit to transfer to Augsburg.
Faculty-led Short-term Programs
• Students must register for all courses required by the shortterm program. Credit values
may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any
courses removed by the student without Augsburg Abroad permission prior to the start of
the program will be readded to the student’s schedule. If no work was completed in these
reinstated courses, a grade of zero will be awarded.
• Overload Fee Exemption for facultyled January and Spring Weekend College (WEC)
programs: January and spring WEC facultyled programs are placed within the spring
semester. However, fulltime Day students will not be billed an overload fee if an additional
4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the
spring can use the January or Spring WEC facultyled shortterm program as a spring term
course in order to be considered parttime or fulltime.
• Crossover Policy Exemption: The crossover policy does not apply to study abroad
students. WEC students who do a study abroad program placed in the Day program do not
count that as their crossover course. The same policy exemption is valid for Day students
doing a study abroad program scheduled in a WEC term.
Eligibility and Application
The following are Augsburg College’s requirements for study abroad:
• Minimum 2.5 GPA at the time of application. Individual programs may require a higher
average. Students with lower averages should consult with Augsburg Abroad.
• Be at sophomore, junior, or senior standing by the time you study abroad. Shortterm,
facultyled programs will allow participation as a firstyear if the student receives approval from
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the facultyleader.
• Transfer students must complete one semester at Augsburg before they may study off
campus.
• Not be on academic or disciplinary probation. Students placed on academic or disciplinary
probation after admittance to study abroad may be withdrawn from the program. The student
is responsible for all nonrecoverable program costs incurred.
• Not have an outstanding balance on student account.
• Be aware that students applying to facultyled programs, who meet the above criteria, are
accepted on a rolling basis; space is limited on these programs so applying early is important.
Application deadlines for semester programs are:
October 1: Spring semester study abroad and winterbreak facultyled programs
November 1: Springbreak facultyled programs
February 1: Spring WEC term and Summer Session facultyled programs
March 1: Fall semester and nonfaculty led summer study abroad programs
Program provider deadlines vary; students need to meet all deadlines and eligibility requirements
set by program providers. Students should start planning in their first year for study abroad to be sure
to do appropriate research and meet all deadlines.
Students are accepted to study on facultyled programs on a first applied, first accepted basis.
ACCESS/CLASS Abroad
Students should be prepared for the fact that disability may be culturally defined. Attitudes toward
disability and levels of accessibility can vary greatly from country to country. The Americans with
Disabilities Act mandates equal access to universitysponsored programs and services to students
with disabilities. However, providing access by US standards can present unique challenges in
international settings. The expectation on the part of US students and institutions is that reasonable
accommodations will be made. Depending on the country and culture, there may be different ways
to define accessibility and different expectations in terms of accommodations that can or should be
made. Students are encouraged to work closely with Augsburg Abroad/CLASS/ACCESS.
Students are responsible for requesting accommodations abroad within a reasonable time frame
prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the
student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible
accommodations abroad.
Costs and Financial Aid
The cost of study abroad is comprised of program fees that generally include tuition, housing,
international health insurance, some meals, excursions, and study abroad fees. These costs vary
from program to program. Augsburg College pays the program provider on the student’s behalf and
then bills the Augsburg student account. This allows students to access their financial aid for study
abroad. Students will always pay a minimum of Augsburg tuition when studying abroad.
Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that
entire package to cover their study abroad program costs. Students receiving Augsburg institutionally
funded aid (e.g., Presidential, Regents, Legacy, Promise and other Augsburg scholarships, and tuition
remission benefit) may use their scholarships to study abroad multiple times on Augsburg Programs
(see below in Study Abroad Program section). However, institutionallyfunded aid may be used only
once toward study abroad costs on an affiliate or nonAugsburg program. Cost estimates for the time
abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to
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students studying abroad.
Students are required to notify Augsburg Abroad immediately if they choose not to continue with
their study abroad experience. At the moment of notification nonrecoverable costs will be assessed
and charged to the student account. Depending on the time of notification of withdrawal students may
owe nothing, the study abroad fee, the deposit, or some, or all, of the program fee. Students are also
subject to the cancellation and refund policies of Augsburg Abroad and their program provider.
Study Abroad Programs
Students have over 200 programs in over 90 countries from which to choose. In addition to the
below Augsburg College programs, students can choose from affiliated program providers. These
programs have been reviewed to meet the Augsburg Experience requirement, diverse needs of
students, and provide quality student service. The programs are reviewed each year.
If students cannot find a program that meets their needs from the Augsburg College or Augsburg
affiliated options then they can apply to do a nonAugsburg program. Students with a strong academic
or financial reason, faculty support (as shown on the Course Approval Form), and who choose a good
quality program, may be approved.
The Center for Global Education
The mission of the Center for Global Education at Augsburg College is to provide crosscultural
educational opportunities in order to foster critical analysis of local and global conditions so that
personal and systemic change takes place leading to a more just and sustainable world.
The center’s study programs are conducted in Central America, Mexico, and Namibia. Students
experience three distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, and several weeks living with host families. In the Mexico
and Namibia programs, students travel together on twoweek seminars — from Mexico to Central
America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition,
room, and board for one semester on campus, plus airfare. (Some scholarships are available for
Augsburg students.)
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientiallybased intensive semester of study and travel designed to
introduce students to the important issues facing Mexico, U.S.Mexico relations, and the context in
which many Mexicans are immigrating to the United States. Students will improve Spanish language
skills, as well as develop intercultural communication skills. Students will learn about key social,
economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race,
ethnicity, class, and gender, sexuality, and religion. Students will learn firsthand from diverse women
and men involved in struggles for social change, as well as business leaders, religious leaders,
and feminist activists and scholars, government representatives, politicians, and political activists.
Spanish courses range from beginning to advanced, including courses for bilingual students.The
program includes rural travel within Mexico and 45 day seminar in Mexico City. Students stay in
the Augsburg study center for part of the semester and with Mexican host families for four to six
weeks, although semesterlong homestays are available for Spanish majors and others upon request.
Although students may select courses from several different disciplines, they may meet several
AugCore requirements while in Mexico and/or take courses in the following 4 concentrations: 1)
Business, 2) Religion, 3) Spanish, and 4) Women’s Studies.
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—
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Fall or Spring
This program examines the crucial issues of nationbuilding, globalization, and decolonizing
the mind, from the perspectives of the new democracies of southern Africa. Namibia won its
independence in 1990 after decades of apartheid under South African colonization. South Africa had
its first democratic election in 1994. As these nations struggle to build nationhood and deal with the
legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world:
rapid globalization and under and unequal development. Decolonizing the mind is a longterm project.
Credit is available in history, religion, political science, and interdisciplinary studies. Internships are
also available.
Social Change in Central America: Exploring Peace, Justice and Community Engagement (Guatemala,
El Salvador, Nicaragua)—Fall or Spring
This is an intensive semester of study and travel designed to introduce students to the key issues
facing Central Americans. Students will explore the history, culture, and struggles of the people of
Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic
development. Course credit maybe earned in Spanish, religion, history, women’s studies, and political
science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and
the final six weeks in Nicaragua. Prerequisites: one course in collegelevel Spanish or its equivalent.
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and globalization. It
is ideal for students who are interested in working with Spanishspeaking populations in the United
States, as it includes intensive Spanish language classes, an internship or independent research
opportunity, and courses that help students understand the connections between globalization and
migration while learning from diverse communities that are organizing for positive social change
around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the
environment. Credit is available in Spanish, history, women’s studies, political science, and religion.
Students spend most of the semester living in Augsburg housing and approximately six weeks living
with Mexican host families.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor in Social Work
degree program. Its goal is to develop crossculturally competent, ethical social work professionals
with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice. It includes Spanish language study and social work courses. Social work
field placement is also available for qualified students. Students live with Mexican host families for six
weeks.
International Partners and Exchanges
The Office of International Programs offers a broad range of semester and academic year
programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several
options in diverse disciplines: liberal arts programs, group programs, “tailormade” individual study
programs, and practical professional experiences. All coursework is in English. Travel scholarships
are available for some locations. For further information on programs in Finland, Germany, and
Norway, contact the International Partners office. For exchange programs in China and Slovenia,
contact Augsburg Abroad.
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Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester programs
in Norway, East and Central Europe, Ecuador, Northern Ireland, and the Twin Cities. All HECUA
programs explore civic engagement, community, and social change, and emphasize internships
and field study. For more information on international HECUA programs, see the listings under
International Studies; and for HECUA programs in the Twin Cities, see Interdisciplinary Studies.
Scandinavian Urban Studies Term: Norway—Fall
A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern
Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework
and an internship provide unique perspectives on how the Norwegian social democracy and
Scandinavian welfare states are working to address the challenges posed by immigration and cultural
and ethnic diversity. Students choose an independent study project or Norwegian language courses.
Divided States of Europe—Spring
Ten former communist nationstates have recently joined the European Union. From three
different locations – Norway, Romania, and Hungary – students examine the complex dynamics
of European integration via issues such as labor migration, minority politics, rightwing populism,
prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s
most pressing social justice issues and constitute its primary geographic and cultural bridge between
East and West.
Community Internships in Latin America: Ecuador—Fall and Spring
This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense
involvement in a communitybased organization with study of the community development process.
A homestay and a handson internship develop Spanish and other skills. The program addresses
globalization, the environment, oil politics, and other local and international issues.
Northern Ireland: Democracy and Social Change—Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political,
and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being
made. Through a sevenweek internship, students get handson experience with organizations
working for social change. Field seminars focus on human rights, conflict transformation, and
education for democracy. The program is located at the UNESCO Centre at the University of Ulster in
Coleraine.
Student Teaching Abroad
Selected education department students may participate in the International Student Teaching
Abroad program coordinated through the University of MinnesotaMorris. Students who teach abroad
will also do part of their student teaching under direct Augsburg faculty supervision. For additional
information, contact the Department of Education student teacher director.
May/Summer Abroad
May and summer courses to many parts of the world enable students to earn credit through short
term travel. Contact Augsburg Abroad for the most current list of programs.
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Clair and Gladys Strommen Career and Internship Center
The Strommen Career and Internship Center is a comprehensive resource center emphasizing
the importance and value for all students to engage in internships, career development and the
exploration of vocation throughout their college years. The integration of “knowing and doing” adds
breadth and depth to the curriculum and assists students in making more informed academic and
career decisions. The underlying assumption is that a liberal arts education is an effective preparation
for life, meaningful work, and active citizenship.
Career Services
Career Services provides opportunities, programs, and career counseling to help students
discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with
questions of vocation and purpose in a changing world. This process is viewed as an important
part of a student’s development while attending college. To aid in this process, professional career
staff provide career assessments and individualized career planning and coaching. Staff also assist
students with choosing majors, locating internships, preparing for internship and job searches,
graduate school applications, and making connections to community, business, and alumni resources.
Internships
Academic Credit
An internship for credit is a carefully planned, work or servicebased learning experience
where a student focuses on specific learning objectives that connect concepts of the major to the
experience. An academic internship is approved, supervised, and evaluated by a faculty member in
the department in which the student wishes to earn the internship credit. A learning agreement plan,
negotiated with the faculty supervisor and work supervisor, outlines the academic related objectives,
strategies, and evaluation methods for receiving credit. Students do internships in nonprofits, small
and large businesses, government agencies, museums, arts organizations, schools and churches.
Internships for credit are available in all majors and can be taken during a Day program semester,
Weekend College trimester or summer sessions. Interdisciplinary (INS) internships are also
available. For extension of an internship beyond one term see Evaluation and Grading on page 58.
Internships can be registered for 1 course credit or .5 credit. One course credit involves a minimum
time commitment of, on average, 10 hours per week or 140 total hours. Internships for .5 credit
require a minimum of 80 total hours. A maximum of four courses of internship may count toward the
total courses required for the degree. Internships completed offcampus for credit will automatically
fulfill the Augsburg Experience graduation requirement.
Non-Credit and Transcript Notation
Notforcredit internships related to a student’s major or career interests can be registered for
a zerocredit transcript notation (GST009). The goal is for students to apply theory to practice in
a work setting and reflect on the experience. Work opportunities typically are parttime during the
academic year and/or full time during summer and can begin and end anytime. Students set learning
goals and evaluate their experience. The director of the Strommen Career and Internship Center
supervises noncredit internships and transcript notation work experiences. Internships not for credit
and transcript notations may be used to fulfill the Augsburg Experience graduation requirement by
completing a WorkConnections reflection process.
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Sabo Center for Citizenship and Learning
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Servicelearning Program provides students with opportunities to
understand and respond to needs in the city through courseembedded service experiences and civic
engagement activities. A key component of communityservicelearning is reflection on and analysis
of community issues in order to promote personal and educational growth and civic responsibility.
By connecting classroom content with servicelearning experiences in the City, Augsburg students
deepen their understanding of abstract course concepts while learning about pertinent and related
community issues. This dynamic and interactive educational approach employs reciprocal learning
between students and their community. Servicelearning components are embedded in most
academic disciplines.
Examples of community servicelearning sites include: homeless shelters, cultural and
environmental organizations, tutoring programs and literacy centers.
Campus Kitchen Project and Community Garden
The Campus Kitchen Project connects the campus community with the larger community by using
food as a tool to nourish bodies, develop leadership, and educate students through servicelearning.
To accomplish these goals, three separate programs exist:
1) FOOD TO SHARE—Surplus food from the Augsburg Dining Service is donated, reheated and
served by student volunteers to neighborhood partners including: homeless shelters, youth and senior
programs, and others.
2) FOOD TO GROW—On the corner of campus, Augsburg staff and students manage a community
garden composed of 70 individual plots where community and campus members can grow their own
food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow
and cook healthy food.
3) FOOD TO BUY—A farmer’s market and CSA delivery is available weekly at Augsburg College and
the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from
the market and CSA shares are donated to the Campus Kitchen meal delivery program.
Bonner Leader Program
In November of 20082009, Augsburg College launched its first year of the Bonner Leaders
program, funded through the National Bonner Foundation. Through the Bonner program at Augsburg,
students develop deep community relationships and engage in longterm policy advocacy throughout
their four years at Augsburg College. Those selected to be a part of the Augsburg College Bonner
Leaders program were largely firstyear students, with diverse ethnic and geographical backgrounds,
and unique experience with communityleadership roles. Through service placements with partner
nonprofit community organizations, students worked an average of 200 hours over the course of
the academic year in placements supporting ELL classrooms, running an employment education
computer lab, helping coordinate a lowincome housing program, providing community health
outreach, and working with a financial literacy program. Beyond their workstudy service, students
participated in at least 100 volunteer hours with various community initiatives and civic engagement
projects on campus.
Through their participation with the Bonner Leaders program, students engaged in monthly guided
reflections and leadership development training. The Augsburg Bonner Community Leaders program
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is a successful campus model to build on the college’s culture of community and civic engagement
and bring together existing community service programs to take us to the next level of deepening
knowledge, reflection, and authenticity of civic engagement in the community.
Augsburg Reads
The Augsburg Reads Program is a federally funded literacy and tutoring program focused
on elementary student achievement. Augsburg Reads pairs college students with community
organizations in the CedarRiverside neighborhood focused on student achievement through after
school programs.
Graduate Programs
Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master
of Arts in Leadership, Master of Arts in Nursing, Doctorate in Nursing Practice, Master of Business
Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult
the Augsburg Graduate Studies catalog for complete information.
The Master of Arts in Education offers initial licensure coursework at the graduate level in
elementary education, secondary education, and special education: E/BD and LD. The MAE also
offers the preprimary specialty and the K12 Reading Teacher endorsement. Students are able to
take up to six licensure courses at the graduate level and complete their licensure programs with
a combination of graduate and undergraduate coursework. Students can then apply their graduate
level licensure courses to complete a master’s degree program. Students will complete their master’s
degrees through a combination of Master of Arts in Leadership coursework and graduate level
education coursework. Licensed teachers also can pursue special education: E/BD and/or LD, as
well as the K12 Reading Licensure Endorsement and the preprimary endorsement at the graduate
level. The program is available through the Weekend College schedule, and the admissions process
begins with the Graduate Admissions office. For further information about the programs, contact the
Education Department or the Graduate Admissions office.
The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This
crossdisciplinary program directs its academic content and pedagogical approaches to situations,
issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s
leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding
of their world. Designed for working adults, the program offers courses primarily on alternate
Saturdays. There is also a Monday evening cohort offering of the program at Augsburg’s Bloomington
site. (Note: A fiveyear program is available to Augsburg undergraduate accounting majors that
would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in
leadership. See the Department of Business Administration, accounting major section of the catalog
for further information.)
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural
community health nursing practice across care settings, with emphasis on addressing health
inequities among diverse populations. The program is offered within the context of a Christian liberal
arts education. Graduates are eligible to apply for national certification in Advanced Community
Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing
Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural
Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month)
that includes weekdays, weekday evenings, and Saturdays. Webenhanced teaching is used for all
classes. Practicums include optional shortterm study abroad experiences. Students may choose
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to study in Mexico, Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe. The Master of Arts in
Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance
with its accreditation standards and procedures.
Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s
degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge
student.” This process requires acceptance to the MA in Nursing program and completion of three
courses in the Augsburg undergraduate nursing program.
Students in good standing in the Augsburg undergraduate nursing program can enter the MA in
nursing through an “expedited” process. After provisional acceptance to the MA in Nursing program
while still a student in the undergraduate program, students can take three designated courses in the
Master of Arts in Nursing, which will be applied to the M.A. at Augsburg upon successful completion of
the undergraduate nursing degree.
The Doctor of Nursing Practice (DNP) program is designed for registered nurses (RNs)
who currently hold a master’s degree in nursing and wish to advance their practice within diverse
communities and complex institutions. The program prepares nurses for advanced transcultural
nursing in community life, integrating holistic practice modalities that uphold and improve human
potential across care settings and care systems. Emphasis is on nursing leadership and system level
changes that decrease health inequities and improve health outcomes of persons underserved by
the current health system. Short term study abroad and away opportunities are woven throughout the
curriculum and students are encouraged to take advantage of these opportunities.
The DNP program is structured in a cohort model. Students are admitted to the program during the
spring and classes begin in the fall term. Classes meet facetoface one day per month and three
times during a term. Seminars are scheduled for the mornings following classes. Video conferencing
between Minneapolis and Rochester is used for most classes and seminars. The program is
structured to be completed in 32 months of parttime study 5 semester credit hours per term.
The Master of Business Administration is designed to give students mastery of the skills
and knowledge necessary to advance in their careers and accept roles of greater responsibility in
an organization. Meeting primarily on one evening per week, this challenging program is designed
to be completed in 23 months. Organized in cohort format, the program encourages learning in a
collaborative smallgroup environment and features a high level of interaction and attention from the
faculty. The program focuses on giving students the ability to think critically and effectively manage in
complex environments. An intensive management consulting course allows students to apply theory
and classroom learning to an actual business or organizational environment. Local businesses and
organizations provide a laboratory for students as they complete comprehensive projects in various
disciplines and functions.
The core program can be enhanced through participation in a number of concentrations including
finance, healthcare management, international business, social entrepreneurship and marketing
management.
The Master of Science in Physician Assistant Studies is designed for students interested in
careers as healthcare providers. The mission of the program is based on a foundation of respect and
sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved
populations. Students are well educated in current medical theory and practice in primary care
medicine. All physician assistants must have a supervising physician to practice. The program is three
years long with classes held Monday through Friday during the day.
The Master of Social Work, accredited by the Council on Social Work Education, prepares
students for entering advanced social work practice. The program builds on the liberal arts base of the
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College and supports the College’s mission to nurture future leaders in service to the world.
There are two concentrations: multicultural clinical practice (MCCP) or program development, policy,
and administration (PDPA). Students choose one of the two concentrations for their program focus.
The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for
social change, and a holistic, strengthsbased, problemsolving framework. Graduate social work
classes meet in fourhour blocks on Friday evenings, Saturday mornings, and Saturday afternoons.
The multicultural clinical practice concentration prepares students to work with diverse peoples across
the full range of contemporary clinical social work practice settings. The program development, policy,
and administration concentration prepares students to actively seek equality and justice for clients
within agencies, institutions, and society, while directing energy toward changing policies that obscure
and oppress people.
Two dual degrees are also available: a Master of Social Work/Master of Theology or Divinity
degree (MSW/MA/MDiv) and a Master of Social Work/Master of Business Administration degree
(MSW/MBA). The MSW/MA/MDiv dual degree is offered in collaboration with Luther Seminary. It is
designed to meet the educational interests of people planning to serve the spiritual and social needs
of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with
the Augsburg MBA program. It provides students with the skills and expertise necessary to build well
managed and financially sound service organizations that serve diverse communities, both locally and
globally.
Other Programs
Continuing Education Program
The mission of Augsburg College continuing education program is to provide working adults with
lifelong learning opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces, and communities. The program strives to meet the needs
of the community by offering credit and noncredit programs consistent with the mission of Augsburg
College.
Programs are developed through collaborations between academic and administrative
departments of the College and community organizations. These collaborations have included
the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for
Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul
public school districts, Minnesota Department of Education, and the Midwest Regional Office of the
College Board. Augsburg College is a Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest
for Canadian studies. The program supports special events and conferences as well as student
internships and faculty activity in Canadian studies. The goals of the program include community
involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of
opportunities to learn directly from Canadians through visits and exchanges.
Academic Policies and Procedures
Registration
A student must be registered for a course in order to earn credit, and all registered courses will
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be reflected on a student’s AugNet page. Students are responsible for verifying the accuracy of their
registrations. Additionally, day students are required to meet with their academic advisers prior to
registration for the fall and spring terms.
Web registration through AugNet is the primary method of registration, though the Enrollment
Center is available to process registration forms. Please reference the academic calendar for the
schedule of open registration dates.
Students who encounter a prerequisite issue when trying to register for a course through AugNet
should come to the Enrollment Center for assistance.
The following registrations cannot be completed online and must be processed at the Enrollment
Center:
• THP courses (theatre practicum courses)
• 100level MUP courses (variable credit music lessons)
• Student Teaching (Education department approval required)
• Independent Study and Directed Study (separate form available at the Enrollment Center;
instructor and department chair signatures required)
• Internships (registration form available at the Enrollment Center; instructor and Director of
Strommen Career and Internship Center signatures required)
Fulltime day students normally register for four course credits per semester. Students registered
for three or more course credits in a semester are classified as fulltime students. Students registered
for two course credits are classified as halftime students.
To register for more than 4.5 course credits, students must contact the Enrollment Center to
petition the Committee on Student Standing unless the following apply: students with a cumulative
GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits without petitioning; students
with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without
petitioning. All overload registrations must be done in person at the Enrollment Center. (Note: There
is an additional tuition charge for course loads over 4.5 course credits. This includes combining the
credit load from both the day and WEC programs. Spring day term will include winter WEC and spring
WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge.
Official academic calendars for all programs are available through the registrar’s webpage.
The last day to initially register for courses in the Day program (semesters) is the Friday before
the term begins. After initial registration, Day students may add individual classes to their current
schedule or withdraw without notation through day 10 of the term. The signature of the instructor is
required to add a class after the fifth day. From day 11 through day 20, students may still petition the
Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20
is the last day to petition for adding a class.
Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the
term may add or withdraw without notation through the fifth school day after the start of the course.
Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes.
Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar.
Weekend College and Rochester program students typically register for one or two course credits
each trimester. Maximum credit load is 4.0 credits. Students registered for at least two course credits
in one term are considered full time for that term. Students registered for one course credit are
considered halftime for the term.
The last day to initially register for courses in the Weekend College program (Weekend College)
is the last business day before the term begins. After initial registration, Weekend College students
may add individual classes to their current schedule or withdraw without notation through Friday after
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the first class weekend. The signature of the instructor is required to add a class after the class meets.
Students may petition the Committee on Student Standing for permission to add a class through the
Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to
add a class is the Thursday prior to the second class weekend.
Students registered for Weekend College T1/T2 courses may add or withdraw without notation
through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a
W is allowed through the Tuesday after the second weekend class meeting.
The last day to initially register for courses on the Rochester campus is the last business day
before the term begins. After initial registration, Rochester students may add individual classes
to their current schedule and/or withdraw without notation through Monday after the first week of
classes. The signature of the instructor is required to add a class after a class meets and it must be
processed through the Enrollment Center. Students may petition the Committee on Student Standing
for permission to add a class through the Friday prior to the second week of classes. There is a fee for
this petition. The last date to petition to add a class is the Friday before the second week of classes.
Students registered for Rochester T1/T2 courses may add or withdraw without notation through the
Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed
through the Monday after the second week of the class.
Separate rules apply to Summer School. Late course registrations may be subject to additional
late fees.
ACTC school course listings are also available online and should be checked to verify the correct
meeting times and room assignment. As some courses are offered only in alternate years, students
should also consult with departmental advisers when planning their academic program.
Summer session and graduate program courses are published in separate schedules.
Specific information on registration and help with registration on other campuses are available
from these offices:
Office of the Registrar—6123301036
Academic Advising—6123301025
Augsburg for Adults—6123301782
Rochester Program—5072882886
Crossover Registration Policy
Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend
College, or the Rochester Program. It is expected that students will complete most degree
requirements through their home program. However, fulltime students may register for up to 1.0
credits per term outside their home program. Enrollment will be based on class availability.
Tuition will be charged at the rate of their home program for courses registered outside their home
program. The rate will be based on the maximum credit load they are carrying on any calendar date
over the span of the two terms. For example, a day program student taking 2.0 credits in the day
program, and 1.0 credits in the WEC program, will be considered fulltime and will be charged the full
time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits
in the day program, will pay the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits will pay the day parttime rate for any credits over 4.5 in
their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The
maximum number of credits that may be included in the day fulltime tuition rate for students who
crossregister is 4.5.
Students have registration priority in their home programs. Crossover registration dates are
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published on the registrar’s office webpage. Crossover registration is not available online.
The WEC and Rochester programs are not part of the ACTC (Associated Colleges of the Twin
Cities) tuition exchange program. WEC/Rochester students may NOT cross over to attend ACTC
courses.
Students must have completed an undergraduate degree and be admitted to a graduate program
before taking graduate level courses from that program. (An exception is made for approved courses
in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in
graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg
graduate level program wishing to take an undergraduate course will pay the rate of the program in
which the course is offered (Day, WEC, or Rochester).
Change of Program
Students may apply to change their “home program” by filling out a Change of Program form
available at the Enrollment Center. The change will take effect the following term. Changes are limited
to one each academic year. A Change of Program form must be submitted before the term begins.
Students registered in spring Day may not do a change of program into spring WEC.
Withdrawal from College
Students are urged not to abandon courses for which they are registered because this will result
in a failing grade on their official academic record. Cancellation of courses or withdrawal from College
must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained
at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a
Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and
any consequential adjustments in accounts are effective as of the date the Withdrawal from College
form is returned to the registrar’s office. Students must be readmitted to the College when they are
ready to resume their studies. The Application for Readmission form is available from the Enrollment
Center or can be downloaded from the registrar’s webpage.
Students are responsible for keeping the registrar’s office informed of their current mailing
address.
Leave of Absence
Students following the Day calendar (semester) may apply to take a leave of absence for one
term. The leave of absence allows continued access to email and AugNet Records and Registration.
If a student on a leave of absence does not register for the subsequent semester, the student’s file will
be deactivated and the student will need to submit an Application for Readmission form in order to re
enroll. The Leave of Absence program is not available to Day students who withdraw from all courses
in a term.
Military Called to Active Duty
Augsburg College will allow students to withdraw from courses without penalty if they are called to
active duty as military reservists, National Guard, or for other military service. This shall include a 100
percent refund of tuition and fees upon verification of call to active duty. Students must provide a copy
of their orders to the registrar.
If the student is called to duty after the deadline to drop a course, the registrar will place a W for
the course(s) along with a notation on the transcript that the student was called to active duty. This
is to assist the student with any financial aid complications that may arise and also indicate that the
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withdrawal was outside of the student’s control.
Alternatively, the College supports faculty in enabling students who are called to active duty and
have substantially completed a course, to assign a grade based upon the coursework completed, or
work out an “incomplete” agreement. Students who are able to complete some of their courses would
have their refund adjusted to reflect this.
Students who are being placed on active duty should contact the registrar and/or the dean’s office
as soon as possible so the College can notify all parties and aid in this process.
Student Standing Committee
The Student Standing Committee reviews requests for exceptions to academic policies. Typically,
the committee considers requests for:
• Minor exceptions to academic requirements and/or approval of transfer course
substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or grade
option changes)
Note: Petitions for an exception to published registration deadlines will require a $50 petition fee
attached to the petition. This fee is nonrefundable regardless of the outcome of the petition. Petitions
involving adding or dropping courses/withdrawing from college after the deadline must be submitted
within six months of the published registration deadlines for the term involved.
For petitions requesting a late registration, any student account holds must be cleared before
submitting the petition. Students who are allowed to add a course by petition after the published
registration deadline will incur a $150 late registration fee per course.
In addition, the committee reviews students’ transcripts in determining academic probation or
dismissal from the College on academic grounds. The committee also hears appeals from students
who have been dismissed for academic reasons.
The committee reviews student requests for readmission to the College after dismissal or
returning after leaving while on probation, or students readmitting to the College immediately after a
term from which they withdrew from College.
The committee typically meets every other week throughout the school year (SeptemberApril),
and once a month during summer.
Petition Process
Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage,
www.augsburg.edu/registrar/.
Step 2: Fill out the petition form completely. Include documentation for illness or family emergency.
Have your adviser, instructor, or department chair sign and add comments concerning your request.
Petitions without comments from faculty will be returned for completion. Note: If petitioning for a
change in registration, please submit a drop/add form signed by both the instructor and student.
Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; if
applicable, include a signed drop/add form and $50 check.
Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to
the student. Day students will receive this notice in their campus box. WEC and Rochester student
petitions will be mailed to their home address.
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Catalog Applicability
Students must fulfill the general education requirements that were in effect when they matriculated
at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs
in effect during their years of enrollment. However, students who are readmitted after more than six
years away from the College must complete the departmental major requirements of the most current
catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of
continuous enrollment at Augsburg.
Second Majors and Degrees
Students who graduated from Augsburg and are returning to complete an additional major will
not be awarded a second degree unless it is different from the original degree awarded. (BA, BM,
BS) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple
degrees from the same academic department if the majors are distinct. For example, a student cannot
earn both a BA in computer science and a BS in computer science, but may earn a BS in computer
science and a BA in computational philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Office of the Registrar and is based on a
student’s official transcript. College credit is granted for liberal arts courses completed at regionally
accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses
similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer
credit for developmentalremedial courses, vocationaltechnical courses, or continuing education units
(CEUs). Courses with grades of C, CD, or below do not transfer to Augsburg College. Competency
credits and exam credits issued by another institution may and will be evaluated on a individual
basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg
Core Curriculum requirements. Academic departments are responsible for evaluating the applicability
of coursework toward a student’s major or minor. The College requires that certain courses and a
minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of
the catalog.)
Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg
course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have
been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by
dividing by four or six, respectively.
Augsburg College limits transfer credit from twoyear colleges. Students may transfer a maximum
of 64 semester credits (96 quarter credits) from twoyear colleges. Once a student reaches this credit
limit, no additional credits will transfer from twoyear institutions toward the minimum number of
course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can
be used to meet liberal arts and major requirements.
Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades
and grade points from other institutions are not transferred to Augsburg and are not included in the
student’s cumulative grade point average.
Students should consult with their faculty advisers and the Office of the Registrar before
taking courses at other institutions to ensure compliance with transfer credit policy and residency
requirements. (Refer to the Residence Requirements section of the catalog.)
MnSCU Transfer Students
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Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average
of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the
Search for Meaning requirement to one course (REL 300). Students will be granted credit for
transferable courses graded C or better. To qualify for this transfer program, the MnTC must be
completed prior to enrollment at Augsburg.
Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average
of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search
for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness
requirements. Students will be granted credit for transferable courses graded C – or better. Transfer
courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern
language must have a grade of C or better in order for credit to be granted. To qualify for this transfer
program, the A.A. degree and MnTC must be completed prior to enrollment at Augsburg.
Note: Additional prerequisite coursework beyond the AA degree may be required in some
Augsburg majors. Students are advised to consult an academic adviser in the major department to
discuss major requirements. Courses with C–grades or below will not be accepted as prerequisites or
for application to majors.
Admission to a major—a separate process from admission to the College—is sometimes required.
Please check with the Office of Undergraduate Admissions and consult the departmental section of
this catalog.
Advanced Transfer Students
Students who enter Augsburg with 13 or more course credits accepted in transfer are considered
Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer
students as outlined below:
• Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL
200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entrylevel Critical Thinking Assessment
• Waiver of one Lifetime Fitness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for
Advanced Transfer Students.
*Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will
not be granted for courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Office of the Registrar for transfer
credit evaluation. A military transcript will contain credit recommendations from the American Council
on Education (ACE) for training and courses completed in the U.S. Armed Services. Augsburg will
review a military transcript to determine if any of the credit recommendations contained within it meet
transfer credit guidelines.
Army records maintained by AARTS:
http://aarts.army.mil
Navy and Marine Corps records maintained by SMART:
https://smart.navy.mil
Coast Guard records maintained by U.S. Coast Guard Institute:
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www.uscg.mil/hq/cgi/ve/official_transcript.asp
Air Force Records:
Air University and Community College of the Air Force are regionally accredited institutions.
Students should submit official transcripts from these schools during the admission process.
Graduation Requirements
The responsibility for ensuring that all degree requirements are satisfied rests with the student.
All students are required to file a graduation application with the registrar’s office one year prior to
graduation.
Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are
available for counsel and assistance in program planning.
Students who enter an academic program with a bachelor’s or higher degree should contact
the Office of the Registrar about specific requirements for a second bachelor’s degree or for the
equivalent of a major. See Special Students section (Second Degree).
Each student is required to apply for graduation at the end of his or her junior year to
confirm remaining graduation requirements.
Application forms are available at the Enrollment Center or on the registrar’s webpage.
All degree and course requirements must be completed and verified in the Office of the Registrar
in order for the degree to be conferred. (There may be no incompletes or open courses on the
academic record.)
Requirements for Undergraduate Graduation
Degree requirements include completion of a minimum number of credits, a major, the Augsburg
Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 32 course credits—No more than these maximums may be applied toward
the 32 total course credits required: two course credits by independent/directed study; four course
credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors,
students may take no more than two elective P/N graded course credits. Each department sets its
own limitations on the number of P/N graded courses that may be applied toward the major and
minor programs, but normally students may apply no more than two course credits with P grades
toward a major and no more than one course credit with a P grade toward a minor. The Department of
Education is an example of a department that allows students to apply more than two course credits
with P grades within the major program (two in major field courses plus student teaching).
2. Completion of a Major—Requirements for each major are listed under the departmental
headings.
3. Completion of the Augsburg Core Curriculum —Requirements for the Augsburg Core
Curriculum are listed in the next section.
4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00.
Additionally, all majors and minors require at least a 2.00 grade point average in coursework for
the major or minor. Some majors, licensure, and certification programs require a higher grade point
average or a minimum grade in each course. See the departmental section for details about the grade
and grade point average for individual majors and minors.
5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College.
Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or
within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer
courses and Assessment of Previous Learning (APL) credits are counted against the residency
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requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to
reaching senior standing. Some departments have a minimum number of courses that are required in
residence within the major or minor. Consult the catalog description of the major/minor or the chair of
the department for further information.
The Augsburg Curriculum
The Augsburg Curriculum is comprised of three main components: the core curriculum (or
general education requirements), major requirements, and electives. Some students may need to
complete entrylevel skill courses before enrolling in collegelevel classes. The general education
requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a
liberal arts foundation, and skills development.
Entry Level Skills
Critical Thinking, Math, Writing (Assessments and Placements)
Core Skills
Effective Writing
Modern Language
Lifetime Fitness
The Augsburg Core Curriculum
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning I and II
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Graduation Skills
Critical Thinking
Quantitative Reasoning
Speaking
Writing
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed,
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and ethical citizens through their engagement in a curriculum that:
• Provides a liberal arts foundation and promotes the acquisition of intellectual and
professional skills;
• Calls for common inquiry into questions of Christian faith and the search for meaning; and
• Cultivates the transformative discovery of, and appreciation for, the student’s place of
leadership and service in a diverse world — vocatio and caritas.
The curriculum has three major components:
• The Augsburg Signature Curriculum
• The Liberal Arts Foundation
• Skills Requirements
Skills Requirements
Entry Level Skills Assessments
There are entry level skills assessments in:
• Critical Thinking
• Mathematics
• Writing
Placement in writing, math, and critical thinking courses is determined by assessments.
These assessments are a prerequisite for (not completion of) core and graduation skills course
requirements.
Firstyear students who begin at Augsburg in the Fall of 2010 or later must complete all required
developmental/entrylevel courses by the end of their fourth term. Transfer students who begin at
Augsburg in the Fall of 2010 or later must complete all required developmental/entry level courses by
the end of their third term. The developmental courses subject to this policy are:
• GST 100
• ENL 101
• ENL 111 / HON 111 / ENL 112
• ENL 217 / 218
• MAT 103 / 105
Critical Thinking Assessment and Requirement
Students identified as needing the entry level critical thinking skill component, based on review of
their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better.
Mathematics Assessment and Requirement
All students are required to have their math placement group (MPG) determined. In some cases,
students who have transferred a mathematics course taken at another college may have their MPG
determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam,
which is administered by Academic Advising. The exam is given during College registration sessions
and at other announced times during the year. Practice questions and other information are available
from Academic Advising.
Based on the math assessment result, students will be enrolled in the appropriate courses
or advised on preparation for retaking the math placement exam. Students may retake the Math
Placement Exam once during their first term of enrollment. Students are required to take the Math
Placement Exam before registering for the first term and should achieve MPG 3 by the end of their
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first year at Augsburg.
Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT
105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other
MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the
next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math
Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as
a prerequisite.
Writing Assessment and Requirement
A writing sample is required of students to determine their placement in an appropriate writing
class. Students having completed AP (Advanced Placement) courses in composition must have a
score of 4 or 5. Students who need to develop competence in composition skills—such as stating and
supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required
to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is
possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101)
with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111).
Unless they have received formal approval of a course equivalent to ENL 111 on their transfer
evaluation, transfer students must also take the writing placement exam. Students entering Weekend
College or the Rochester program do not take the Writing Assessment.
Core Skills Requirements
Effective Writing
ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or the equivalent with a grade of
2.0, P, or higher, is required. Attendance the first day of class is required.
Students should complete Effective Writing by the middle of the sophomore year.
Modern Language
For students who have not previously studied a modern language, completion of a twocourse
sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a
language previously studied, placement into the 211 level or successful completion (minimum grade
of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German and Spanish
courses is based on assessment results from an online Brigham Young University evaluation tool.
Students proficient in other modern languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all
languages is not guaranteed.
Assessment is used for placement only and does not grant course credit. Students may audit, but
will not receive course credit for any course taken below their placement level. The Department of
Languages and Crosscultural Studies may override assessment results as deemed appropriate.
Modern language courses accepted in transfer may be applicable to this skills area for partial or full
completion of the requirement.
Students who have demonstrated competence in American Sign Language by passing an
approved course sequence will have fulfilled the Modern Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the
English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is
satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on
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the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language
Core Skill requirement. Contact Academic Advising or the English Department for additional
information. More information can also be found in the English Language Learners section.
Lifetime Fitness
Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all
students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE
002, 003). Students may test out of the activity course by demonstrating proficiency from a selected
lifetime activity. Proficiency exams are offered through the Health and Physical Education Department
each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and
Health and Physical Education majors may not test out of this requirement.
Foundations of Fitness and Lifetime Activity courses are noncredit courses and are not included
in the 32course credit graduation requirement.
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning
Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the
Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight
Augsburg’s commitment to this identity and the College’s related interest in asking students to think
critically about the concept of vocation.
Faculty who teach these courses make the following commitments to their students:
• You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or
Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not
religious.” Our Christian understanding is rooted in a generous spirit of hospitality.
• We will treat each other with respect as we learn how to engage in conversation with one
another about our different values, commitments, convictions, and faith traditions.
• We will challenge and support one another to develop a mature faith for our time—open to
doubts and eager to explore our questions and the realities of our world and culture.
• We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity
as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key
concepts.
• We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe
matters,” and invite you to continue the process of developing your own lived theology.
• We will explore the concept of vocation and our understanding that we are beloved and
called to live and serve as neighbors. We will explore the idea that vocation is a model and
lens for viewing the connections between our basic beliefs and the commitments and actions
we make in life.
The Augsburg First Year
In order to help them make the transition to college and their new community, firstyear weekday
program students are required to take courses containing the following components:
Augsburg Seminar
All students who enter the College as firstyear students in the weekday schedule program
must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a firstyear learning
community in their major or related area of academic interest. AugSem’s purpose is to help first
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year students embrace the expectations and benefits of being a member of a learning community at
Augsburg College by:
• Encountering the community
• Engaging the learning process
• Exploring the self as scholar
AugSem equips students to become intentional learners, connects them to the larger Augsburg
community, and helps them succeed in future college work.
Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential
education as well as its commitment to its urban location. The course linked with their AugSem
introduces students to the city as a resource for intentional learning, typically through civic
engagement, cultural engagement, or service learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices
Project engages firstyear students in discussion of a common text addressing themes of cultural
diversity and global awareness. Emphasizing ways in which written communication can promote
understanding and productive engagement among different cultures and points of view, the Many
Voices Project is intended to teach skills and methods that promote successful communication
between diverse writers and readers.
Augsburg Experience
All students must complete at least one approved Augsburg Experience as a requirement for
graduation. Augsburg Experiences highlight the College’s commitment to experiential education and
active participation in the broader community, both locally and globally. Five categories of approved
experiential learning opportunities are recognized as Augsburg Experiences: internships and applied
work experiences (including fieldwork, practicums, and student teaching), facultystudent research,
service learning/community service, study abroad, and offcampus immersion experiences.
An Augsburg Experience integrates experiential learning with academic learning. Approved
Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic learning
and (2) link oncampus learning to the goals, mission, needs, or ideas of offcampus people,
organizations, and/or communities, either through community partners, professional activities, and/
or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular
class schedule or may be completed for zero credit outside the regular class schedule. The length of
time required, credit/nocredit status, and grading options for approved Augsburg Experiences vary.
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of
an Augsburg education—vocation and the search for meaning in a diverse and challenging world.
Students reflect on the meaning of their educational experiences and consider issues of transition as
they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with
the professional skills and indepth study of the major. It asks graduating students to think critically,
reflectively, and ethically about their place in the world as leaders and servants.
The official list of approved keystone courses is found on the registrar’s webpage—under
the heading General Education Requirements, click on Senior Keystone.
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The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry
across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts
provide the opportunity for students to acquire a broad and solid foundation for their specialized study
and professional preparation.
Students choose two approved LAF courses from two different departments in each domain:
Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts.
The official list of approved LAF courses is found on the registrar’s webpage—under the heading
General Education Requirements, click on Liberal Arts Foundation.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental
Studies, Political Science, Psychology, Sociology
Humanities
Two approved courses from two different departments/programs: American Indian Studies,
Communication Studies, English, History, Philosophy, Religion, Languages and CrossCultural
Studies (literature and culture courses), Women’s Studies
Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as
humanities Liberal Arts Foundation requirements.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music,
Theatre Arts.
One fine arts LAF requirement can be met by participating in one of the following:
• Four semesters in any combination of the major choral ensembles listed (MUE 111, 112,
114, 115)
• Four semesters of orchestra (MUE 121)
• Four semesters of concert band (MUE 141)
Graduation Skills Requirements
An Augsburg education includes enhancement of certain skills during the years in college. Critical
thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain
courses. Graduation skill requirements typically are embedded in required courses in the major. Some
departments, however, designate courses outside the major or elective courses in the major that fulfill
these requirements.
The Quantitative Reasoning (QR) skill has two components: foundational skills and the application
of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF
designation. Courses that contain an embedded project in which students apply and practice those
foundational skills have a QA designation. Courses that provide both foundational skills and an
application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all
quantitative reasoning QF and QFA courses. Departments may designate one required course with
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a QF designation and one required course with a QA designation (departments may also designate
a list of QF or QA courses from which students can choose); OR, departments may designate a QFA
course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA
courses from which students can choose); OR, departments may list this skill as embedded.
See department and program pages in this catalog, consult the graduation skills catalog
supplement found online on the registrar’s webpage, or consult the department chair for more
information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their
Core Curriculum requirements in one of the following ways.
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the Bachelor
of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least
one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The
following majors are approved for the Bachelor of Science/LAF Waiver:
• Biology
• Biopsychology
• Chemistry
• Clinical Laboratory Science
• Elementary Education
• Health Education (teaching licensure only)
• Mathematics
• Music Therapy
• Nursing
• Physical Education (teaching licensure only)
• Physics
Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/
Modern Language Waiver are not required to complete modern language courses as part of their
degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver:
• Biology
• Biopsychology
• Chemistry
• Clinical Laboratory Science
• Mathematics
• Music Therapy
• Nursing
• Physics
Evaluation and Grading
Explanation of Grades
The official delivery of endofterm grades to students is online via the AugNet Records and
Registration website.
Student achievement in courses is measured by final examinations, shorter tests, written papers,
oral reports, and other types of evaluation.
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Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the
Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade
of less than 2.0.
Pass/No Credit
Students who choose the P/N option are cautioned:
• In order to receive a grade of P, a student must achieve at least a grade of 2.0.
• Some graduate and professional schools do not look favorably on a large number of P
graded courses, or rank each as a C.
• Maximum number of course credits taken P/N that may be applied to graduation is six
course credits with a grade of Pass (P).
• Pgraded courses do not count toward the requirement that 14 traditionally graded course
credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students
should be especially aware of this requirement.
• To be eligible for graduation with Latin Honors, students may elect only two P/N credits.
• See P/N limitations in the Graduation Requirements section.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime
activities are graded only P/N). In courses where there is a choice, students will be graded on the
traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading system must be made according to dates published each
term.
Numeric Grades
Numeric grades are used with these definitions:
4.0 Achieves highest standards of excellence
3.5
3.0 Achieves above basic course standards
2.5
2.0 Meets basic standards for the course
1.5
1.0 Performance below basic course standards
0.5
0.0 Unacceptable performance (no credit for the course)
Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average.
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission after determining
that a student emergency may delay completion of coursework. Students who receive an incomplete
grade should be capable of passing the course if they satisfactorily complete outstanding course
requirements. To receive an incomplete grade, a student must file an Application for Incomplete
Grade form by the end of the term with the Office of the Registrar that states the reasons for the
request, outlines the work required to complete the course, and includes the course instructor’s
signature. The instructor may stipulate the terms and conditions that apply to course completion;
however, students may not attend the same course (or a portion of the same course) in a following
term with an incomplete grade. The student must complete the outstanding work in enough time to
allow evaluation of the work by the instructor and filing of a grade before the final day of the following
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academic term in the student’s program. If the work is not completed by the specified date of the
following academic term, the grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one
term. When this is the case, they must be completed by the grading deadlines within one year from
the beginning of the first term of registration. A grade of X (extension) is given by the instructor to
indicate that the study is extended. It is expected that students given X extensions will continue to
communicate with their instructors and demonstrate that satisfactory progress is being maintained.
A final grade will be issued at the end of the term in which the work is completed and evaluated (but
not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Withdrawal Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping
classes without notation on the record and before the last day to withdraw deadline.
Repeated Courses
A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit.
Courses in which higher grades have been earned may not be repeated for credit and a grade, but
may be audited. All courses taken each term and grades earned, including W and N, will be recorded
on the academic record. Only the credits and grades earned the second time, for legitimately
repeated courses, are counted toward graduation and in the grade point average. Courses completed
at Augsburg College must be repeated at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V).
Fulltime day students will be charged an audit fee if their total credit load is over 4.5 credits. The
charge for parttime and Weekend College students is listed under Weekend College costs in the
Financing Your Education section on page 21. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning
of the term to determine expectations, attendance, and any other requirements. If expectations have
been met, the course will be listed on the transcript as having been audited. If expectations have not
been met, the course will be listed with a grade of W. Audited courses do not count toward graduation
and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not
include credit and grade points for work transferred from other colleges. Courses taken on the P/N
grading option are recorded, but not computed in the GPA. The formula for computing the GPA is:
GPA = Total grade points divided by number of credits attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are posted at the end of each term. Classification is based on
the number of course credits completed.
• Sophomores—7 completed course credits
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•
•
Juniors—15 completed course credits
Seniors—23 completed course credits
Assessment of Previous Learning (APL) Program
Augsburg College recognizes that learning can and does take place in many life situations. Some
of this learning may be appropriate for credit recognition within the disciplines that comprise the
academic program of a liberal arts college. The Assessment of Previous Learning program (APL)
at Augsburg provides a means by which a student’s previous learning, other than that which is
transferred from another accredited institution, may be presented for examination for possible credit
toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts
college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of
study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by
comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have their
previous learning assessed for credit recognition. The following is a brief description of each of these
means of assessment:
International Baccalaureate Program (IB)—Courses earned from the International
Baccalaureate program will be considered by the College for advanced placement and appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines
are available in the registrar’s office and on the Academic Advising website.
Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4,
or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP
exams may fulfill general education and/or major requirements. Additional information is available on
the Academic Advising webpage and from the Office of the Registrar.
The College Level Examination Program (CLEP)—This is a series of standardized tests that
have been developed by the College Board and are offered to students for a small fee at regional
testing centers. Students who score at or above the American Council on Education’s recommended
score on an approved examination may receive academic credit for that subject at Augsburg College.
CLEP exams may fulfill general education and/or major requirements. Information about CLEP tests is
available from the Office of the Registrar and the Academic Advising webpage.
Departmental Comprehensive Exams—These are available for students to use in obtaining
credit for previous learning if the following conditions are met:
• There is a departmental exam available for the subject area in question.
• There is a faculty member designated by the department to administer the exam.
• The registrar approves the student’s request to take the exam. Credit for departmental
exams is available on a P/N basis only, and there is a charge per exam of $400 for a full
course credit.
The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty
team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team
is composed of two faculty members from fields of study directly related to the student’s previous
learning. Students who wish to prepare a portfolio of previous learning for credit assessment should
consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the
faculty team applies the following criteria:
• There is documentable evidence of a cognitive component in the previous learning
experience that involved prescribed or systematic study of content material found within liberal
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arts coursework.
• The learning has been objectively verified by individuals in addition to the presenting
student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of
academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly
recommended that the process not be used when four or fewer courses remain for graduation. There
is a nonrefundable application deposit of $200 to initiate the credit assessment process for each
course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is
available on a P/N credit basis only.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by
faculty reviewers.
Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the
validity of learning that takes place outside the traditional classroom, this learning must be placed
in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows
a maximum of eight credits (onefourth of a bachelor’s degree) to be obtained through previous
experiential learning. In compiling the eight credits for previous experiential learning, the student may
use any combination of the five assessment processes available in the APL Program: AP exams,
CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio
assessment.
English Language Learners (ELL)
Students whose primary language spoken at home is not English must take the ELL placement
test in conjunction with the English writing placement test prior to registering for their first term at
Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or
ENL 112 Effective Writing will be determined by their scores on the Michigan test (85100 range for
exemption from ELL courses) and by a writing sample.
Near the end of each term of the English Language Learner’s course, an objective test will be
administered to all students in the class. The score on this test and the grade earned in the class will
determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course
grade of 3.5 or 4.0 will fulfill the student’s ELL requirement.
All students whose native language is not English must stay enrolled in ENL 217/218 until such
time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted
only twice in the total number of courses required for graduation.
Students who fulfill the ELL requirement, by examination or by course completion, have completed
the Modern Language Core Skill requirement for graduation.
Academic Progress, Probation, and Dismissal
The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A
minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum
GPA.
A student will be placed on probation and considered for continuation or dismissal if:
• His/her cumulative GPA is below 2.00
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• He/she is a firstyear student who receives two (2) zero or No Pass grades
• He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass grades
• At the end of the first term, he/she has not fulfilled the requirements established through
the Conditional Admit Program (refer to the Academic Skills Office Conditional Admit Program
(CAP) section of the catalog).
For more information on probation requirements, go to the Academic Skills Office website at
www.augsburg.edu/acskills/.
Dismissal from the College is not automatic. Each case is reviewed by the Student Standing
Committee. Evidence of a student’s commitment to academic progress is the primary consideration
used when deciding whether to dismiss a student.
Students who have a poor academic record may be strongly advised to withdraw before the end
of a term. Students on probation who voluntarily withdraw from the College must receive permission
from the Student Standing Committee to reenroll.
Students who have been dismissed may apply for readmission after one year. At that time,
the Student Standing Committee will review the application for readmission accompanied by any
statements and evidence attesting to his/her commitment to academic success.
A student will be removed from probation if:
• His/her cumulative GPA reaches 2.00; or
• He/ she was placed on probation because of unfulfilled Conditional Admit Requirements
and he/she subsequently satisfies those requirements.
The College reserves the right to dismiss any student who does not meet the guidelines stated
above. Once a student is dismissed, he/she may appeal the decision to the Student Standing
Committee within 10 school days. Specific appeal instructions are included in the letter of dismissal.
Students may also be dismissed from professional programs, such as Social Work, Education and
Nursing. A student dismissed from a program may appeal the decision through the Program Dismissal
Appeal Process. The process is available at www.augsburg.edu/studentguide/.
Dean’s List
The Dean’s List, compiled after each semester, lists undergraduate students whose grade point
average for a semester is 3.50 or better. Students must be fulltime students (a minimum equivalent
of three full course credits for a weekday schedule student or two equivalent full course credits for a
Weekend College student), graded on the traditional grading system, with no incompletes in courses
offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a
Weekend College trimester term by a day student or in a semester term by a weekend student) are
not calculated when determining the Dean’s List. If permission has been given by the student, an
announcement is sent to the hometown newspaper for those students on the Dean’s List.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement
by conferring Latin honors upon completion of a baccalaureate degree.
This designation and the standards set are in effect for all students who complete degree
requirements in May 2004 or later. Students may also receive honors recognition for departmental
honors and for participation in the Honors program. (See individual department and program
descriptions for details.)
Qualification for Latin honors is determined as follows:
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Summa cum laude: 3.904.00 GPA plus successful completion of the summa oral examination
Magna cum laude: 3.803.89 GPA
Cum laude: 3.603.79 GPA
To be eligible, a student must complete a minimum of 14 traditionally graded credits at Augsburg
and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as
P/N by the department will not be counted).
For additional information, including the guidelines for the Summa Cum Laude oral examination,
go to the Latin Honors section at www.augsburg.edu/registrar/.
Graduation and Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different
meanings. Graduation refers to the completion of all degree requirements. Students graduate when
all requirements for the degree have been fulfilled, meaning that one can graduate at any point during
the academic year provided that all requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg
College community to celebrate academic accomplishment. Participation in commencement,
however, does not mean that a student has graduated. A student will not graduate and a degree will
not be conferred until all requirements are met, regardless of participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to accommodate the
College’s different student populations. The May commencement ceremony is for students in the
Day undergraduate program and for students in the Physician Assistant Studies graduate program.
The June commencement ceremony is for students in the other six graduate programs as well as
undergraduate students in the Weekend College and Rochester programs.
Undergraduate students who have not completed all degree requirements may participate in
commencement if: (1) no more than three requirements will remain in their program at the conclusion
of spring term; and (2) the remaining requirements will be completed in the summer or fall terms
immediately following commencement.
Enrollment/Degree Verification
Augsburg College has authorized the National Student Clearinghouse to act as its agent for
verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 7037424200
Fax: 7037424239
Email: degreeverify@studentclearinghouse.org
Veterans of Military Service
Augsburg is approved by the state approving agency for veterans education. Veterans should
consult with the V.A. certifying official in the Office of the Registrar about completion of enrollment
verification and the forwarding of other information to the Department of Veterans Affairs. Veterans
will need to meet the requirements of the Veterans Administration regarding repayment of educational
assistance funds received.
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Additional information about veterans education benefits can be found at www.gibill.va.gov.
Family Educational Rights and Privacy Act Notice
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain
rights to students regarding their education records. Each year Augsburg College is required to give
notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you
are notified of the following:
Right to inspect and review education records—You have the right to review and inspect
substantially all of your education records maintained by or at Augsburg College. The student must
request to review their education records in writing with their signature. The College will respond in a
reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records—You have the right to seek to have
corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise
in violation of your right to privacy. This includes the right to a hearing to present evidence that the
record should be changed if Augsburg decides not to alter your education records according to your
request.
Right to give permission for disclosure of personally identifiable information—You have the
right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding
FERPA authorize disclosure without your permission. One exception which permits disclosure without
consent is disclosure to school officials with legitimate education interests. A school official is a person
employed by the College in an administrative, supervisory, academic or research, or support staff
position (including law enforcement unit personnel and health staff); person or company with whom
the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the
Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance
committee, or assisting another school official performing his or her tasks. A school official has a
legitimate educational interest if the official needs to review an education record in order to fulfill his or
her professional responsibility.
Right to withhold disclosure of “directory information”—FERPA uses the term “Directory
Information” to refer to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg College without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed
below. Please consider very carefully the consequences of any decision by you to withhold directory
information. Should you decide to inform Augsburg College not to release Directory Information, any
future request for such information from persons or organizations outside of Augsburg College will be
refused.
“Directory information” includes the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s email address;
• The student’s date and place of birth;
• The student’s major and minor field of study;
• The student’s academic class level;
• The student’s enrollment status (FT/HT/LHT);
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• The student’s participation in officially recognized activities and sports;
• The student’s degrees and awards received (including dates);
• The weight and height of members of athletic teams;
• The student’s dates of attendance;
• Previous educational agencies or institutions attended by the student; and
• The student’s photograph.
Augsburg College will honor your request to withhold all Directory Information but cannot assume
responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability
for honoring your instructions that such information be withheld. The Office of the Registrar must be
notified in writing of your intent to withhold your Directory Information. If the notice is not received by
the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new
student), it will be assumed that all Directory Information may be disclosed for the remainder of the
current academic year. A new notice for withholding disclosure must be completed each academic
year.
Right to complain to FERPA Office—You have the right to file a complaint with the Family
Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W.,
Washington, D.C., 202024605, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be
reported in the letter.
Clery Act
The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and
near Augsburg property and campus, as well as institutional policies concerning campus security
and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed
copy, contact Augsburg’s Department of Public Safety at 6123301717.
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Majors and Minors
Listings that are in bold type are offered through both the day program and Weekend College.
Listings indicated by asterisks are also offered through both the day program and Weekend College,
but may include completion of weekly evening courses for some requirements. Students are
encouraged to discuss scheduling rotation of major courses with their faculty adviser. Weekend/
Rochester/Partner Hospitals students may choose a major offered in the day program if they wish, but
must adhere to crossover registration policies and limitations. They may also take as many courses
as possible through Weekend College, then finish the major as a day program student. A change of
program is allowed once each academic year, and will take effect the following term.
Majors and Areas of Emphasis
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies*
Art*
Art History
Studio Art*
Biology (B.A. or B.S.)
Life Sciences (B.A.)
Biopsychology (B.S.)
Business Administration
Economics/Business Administration
Marketing (WEC only)
Music Business
Chemistry (B.A. or B.S.)
Clinical Laboratory Science (B.S.)
Communication Studies
Communication Arts/Literature
(Teacher Licensure Major)
Human Relations
Marketing Communications
Mass Communication
Organizational Communication
Professional Communication
Public Relations and Advertising
Supervisory Management
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
Economics
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Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (Teacher Licensure Major)
Mathematical Economics (B.S.)
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (B.A. or B.S.—
licensure)
Special Education: Emotional/Behavioral
Disabilities (WEC only)
Special Education: Learning Disabilities
(WEC only)
Secondary (non-major, licensure only)
Engineering 2
English*
Creative Writing*
Literature, Language, and Theory*
Media Writing*
Environmental Studies
Exercise Science
Film
Finance
Health Education (B.A. or B.S.)
History*
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies 1
Cross-Cultural Studies
French
German
Norwegian
Spanish
Management
Management Information Systems
Marketing
Mathematics (B.A. or B.S.)
Medieval Studies
Metro-Urban Studies
Music
Music (B.A.)
Music Business (B.A.)
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Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.—Evening program offered through
Weekend College only)*
Philosophy
Computational Philosophy
Physical Education (B.A. or B.S.)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Political Science/Economics (Teacher Licensure Major)
Psychology
Psychology and Law
Social Psychology
Religion*
Youth and Family Ministry
Social Work (B.S.)
Sociology
Student-Designed
Theatre Arts
Directing/Dramaturgy Concentrations
Performance Concentration
Technical Design/Technology Concentration
Women’s Studies 1
Minors
Accounting
American Indian Studies*
Art
Architecture
Art History
Studio Art*
Biology
Business Administration
Chemistry
Communication Studies
Computer Science
Economics
English*
English Literature, Language, and Theory
Writing
Writing–Creative Emphasis
Writing–Media Emphasis
Environmental Studies
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Film
Health Education
History*
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Norwegian
Spanish
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion*
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
Women’s Studies
1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the
University of Minnesota. It is possible for students to take beginning/intermediate/advanced language
courses not available at consortium colleges. Consult with the ACTC office for specific program
options. Students register directly with the ACTC office.
2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan
Technological University.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several
programs.
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Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges
library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media
resources.
Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the
St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect
to take one course each semester (fall and spring) at one of the other campuses. No additional fee
is required for such an exchange, except for private instruction in music or approved independent
studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are
considered Augsburg College courses and do not impact the residency requirement. The permanent
record of courses for which a student has cross-registered is kept in the Office of the Registrar at
Augsburg College, not the host ACTC institution. Students may elect to participate in the cooperative
program to gain new perspectives, to get better acquainted with the other schools, or to undertake a
specific course or major not offered on the home campus. A regularly scheduled bus shuttles students
between the campuses.
Weekend College is not part of the ACTC consortium, and weekend students may not register for
ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other
colleges and universities, offers off-campus study semesters in Norway, Northern Ireland, Latin
America, and the Twin Cities. (See HECUA programs on page 163.)
McNally Smith College of Music—Augsburg College full-time students may elect to take one
course each semester at McNally Smith College of Music providing that they meet all McNally Smith
College of Music requirements. This program is open to sophomores through seniors. There is no
additional fee for this program. Students should consult with their advisor to confirm if the classes
will count toward graduation requirements. In no instance may a McNally Smith course be used as a
substitute for any Augsburg course specifically listed within a degree program.
Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith
exchange are considered Augsburg College courses and do not impact the residency requirement.
The permanent record of courses which a student has registered for through the exchange is kept in
the Office of the Registrar at Augsburg College, not McNally Smith.
Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the
University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for
two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more
information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320
or 1-800-328-6819, x6320.
Army ROTC—Augsburg day students may participate in the Army ROTC program at the
University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the
program. ROTC credits serve as electives at Augsburg. For more information, contact the Office of
the Registrar.
Augsburg Abroad
Augsburg Abroad is the front door for students and faculty interested in study abroad. Services
include:
• Study abroad program selection advising
• Financial and academic advising for study abroad
• Registration and billing for study abroad
• Pre-departure and re-entry support (application, orientation, etc.)
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• Faculty-led, short-term program coordination
About half of Augsburg undergraduate students are studying abroad. Graduate students also
find short-term programs as part of their curriculum. Students abroad will find themselves in a variety
of locales and studying a variety of disciplines: studying gender issues in Central America; acting
with masks in Norway; interning with community organizations in Northern Ireland; studying political
science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand;
and learning a language where it is spoken.
Academic Requirements and Credit
Students fulfill the Augsburg Experience requirement on approved programs. Courses taken
abroad can also fulfill graduation requirements including major, minor, language, liberal arts
foundation, lifetime activity, and internship requirements. This is determined prior to departure
when students fill out the required Credit Agreement form that is signed by academic advisers and
appropriate staff and faculty approving courses.
Students should be aware of the following policies related to study abroad:
• Students can study abroad more than once.
• Students can study abroad at any point in their academic career.
Semester and Summer Programs
• Courses taken on off-campus programs during the senior year will meet the Augsburg
residency requirement.
• You must take a full load of credits while abroad on semester programs.
• You must take courses A-F while abroad.
• Grades received on affiliated and non-Augsburg programs are reported as transfer credit
on your transcript, and thus are not figured into your GPA.
• A “C” equivalent or higher must be received for the credit to transfer to Augsburg.
Faculty-led Short-term Programs
• Students must register for all courses required by the short-term program. Credit values
may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any
courses removed by the student without Augsburg Abroad permission prior to the start of
the program will be re-added to the student’s schedule. If no work was completed in these
reinstated courses, a grade of zero will be awarded.
• Overload Fee Exemption for faculty-led January and Spring Weekend College (WEC)
programs: January and spring WEC faculty-led programs are placed within the spring
semester. However, full-time Day students will not be billed an overload fee if an additional
4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the
spring can use the January or Spring WEC faculty-led short-term program as a spring term
course in order to be considered part-time or full-time.
• Crossover Policy Exemption: The crossover policy does not apply to study abroad
students. WEC students who do a study abroad program placed in the Day program do not
count that as their crossover course. The same policy exemption is valid for Day students
doing a study abroad program scheduled in a WEC term.
Eligibility and Application
The following are Augsburg College’s requirements for study abroad:
• Minimum 2.5 GPA at the time of application. Individual programs may require a higher
average. Students with lower averages should consult with Augsburg Abroad.
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• Be a sophomore, junior, or senior standing by the time you study abroad. Short-term,
faculty-led programs will allow participation as a first-year if the student receives approval from
the faculty-leader.
• Transfer students must complete one semester at Augsburg before they may study off
campus.
• Not be on academic or disciplinary probation. Students placed on academic or disciplinary
probation after admittance to study abroad may be withdrawn from the program. The student
is responsible for all non-recoverable program costs incurred.
• Not have an outstanding balance on your student account.
• Be aware that students applying to faculty-led programs, who meet the above criteria, are
accepted on a rolling basis; space is limited on these programs so applying early is important.
Application deadlines for semester programs are:
October 1: Spring semester study abroad and January faculty-led programs
February 1: Spring WEC term and Summer Session faculty-led programs
March 1: Fall semester and non-faculty led summer study abroad programs
Program provider deadlines vary; students need to meet all deadlines and eligibility requirements
set by program providers. Students should start planning in their first year for study abroad to be sure
to do appropriate research and meet all deadlines.
Students are accepted to study on faculty-led programs on a first applied, first accepted basis.
ACCESS/CLASS Abroad
Students should be prepared for the fact that disability may be culturally defined. Attitudes toward
disability and levels of accessibility can vary greatly from country to country. The Americans with
Disabilities Act mandates equal access to university-sponsored programs and services to students
with disabilities. However, providing access by US standards can present unique challenges in
international settings. The expectation on the part of US students and institutions is that reasonable
accommodations will be made. Depending on the country and culture, there may be different ways
to define accessibility and different expectations in terms of accommodations that can or should be
made. Students are encouraged work closely with Augsburg Abroad/CLASS/ACCESS.
Students are responsible for requesting accommodations abroad within a reasonable time frame
prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the
student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible
accommodations abroad.
Costs and Financial Aid
The cost of study abroad is comprised of program fees that generally include tuition, housing,
international health insurance, some meals, excursions, and study abroad fees. These costs vary
from program to program. Augsburg College pays the program provider on the student’s behalf and
then bills the Augsburg student account. This allows students to access their financial aid for study
abroad. Students will always pay a minimum of Augsburg tuition when studying abroad.
Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that
entire package to cover their study abroad program costs. Students receiving Augsburg institutionallyfunded aid (e.g., Presidential, Regents, Legacy, Promise and other Augsburg scholarships, and tuition
remission benefit) may use their scholarships to study abroad multiple times on Augsburg Programs
(see below in Study Abroad Program section). However, institutionally-funded aid may be used only
once toward study abroad costs on an affiliate or non-Augsburg program. Cost estimates for the time
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abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to
students studying abroad.
Students are required to notify Augsburg Abroad immediately if they choose not to continue with
their study abroad experience. At the moment of notification non-recoverable costs will be assessed
and charged to the student account. Depending on the time of notification of withdrawal students may
owe nothing, the study abroad fee, the deposit, or some, or all, of the program fee. Students are also
subject to the cancellation and refund policies of their program provider.
Study Abroad Programs
Students have over 200 programs in over 90 countries from which to choose. In addition to the
below Augsburg College programs, students can choose from affiliated program providers. These
programs have been reviewed to meet the Augsburg experience requirement, diverse needs of
students, and provide quality student service. The programs are reviewed each year.
If students cannot find a program that meets their needs from the Augsburg College or Augsburgaffiliated options then they can apply to do a non-Augsburg program. Students with a strong academic
or financial reason, faculty support (as shown on the Credit Agreement form), and who choose a good
quality program, may be approved.
The Center for Global Education
The mission of the Center for Global Education at Augsburg College is to provide cross-cultural
educational opportunities in order to foster critical analysis of local and global conditions so that
personal and systemic change takes place leading to a more just and sustainable world.
The center’s study programs are conducted in Central America, Mexico, and Namibia. Students
experience three distinct types of living situations: living with other students in a community house,
spending several days in a rural setting, and several weeks living with host families. In the Mexico
and Namibia programs, students travel together on two-week seminars — from Mexico to Central
America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition,
room, and board for one semester on campus, plus airfare. (Some travel scholarships are available
for Augsburg students.)
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
Learn about the central issues facing Mesoamerica, with emphasis on the experience and
empowerment of women. Students will engage in gender analysis of key social, economic, political,
and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and
gender; and learn first-hand from both women and men who are involved in struggles for sustainable
development and social change. The program offers credit in religion, political science, women’s
studies, and Spanish. Internships and independent studies are also available in nine different
disciplines. The program includes a two-week educational seminar in El Salvador, as well as rural
travel within Mexico and four-day seminar in Mexico City. Students stay in guest houses while
traveling, in Augsburg approximately six weeks, and with Mexican host families for four to six weeks.
Prerequisite: one college-level Spanish course or its equivalent.
International Business and Global Citizenship (Mexico)—Fall
The largest immigrant group in the United States is composed of people born in Mexico, and
Mexico is front and center in debates about globalization and U.S. immigration policy. This program,
designed for international business majors, will study the important role that Mexico plays in the U.S.
in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn
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about international business topics that are relevant in many different countries. Students will have
the opportunity to study Spanish at levels from beginning to advanced, live with a host family for four
weeks, and develop closer relationships in the community and improve their international business
background by completing an internship in a local business or government office. Prerequisites: ECO
112 or 113, and BUS 242 or MKT 252, or consent of instructor.
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—
Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing
the mind, from the perspectives of the new democracies of southern Africa. Namibia won its
independence in 1990 after decades of apartheid under South African colonization. South Africa had
its first democratic election in 1994. As these nations struggle to build nationhood and deal with the
legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world:
rapid globalization and under and unequal development. Decolonizing the mind is a long-term project.
Credit is available in history, religion, political science, and interdisciplinary studies. Internships are
also available.
Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)—Fall or Spring
This is an intensive semester of study and travel designed to introduce students to the key
issues facing Central Americans. Students will explore the history, culture, and struggles of the
people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and
economic development. Course credit may be earned in Spanish, religion, history, women’s studies,
and political science. Students spend the first five weeks in Guatemala, the next four weeks in El
Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its
equivalent is required.
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and globalization. It
is ideal for students who are interested in working with Spanish-speaking populations in the United
States, as it includes intensive Spanish language classes, an internship or independent research
opportunity, and courses that help students understand the connections between globalization and
migration while learning from diverse communities that are organizing for positive social change
around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the
environment. Credit is available in Spanish, history, women’s studies, political science, and religion.
Students spend most of the semester living in Augsburg housing and approximately six weeks living
with Mexican host families.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor in Social Work
degree program. Its goal is to develop cross-culturally competent, ethical social work professionals
with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice. It includes Spanish language study and social work courses. Social work
field placement is also available for qualified students. Students live with Mexican host families for six
weeks.
International Partners and Exchanges
The Office of International Programs offers a broad range of semester and academic year
programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several
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options in diverse disciplines: liberal arts programs, group programs, “tailor-made” individual study
programs, and practical professional experiences. All coursework is in English. Travel scholarships
are available for some locations. For further information on programs in Finland, Germany, and
Norway, contact the International Partners office. For exchange programs in China and Slovenia,
contact Augsburg Abroad.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester programs
in Norway, East and Central Europe, Ecuador, Northern Ireland, and the Twin Cities. All HECUA
programs explore civic engagement, community, and social change, and emphasize internships
and field study. For more information on international HECUA programs, see the listings under
International Studies; and for HECUA programs in the Twin Cities, see Interdisciplinary Studies.
Scandinavian Urban Studies Term: Norway—Fall
A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern
Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework
and an internship provide unique perspectives on how the Norwegian social democracy and
Scandinavian welfare states are working to address the challenges posed by immigration and cultural
and ethnic diversity. Students choose an independent study project or Norwegian language courses.
Divided States of Europe—Spring
Ten former communist nation-states have recently joined the European Union. From three
different locations – Norway, Romania, and Hungary – students examine the complex dynamics
of European integration via issues such as labor migration, minority politics, right-wing populism,
prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s
most pressing social justice issues and constitute its primary geographic and cultural bridge between
East and West.
Community Internships in Latin America: Ecuador—Fall and Spring
This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense
involvement in a community-based organization with study of the community development process.
A home-stay and a hands-on internship develop Spanish and other skills. The program addresses
globalization, the environment, oil politics, and other local and international issues.
Northern Ireland: Democracy and Social Change—Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political,
and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being
made. Through a seven-week internship, students get hands-on experience with organizations
working for social change. Field seminars focus on human rights, conflict transformation, and
education for democracy. The program is located at the UNESCO Centre at the University of Ulster in
Coleraine.
Student Teaching Abroad
Selected education department students may participate in the International Student Teaching
Abroad program coordinated through the University of Minnesota-Morris. Students who teach abroad
will also do part of their student teaching under direct Augsburg faculty supervision. For additional
information, contact the Department of Education student teacher director.
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May/Summer Abroad
May and summer courses to many parts of the world enable students to earn credit through shortterm travel. Contact Augsburg Abroad for the most current list of programs.
Clair and Gladys Strommen Career and Internship Center
The Strommen Career and Internship Center is a comprehensive resource center emphasizing
the importance and value for all students to engage in internships, career development and the
exploration of vocation throughout their college years. The integration of “knowing and doing” adds
breadth and depth to the curriculum and assists students in making more informed academic and
career decisions. The underlying assumption is that a liberal arts education is an effective preparation
for life, meaningful work, and active citizenship.
Career Services
Career Services provides opportunities, programs, and career counseling to help students
discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with
questions of vocation and purpose in a changing world. This process is viewed as an important part
of a student’s development while attending college. To aid in this process, professional career staff
provide career assessments and individualized career planning and coaching. Staff assist students
with choosing majors, locating internships, preparing for internship and job searches, graduate school
applications, and making connections to community, business, and alumni resources.
Internships
Academic Credit
An internship for credit is a carefully planned, work- or service-based learning experience
where a student focuses on specific learning objectives that connect concepts of the major to the
experience. An academic internship is approved, supervised, and evaluated by a faculty member in
the department in which the student wishes to earn the internship credit. A learning agreement plan,
negotiated with the faculty supervisor and work supervisor, outlines the academic related objectives,
strategies, and evaluation methods for receiving credit. Students often do internships in nonprofits,
small and large businesses, government agencies, museums, schools, and churches.
Internships for credit are available in all majors and can be taken during a semester, Weekend
College trimester or summer sessions. Inter-disciplinary (INS) internships are also available. For
extension of an internship beyond one term see Evaluation and Grading on page 58. Internships can
be registered for 1 course credit or .5 credit. One course credit involves a minimum time commitment
of, on average, 10 hours per week or 140 total hours. Internships for .5 credit require a minimum of 80
total hours. A maximum of four courses of internship may count toward the total courses required for
the degree.
Internships completed off-campus for credit will automatically fulfill the Augsburg Experience
graduation requirement.
Non-Credit and Transcript Notation
Non-credit internships related to a student’s major or career interests can be registered for a zerocredit transcript notation. The goal is for students to apply theory to practice in a work setting and
reflect on the experience. Work opportunities typically are part-time during the academic year and/
or full time during summer and can begin and end anytime. Students must set learning goals and
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evaluate their experience. The director of the Strommen Career and Internship Center supervises
non-credit internships and transcript notation work experiences. Internships not for credit and
transcript notations may be used to fulfill the Augsburg Experience graduation requirement.
Sabo Center for Citizenship and Learning
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-learning Program provides students with opportunities to
understand and respond to needs in the city through course-embedded service experiences and civic
engagement activities. A key component of community-service-learning is reflection on and analysis
of community issues in order to promote personal and educational growth and civic responsibility.
By connecting classroom content with service-learning experiences in the City, Augsburg students
deepen their understanding of abstract course concepts while learning about pertinent and related
community issues. This dynamic and interactive educational approach employs reciprocal learning
between students and their community. Service-learning components are embedded in most
academic disciplines.
Examples of community service-learning sites include: homeless shelters, cultural and
environmental organizations, tutoring programs and literacy centers.
Campus Kitchen Project and Community Garden
The Campus Kitchen Project connects the campus community with the larger community by using
food as a tool to nourish bodies, develop leadership, and educate students through service-learning.
To accomplish these goals, three separate programs exist:
1) FOOD TO SHARE—Surplus food from the Augsburg Dining Service is donated, reheated and
served by student volunteers to neighborhood partners including: homeless shelters, youth and senior
programs, and others.
2) FOOD TO GROW—On the corner of campus, Augsburg staff and students manage a community
garden composed of 70 individual plots where community and campus members can grow their own
food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow
and cook healthy food.
3) FOOD TO BUY—A farmer’s market and CSA delivery is available weekly at Augsburg College and
the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from
the market and CSA shares are donated to the Campus Kitchen meal delivery program.
Bonner Leader Program
In November of 2008-2009, Augsburg College launched its first year of the Bonner Leaders
program, funded through the National Bonner Foundation. Through the Bonner program at Augsburg,
students develop deep community relationships and engage in long-term policy advocacy throughout
their four years at Augsburg College. Those selected to be a part of the Augsburg College Bonner
Leaders program were largely first-year students, with diverse ethnic and geographical backgrounds,
and unique experience with community-leadership roles. Through service placements with partner
nonprofit community organizations, students worked an average of 200 hours over the course of
the academic year in placements supporting ELL classrooms, running an employment education
computer lab, helping coordinate a low-income housing program, providing community health
outreach, and working with a financial literacy program. Beyond their work-study service internships,
students participated in at least 100 hours of volunteer hours with various community initiatives and
civic engagement projects on campus.
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Through their participation with the Bonner Leaders program, students engaged in monthly guided
reflections and leadership development training. The Augsburg Bonner Community Leaders program
is a successful campus model to build on the college’s culture of community and civic engagement
and bring together existing community service programs to take us to the next level of deepening
knowledge, reflection, and authenticity of civic engagement in the community.
Augsburg Reads
The Augsburg Read Program is a federally funded literacy and tutoring program focused
on elementary student achievement. Augsburg Reads pairs college students with community
organizations in the Cedar-Riverside neighborhood focused on student achievement through after
school programs.
Graduate Programs
Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master of
Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science
in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies
catalog for complete information.
The Master of Arts in Education offers initial licensure coursework at the graduate level in
elementary education, secondary education, and special education: E/BD and LD. The MAE also
offers the pre-primary specialty and the K-12 Reading Teacher endorsement. Students are able to
take up to six licensure courses at the graduate level and complete their licensure programs with
a combination of graduate and undergraduate coursework. Students can then apply their graduate
level licensure courses to complete a master’s degree program. Students will complete their master’s
degrees through a combination of Master of Arts in Leadership coursework and graduate level
education coursework. Licensed teachers also can pursue special education: E/BD and/or LD, as
well as the K-12 Reading Licensure Endorsement and the pre-primary endorsement at the graduate
level. The program is available through the Weekend College schedule, and the admissions process
begins with the Graduate Admissions office. For further information about the programs, contact the
Education Department or the Graduate Admissions office.
The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This
cross-disciplinary program directs its academic content and pedagogical approaches to situations,
issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s
leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding
of their world. Designed for working adults, the program offers courses primarily on alternate
Saturdays. There is also a Monday evening cohort offering of the program at Augsburg’s Bloomington
site. (Note: A five-year program is available to Augsburg undergraduate accounting majors that
would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in
leadership. See the Department of Business Administration, accounting major section of the catalog
for further information.)
The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural
community health nursing practice across care settings, with emphasis on addressing health
inequities among diverse populations. The program is offered within the context of a Christian liberal
arts education. Graduates are eligible to apply for national certification in Advanced Community
Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing
Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural
Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month)
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that includes weekdays, weekday evenings, and Saturdays. Web-enhanced teaching is used for all
classes. Practicums include optional short-term study abroad experiences. Students may choose
to study in Mexico, Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe. The Master of Arts in
Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance
with its accreditation standards and procedures.
Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s
degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge
student.” This process requires acceptance to the MA program and completion of three courses in the
Augsburg undergraduate nursing program.
Students in good standing in the Augsburg undergraduate nursing program can enter the MA in
nursing through an “expedited” process. After successful application to the MA program while still
a student in the undergraduate program, students can take three designated courses in the Master
of Arts in Nursing, which will be applied to the M.A. at Augsburg upon successful completion of the
undergraduate nursing degree.
The Doctor of Nursing Practice is a post-master’s program for registered nurses (RNs) who
currently hold a master’s degree in nursing. The DNP at Augsburg will prepare nurses to guide
system level changes that improve health outcomes of persons underserved by the current health
system. The program emphasizes transcultural nursing leadership to maximize health through
peaceful, just, and collaborative actions that uphold and improve human potential across care settings
with emphasis on health inequities in a global context. In addition to emphasizing transcultural
nursing, the DNP curriculum also focuses on advanced community/public health nursing and holistic
health.
The Master of Business Administration is designed to give students mastery of the skills
and knowledge necessary to advance in their careers and accept roles of greater responsibility in
an organization. Meeting primarily on one evening per week, this challenging program is designed
to be completed in 23 months. Organized in cohort format, the program encourages learning in a
collaborative small-group environment and features a high level of interaction and attention from the
faculty. The program focuses on giving students the ability to think critically and effectively manage in
complex environments. An intensive management consulting course allows students to apply theory
and classroom learning to an actual business or organizational environment. Local businesses and
organizations provide a laboratory for students as they complete comprehensive projects in various
disciplines and functions.
The core program can be enhanced through participation in a number of concentrations including
finance, healthcare management, human resource management, international business, and
marketing management.
The Master of Science in Physician Assistant Studies is designed for students interested in
careers as healthcare providers. The mission of the program is based on a foundation of respect and
sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved
populations. Students are well educated in current medical theory and practice in primary care
medicine. All physician assistants must have a supervising physician to practice. The program is three
years long with classes held Monday through Friday during the day.
The Master of Social Work, accredited by the Council on Social Work Education, prepares
students for entering advanced social work practice. The program builds on the liberal arts base of the
College and supports the College’s mission to nurture future leaders in service to the world.
There are two concentrations: multicultural clinical practice (MCCP) or program development,
policy, and administration (PDPA). Students choose one of the two concentrations for their program
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focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership
for social change, and a holistic, strengths-based, problem-solving framework. Graduate social work
classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons.
The multicultural clinical practice concentration prepares students to work with diverse peoples across
the full range of contemporary clinical social work practice settings. The program development, policy,
and administration concentration prepares students to actively seek equality and justice for clients
within agencies, institutions, and society, while directing energy toward changing policies that obscure
and oppress people.
Two dual degrees are also available: a Master of Social Work/Master of Theology or Divinity
degree (MSW/MA/MDiv) and a Master of Social Work/Master of Business Administration degree
(MSW/MBA). The MSW/MA/MDiv dual degree is offered in collaboration with Luther Seminary. It is
designed to meet the educational interests of people planning to serve the spiritual and social needs
of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with
the Augsburg MBA program. It provides students with the skills and expertise necessary to build well
managed and financially sound service organizations that serve diverse communities, both locally and
globally.
Other Programs
Continuing Education Program
The mission of Augsburg College continuing education program is to provide working adults with
lifelong learning opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces, and communities. The program strives to meet the needs
of the community by offering credit and non-credit programs consistent with the mission of Augsburg
College.
Programs are developed through collaborations between academic and administrative
departments of the College and community organizations. These collaborations have included
the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for
Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul
public school districts, Minnesota Department of Education, and the Midwest Regional Office of the
College Board. Augsburg College is a Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest
for Canadian studies. The program supports special events and conferences as well as student
internships and faculty activity in Canadian studies. The goals of the program include community
involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of
opportunities to learn directly from Canadians through visits and exchanges.
Academic Policies and Procedures
Registration
A student must be registered for a course in order to earn credit, and all registered courses will
be reflected on a student’s AugNet page. Students are responsible for verifying the accuracy of their
registrations. Additionally, day students are required to meet with their academic advisers prior to
registration for the fall and spring terms.
Web registration through AugNet is the primary method of registration, though the Enrollment
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Center is available to process registration forms. Please reference the academic calendar for the
schedule of open registration dates.
Students who encounter a prerequisite issue when trying to register for a course through AugNet
should come to the Enrollment Center for assistance.
The following registrations cannot be completed online and must be processed at the Enrollment
Center:
• Pass/No Credit (P/N) grade options
• THP courses (theatre practicum courses)
• MUP courses (variable credit music lessons)
• Student Teaching (Education department approval required)
• Independent Study and Directed Study (separate form available at the Enrollment Center;
instructor and department chair signatures required)
• Internships
Full-time day students normally register for four course credits per semester. Students registered
for three or more course credits in a semester are classified as full-time students. Students registered
for two course credits are classified as half-time students.
To register for more than 4.5 course credits, students must contact the Enrollment Center to
petition the Committee on Student Standing unless the following apply: students with a cumulative
GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits or with a cumulative GPA at
Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload
registrations must be done in person at the Enrollment Center. (Note: There is an additional tuition
charge for course loads over 4.5 course credits. This includes combining the credit load from both the
day and WEC programs. Spring day term will include winter WEC and spring WEC.) auditing classes
over the 4.5 overload limit will also incur a tuition charge.
Official academic calendars for all programs are available through the registrar’s webpage.
The last day to initially register for courses in the Day program (semesters) is the Friday before
the term begins. After initial registration, Day students may add individual classes to their current
schedule or withdraw without notation through day 10 of the term. The signature of the instructor is
required to add a class after the fifth day. From day 11 through day 20, students may still petition the
Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20
is the last day to petition for adding a class.
Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the
term may add or withdraw without notation through the fifth school day after the start of the course.
Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes.
Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar.
Weekend College, Rochester, and Partner Hospitals program students typically register for one or two
course credits each trimester. Maximum credit load is 4.0 credits. Students registered for at least two
course credits in one term are considered full time for that term. Students registered for one course
credit are considered half-time for the term.
The last day to initially register for courses in the Weekend College and the Partner Hospitals
program (Weekend College) is the last business day before the term begins. After initial registration,
Weekend College students may add individual classes to their current schedule or withdraw without
notation through Friday after the first class weekend. The signature of the instructor is required to
add a class after the class meets. Students may petition the Committee on Student Standing for
permission to add a class through the Thursday prior to the second class weekend. There is a fee for
this petition. The last day to petition to add a class is the Thursday prior to the second class weekend.
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Students registered for Weekend College T1/T2 courses may add or withdraw without notation
through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a
W is allowed through the Tuesday after the second weekend class meeting.
The last day to initially register for courses on the Rochester campus is the last business day
before the term begins. After initial registration, Rochester students may add individual classes
to their current schedule and/or withdraw without notation through Monday after the first week of
classes. The signature of the instructor is required to add a class after a class meets and it must be
processed through the Enrollment Center. Students may petition the Committee on Student Standing
for permission to add a class through the Friday prior to the second week of classes. There is a fee for
this petition. The last date to petition to add a class is the Friday before the second week of classes.
Students registered for Rochester T1/T2 courses may add or withdraw without notation through the
Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed
through the Monday after the second week of the class.
Separate rules apply to Summer School. Late course registrations may be subject to additional
late fees.
ACTC school course listings are also available online and should be checked to verify the correct
meeting times and room assignment. As some courses are offered only in alternate years, students
should also consult with departmental advisers when planning their academic program.
Summer session and graduate program courses are published in separate schedules.
Specific information on registration and help with registration on other campuses are available
from these offices:
Enrollment Center—612-330-1046
Academic Advising—612-330-1025
Augsburg for Adults—612-330-1782
Rochester Program—507-288-2886
Crossover Registration Policy
Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend
College, or the Rochester Program. It is expected that students will complete most of their degree
requirements through their home program. However, full-time students may register for up to 1.0
credits per term outside their home program. Enrollment will be based on class availability.
Students will be charged the rate of their home program for courses in which they enroll outside
their home program. The rate will be based on the maximum credit load they are carrying on any
calendar date over the span of the two terms. For example, a day program student taking 2.0 credits
in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be
charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program,
and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits.
Day students taking over 4.5 credits will pay the day part-time rate for any credits over 4.5 in
their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The
maximum number of credits that may be included in the day full-time tuition rate for students who
cross-register is 4.5.
Students have registration priority in their home program. Crossover registration dates are
published on the registrar’s office webpage. There is a special crossover registration form that must
be processed at the Enrollment Center. This registration option is not available by Web.
The WEC, Rochester, and Partner Hospitals programs are not part of the ACTC (Associated
Colleges of the Twin Cities) tuition exchange program. WEC/Rochester/hospital students may NOT
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cross over to attend ACTC courses.
Students must have completed their undergraduate degree and be admitted to a graduate
program before taking graduate level courses from that program. (An exception is made for approved
courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students
enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an
Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the
program in which the course is offered (Day, WEC, or Rochester).
Change of Program
Students may apply to change their “home program” by filling out a Change of Program form
available at the Enrollment Center. The change will take effect the following term. Changes are limited
to one each academic year. A Change of Program form must be submitted before the term begins.
Students registered in spring Day may not do a change of program into spring WEC.
Withdrawal from College
Students are urged not to abandon courses for which they are registered because this will result
in a failing grade on their official academic record. Cancellation of courses or withdrawal from College
must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained
at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a
Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and
any consequential adjustments in accounts are effective as of the date the Withdrawal from College
form is returned to the registrar’s office. Students must be re-admitted to the College when they are
ready to resume their studies. The Application for Readmission form is available from the Enrollment
Center or can be downloaded from the registrar’s webpage.
Students are responsible for keeping the registrar’s office informed of their current mailing
address.
Military Called to Active Duty
Augsburg College will allow students to withdraw from courses without penalty if they are called to
active duty as military reservists, National Guard, or for other military service. This shall include a 100
percent refund of tuition and fees upon verification of call to active duty. The student must provide a
copy of their orders to the registrar.
If the student is called to duty after the deadline to drop a course, the registrar will place a W for
the course(s) along with a notation on the transcript that the student was called to active duty. This
is to assist the student with any financial aid complications that may arise and also indicate that the
withdrawal was outside of the student’s control.
Alternatively, the College supports faculty in enabling students who are called to active duty and
have substantially completed a course, to assign a grade based upon the coursework completed, or
work out an “incomplete” agreement. Students who are able to complete some of their courses would
have their refund adjusted to reflect this.
Students who are being placed on active duty should contact the registrar and/or the dean’s office
as soon as possible so the College can notify all parties and aid in this process.
Student Standing Committee
The Student Standing Committee reviews requests for exceptions to academic policies. Typically,
the committee considers requests for:
• Minor exceptions to academic requirements and/or approval of transfer course
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substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or grade
option changes)
Note: Petitions for an exception to published registration deadlines will require a $50 petition fee
attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions
involving adding or dropping courses/withdrawing from college after the deadline must be submitted
within six months of the published registration deadlines for the term involved.
For petitions requesting a late registration, any student account holds must be cleared before
submitting the petition. Students who are allowed to add a course by petition after the published
petition deadline will incur a $150 late registration fee per course.
In addition, the committee reviews students’ transcripts in determining academic probation or
dismissal from the College on academic grounds. The committee also hears appeals from students
who have been dismissed for academic reasons.
The committee reviews student requests for readmission to the College after dismissal or
returning after leaving while on probation, or students readmitting to the College immediately after a
term from which they withdrew from College.
The committee typically meets every other week throughout the school year (September-April),
and once a month during summer.
Petition Process
Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage,
www.augsburg.edu/registrar/.
Step 2: Fill out the petition form completely. Include documentation for illness or family emergency.
Have your adviser, instructor, or department chairs sign and add comments concerning your request.
Petitions without comments from faculty will be returned for completion. Note: If petitioning for a
change in registration, please submit a drop/add form signed by both the instructor and student.
Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; include
signed drop/add form and $50 check if applicable.
Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to
the student. Day students will receive this notice in their campus box. WEC and Rochester student
petitions will be mailed to their home address.
Catalog Applicability
Students must fulfill the general education requirements that were in effect when they matriculated
at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs
in effect during their years of enrollment. However, students who are readmitted after more than six
years away from the College must complete the departmental major requirements of the most current
catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of
continuous enrollment at Augsburg.
Second Majors and Degrees
Students who graduated from Augsburg and are returning to complete a second major will not
be awarded a second degree unless it is different from the original degree awarded. (BA, BM, BS)
Students cannot earn multiple degrees for the same major, though it is possible to earn multiple
degrees from the same academic department if the majors are distinct. For example, a student cannot
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earn both a BA in computer science and a BS in computer science, but may earn a BS in computer
science and a BA in computational philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Office of the Registrar and is based on a
student’s official transcript. College credit is granted for liberal arts courses completed at regionally
accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses
similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer
credit for developmental-remedial courses, vocational-technical courses, or continuing education units
(CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency
credits and exam credits issued by another institution may and will be evaluated on a individual
basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg
Core Curriculum requirements. Academic departments are responsible for evaluating the applicability
of coursework toward a student’s major or minor. The College requires that certain courses and a
minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of
the catalog.)
Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg
course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have
been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by
dividing by four or six respectively.
Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum
of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit
limit, no additional credits will transfer from two-year institutions toward the minimum number of
course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can
be used to meet liberal arts and major requirements.
Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades
and grade points from other institutions are not transferred to Augsburg and are not included in the
student’s cumulative grade point average.
Students should consult with their faculty adviser and the Office of the Registrar before
taking courses at other institutions to ensure compliance with transfer credit policy and residency
requirements. (Refer to the Residence Requirements section of the catalog.)
MnSCU Transfer Students
Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average
of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the
Search for Meaning requirement to one course (REL 300). Students will be granted credit for
transferable courses graded C or better. To qualify for this transfer program, the MnTC must be
completed prior to enrollment at Augsburg.
Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average
of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search
for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness
requirements. Students will be granted credit for transferable courses graded C – or better. Transfer
courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern
language must have a grade of C or better in order for credit to be granted. To qualify for this transfer
program, the A.A. degree and MnTC must be completed prior to enrollment at Augsburg.
Note: Additional prerequisite coursework beyond the AA degree may be required in some
Augsburg majors. Students are advised to consult an academic adviser in the major department to
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discuss major requirements. Courses with
C–grades or below will not be accepted as prerequisites or for application to majors.
Admission to a major—a separate process from admission to the College—is sometimes required.
Please check with the Office of Undergraduate Admissions and consult the departmental section of
this catalog.
Advanced Transfer Students
Students who enter Augsburg with 13 or more course credits accepted in transfer are considered
Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer
students as outlined below:
• Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL
200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entry-level Critical Thinking Assessment
• Waiver of one Lifetime Fitness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for
Advanced Transfer Students.
*Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will
not be granted for courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Office of the Registrar for transfer
credit evaluation. A military transcript will contain credit recommendations from the American Council
on Education (ACE) for training and courses completed in the U.S. Armed Services. Augsburg will
review a military transcript to determine if any of the credit recommendations contained within it meet
transfer credit guidelines.
Army records maintained by AARTS:
http://aarts.army.mil
Navy and Marine Corps records maintained by SMART:
https://smart.navy.mil
Coast Guard records maintained by U.S. Coast Guard Institute:
www.uscg.mil/hq/cgi/ve/official_transcript.asp
Air Force Records:
Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
Graduation Requirements
The responsibility for ensuring that all degree requirements are satisfied rests with the student.
All students are required to file a graduation application with the registrar’s office one year prior to
graduation.
Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are
available for counsel and assistance in program planning.
Students who enter an academic program with a bachelor’s or higher degree should contact
the Office of the Registrar about specific requirements for a second bachelor’s degree or for the
equivalent of a major. See Special Students section (Second Degree).
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Each student is required to apply for graduation at the end of his or her junior year to
confirm remaining graduation requirements.
Application forms are available at the Enrollment Center or on the registrar’s webpage.
All degree and course requirements must be completed and verified in the Office of the Registrar
in order for the degree to be conferred. (There may be no incompletes or open courses on the
academic record.)
Requirements for Undergraduate Graduation
Degree requirements include completion of a minimum number of credits, a major, the Augsburg
Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence.
1. Completion of 32 course credits—No more than these maximums may be applied toward
the 32 total course credits required: two course credits by independent/directed study; four course
credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors,
students may take no more than two elective P/N graded course credits. Each department sets its
own limitations on the number of P/N graded courses that may be applied toward the major and
minor programs, but normally students may apply no more than two course credits with P grades
toward a major and no more than one course credit with a P grade toward a minor. The Department of
Education is an example of a department that allows students to apply more than two course credits
with P grades within the major program (two in major field courses plus student teaching).
2. Completion of a Major—Requirements for each major are listed under the departmental
headings.
3. Completion of the Augsburg Core Curriculum —Requirements for the Augsburg Core
Curriculum are listed in the next section.
4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00.
Additionally, all majors and minors require at least a 2.00 grade point average in coursework for
the major or minor. Some majors, licensure, and certification programs require a higher grade point
average or a minimum grade in each course. See the departmental section for details about the grade
and grade point average for individual majors and minors.
5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College.
Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or
within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer
courses and Assessment of Previous Learning (APL) credits are counted against the residency
requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to
reaching senior standing. Some departments have a minimum number of courses that are required in
residence within the major or minor. Consult the catalog description of the major/minor or the chair of
the department for further information.
The Augsburg Curriculum
The Augsburg Curriculum is comprised of three main components: the core curriculum (or
general education requirements), major requirements, and electives. Some students may need to
complete entry-level skill courses before enrolling in college-level classes. The general education
requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a
liberal arts foundation, and skills development.
Entry Level Skills
Critical Thinking, Math, Writing (Assessments and Placements)
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Core Skills
Effective Writing
Modern Language
Lifetime Fitness
The Augsburg Core Curriculum
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning I and II
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Graduation Skills
Critical Thinking
Quantitative Reasoning
Speaking
Writing
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed,
and ethical citizens through their engagement in a curriculum that:
• Provides a liberal arts foundation and promotes the acquisition of intellectual and
professional skills;
• Calls for common inquiry into questions of Christian faith and the search for meaning; and
• Cultivates the transformative discovery of, and appreciation for, the student’s place of
leadership and service in a diverse world — vocatio and caritas.
The curriculum has three major components:
• The Augsburg Signature Curriculum
• The Liberal Arts Foundation
• Skills Requirements
Skills Requirements
Entry Level Skills Assessments
There are entry level skills assessments in:
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• Critical Thinking
• Mathematics
• Writing
Placement in writing, math, and critical thinking courses is determined by assessments. These
assessments are a prerequisite for (not completion of) core and graduation skills course
requirements.
Critical Thinking Assessment and Requirement
Students identified as needing the entry level critical thinking skill component, based on review of
their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better.
Mathematics Assessment and Requirement
All students are required to have their math placement group (MPG) determined. In some cases,
students who have transferred a mathematics course taken at another college may have their MPG
determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam,
which is administered by Academic Advising. The exam is given during College registration sessions
and at other announced times during the year. Practice questions and other information are available
from Academic Advising.
Based on the math assessment result, students will be enrolled in the appropriate courses
or advised on preparation for retaking the math placement exam. Students may retake the Math
Placement Exam once during their first term of enrollment. Students are required to take the Math
Placement Exam before registering for the first term and should achieve MPG 3 by the end of their
first year at Augsburg.
Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT
105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other
MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the
next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math
Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as
a prerequisite.
Writing Assessment and Requirement
A writing sample is required of students to determine their placement in an appropriate writing
class. Students having completed AP (Advanced Placement) courses in composition must have a
score of 4 or 5. Students who need to develop competence in composition skills—such as stating and
supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required
to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is
possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101)
with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111).
Unless they have received formal approval of a course equivalent to ENL 111 on their transfer
evaluation, transfer students must also take the writing placement exam. Students entering Weekend
College or the Rochester program do not take the Writing Assessment.
Core Skills Requirements
Effective Writing
ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or the equivalent with a grade of
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2.0, P, or higher, is required. Attendance the first day of class is required.
Students should complete Effective Writing by the middle of the sophomore year.
Modern Language
For students who have not previously studied a modern language, completion of a two-course
sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a
language previously studied, placement into the 211 level or successful completion (minimum grade
of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German and Spanish
courses is based on assessment results from an online Brigham Young University evaluation tool.
Students proficient in other modern languages may seek a placement evaluation through faculty
fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all
languages is not guaranteed.
Assessment is used for placement only and does not grant course credit. Students may audit, but
will not receive course credit for any course taken below their placement level. The Department of
Languages and Cross-cultural Studies may override assessment results as deemed appropriate.
Modern language courses accepted in transfer may be applicable to this skills area for partial or full
completion of the requirement.
Students who have demonstrated competence in American Sign Language by passing an
approved course sequence will have fulfilled the Modern Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the
English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is
satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on
the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language
Core Skill requirement. Contact Academic Advising or the English Department for additional
information. More information can also be found in the English Language Learners section.
Lifetime Fitness
Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all
students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE
002, 003). Students may test out of the activity course by demonstrating proficiency from a selected
lifetime activity. Proficiency exams are offered through the Health and Physical Education Department
each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and
Health and Physical Education majors may not test out of this requirement.
Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included
in the 32-course credit graduation requirement.
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning
Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the
Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight
Augsburg’s commitment to this identity and the College’s related interest in asking students to think
critically about the concept of vocation.
Faculty who teach these courses make the following commitments to their students:
• You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or
Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not
religious.” Our Christian understanding is rooted in a generous spirit of hospitality.
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• We will treat each other with respect as we learn how to engage in conversation with one
another about our different values, commitments, convictions, and faith traditions.
• We will challenge and support one another to develop a mature faith for our time—open to
doubts and eager to explore our questions and the realities of our world and culture.
• We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity
as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key
concepts.
• We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe
matters,” and invite you to continue the process of developing your own lived theology.
• We will explore the concept of vocation and our understanding that we are beloved and
called to live and serve as neighbors. We will explore the idea that vocation is a model and
lens for viewing the connections between our basic beliefs and the commitments and actions
we make in life.
The Augsburg First Year
In order to help them make the transition to college and their new community, first-year weekday
program students are required to take courses containing the following components:
Augsburg Seminar
All students who enter the College as first-year students in the weekday schedule program
must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year learning
community in their major or related area of academic interest. AugSem’s purpose is to help firstyear students embrace the expectations and benefits of being a member of a learning community at
Augsburg College by:
• Encountering the community
• Engaging the learning process
• Exploring the self as scholar
AugSem equips students to become intentional learners, connects them to the larger Augsburg
community, and helps them succeed in future college work.
Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential
education as well as its commitment to its urban location. The course linked with their AugSem
introduces students to the city as a resource for intentional learning, typically through civic
engagement, cultural engagement, or service learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices
Project engages first-year students in discussion of a common text addressing themes of cultural
diversity and global awareness. Emphasizing ways in which written communication can promote
understanding and productive engagement among different cultures and points of view, the Many
Voices Project is intended to teach skills and methods that promote successful communication
between diverse writers and readers.
Augsburg Experience
All students must complete at least one approved Augsburg Experience as a requirement for
graduation. Augsburg Experiences highlight the College’s commitment to experiential education and
active participation in the broader community, both locally and globally. Five categories of approved
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experiential learning opportunities are recognized as Augsburg Experiences: internships (including
fieldwork, practicums, and student teaching), faculty-student research, service learning/community
service, study abroad, and off-campus immersion experiences.
An Augsburg Experience integrates experiential learning with academic learning. It demonstrates
enhanced learning and reflects research and best practices in experiential education. Approved
Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic learning
and (2) link on-campus learning to the goals, mission, needs, or ideas of off-campus people,
organizations, and/or communities, either through community partners, professional activities, and/
or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular
class schedule or may be completed for zero credit outside the regular class schedule. The length of
time required, credit/no-credit status, and grading options for approved Augsburg Experiences vary.
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of
an Augsburg education—vocation and the search for meaning in a diverse and challenging world.
Students reflect on the meaning of their educational experiences and consider issues of transition as
they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with
the professional skills and in-depth study of the major. It asks graduating students to think critically,
reflectively, and ethically about their place in the world as leaders and servants.
The official list of approved keystone courses is found on the registrar’s webpage—under the
heading General Education Requirements, click on Senior Keystone.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry
across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts
provide the opportunity for students to acquire a broad and solid foundation for their specialized study
and professional preparation.
Students choose two approved LAF courses from two different departments in each domain:
Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts.
The official list of approved LAF courses is found on the registrar’s webpage—under the heading
General Education Requirements, click on Liberal Arts Foundation.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental
Studies, Political Science, Psychology, Sociology
Humanities
Two approved courses from two different departments/programs: American Indian Studies,
Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural
Studies (literature and culture courses), Women’s Studies
Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as
humanities Liberal Arts Foundation requirements.
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Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music,
Theatre Arts.
One fine arts LAF requirement can be met by participating in one of the following:
• Four semesters in any combination of the major choral ensembles listed (MUE 111, 112,
114, 115)
• Four semesters of orchestra (MUE 121)
• Four semesters of concert band (MUE 141)
Graduation Skills Requirements
An Augsburg education includes enhancement of certain skills during the years in college. Critical
thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain
courses. Graduation skill requirements typically are embedded in required courses in the major. Some
departments, however, designate courses outside the major or elective courses in the major that fulfill
these requirements.
The Quantitative Reasoning (QR) skill has two components: foundational skills and the application
of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF
designation. Courses that contain an embedded project in which students apply and practice those
foundational skills have a QA designation. Courses that provide both foundational skills and an
application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all
quantitative reasoning QF and QFA courses. Departments may designate one required course with
a QF designation and one required course with a QA designation (departments may also designate
a list of QF or QA courses from which students can choose); OR, departments may designate a QFA
course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA
courses from which students can choose); OR, departments may list this skill as embedded.
See department and program pages in this catalog, consult the graduation skills catalog
supplement found online on the registrar’s webpage, or consult the department chair for more
information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their
Core Curriculum requirements in one of the following ways.
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the Bachelor
of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least
one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The
following majors are approved for the Bachelor of Science/LAF Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Elementary Education
• Health Education (teaching licensure only)
• Mathematics
• Music Therapy
• Nursing
• Physical Education (teaching licensure only)
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• Physics
Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/
Modern Language Waiver are not required to complete modern language courses as part of their
degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver:
• Biology
• Chemistry
• Clinical Laboratory Science
• Mathematics
• Music Therapy
• Nursing
• Physics
Evaluation and Grading
Explanation of Grades
The official delivery of end-of-term grades to students is online via the AugNet Records and
Registration website.
Student achievement in courses is measured by final examinations, shorter tests, written papers,
oral reports, and other types of evaluation.
Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the
Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade
of less than 2.0.
Pass/No Credit
Students who choose the P/N option are cautioned:
• In order to receive a grade of P, a student must achieve at least a grade of 2.0.
• Some graduate and professional schools do not look favorably on a large number of Pgraded courses, or rank each as a C.
• Maximum number of course credits taken P/N that may be applied to graduation is six
course credits with a grade of Pass (P).
• P-graded courses do not count toward the requirement that 14 tradition-ally graded course
credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students
should be especially aware of this requirement.
• To be eligible for graduation with Latin Honors, students may elect only two P/N credits.
• See P/N limitations in the Graduation Requirements section.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime
activities are graded only P/N). In courses where there is a choice, students will be graded on the
traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading system must be made according to dates published each
term.
Numeric Grades
Numeric grades are used with these definitions:
4.0 Achieves highest standards of excellence
3.5
3.0 Achieves above basic course standards
2.5
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2.0 Meets basic standards for the course
1.5
1.0 Performance below basic course standards
0.5
0.0 Unacceptable performance (no credit for the course)
Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average.
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission after determining
that a student emergency may delay completion of coursework. Students who receive an incomplete
grade should be capable of passing the course if they satisfactorily complete outstanding course
requirements. To receive an incomplete grade, a student must file an Application for Incomplete
Grade form by the end of the term with the Office of the Registrar that states the reasons for the
request, outlines the work required to complete the course, and includes the course instructor’s
signature. The instructor may stipulate the terms and conditions that apply to course completion;
however, students may not attend the same course (or a portion of the same course) in a following
term with an incomplete grade. The student must complete the outstanding work in enough time to
allow evaluation of the work by the instructor and filing of a grade before the final day of the following
academic term in the student’s program. If the work is not completed by the specified date of the
following academic term, the grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one
term. When this is the case, they must be completed by the grading deadlines within one year from
the beginning of the first term of registration. A grade of X (extension) is given by the instructor to
indicate that the study is extended. It is expected that students given X extensions will continue to
communicate with their instructors and demonstrate that satis-factory progress is being maintained.
A final grade will be issued at the end of the term in which the work is completed and evaluated (but
not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Withdrawal Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping
classes without notation on the record and before the last day to withdraw deadline.
Repeated Courses
A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit.
Courses in which higher grades have been earned may not be repeated for credit and a grade, but
may be audited. All courses taken each term and grades earned, including W and N, will be recorded
on the academic record. Only the credits and grades earned the second time, for legitimately
repeated courses, are counted toward graduation and in the grade point average. Courses completed
at Augsburg College must be repeated at Augsburg to be included in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V).
Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The
charge for part-time and Weekend College students is listed under Weekend College costs in the
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Financing Your Education section on page 21. The signature of the instructor is required to register an
audit. Students who audit a course should confer with the instructor within two weeks of the beginning
of the term to determine expectations, attendance, and any other requirements. If expectations have
been met, the course will be listed on the transcript as having been audited. If expectations have not
been met, the course will be listed with a grade of W. Audited courses do not count toward graduation
and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not
include credit and grade points for work transferred from other colleges. Courses taken on the P/N
grading option are recorded, but not computed in the GPA. The formula for computing the GPA is:
GPA = Total grade points divided by number of credits attempted.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are posted at the end of each term. Classification is based on
the number of course credits completed.
• Sophomores—7 completed course credits
• Juniors—15 completed course credits
• Seniors—23 completed course credits
Assessment of Previous Learning (APL) Program
Augsburg College recognizes that learning can and does take place in many life situations. Some
of this learning may be appropriate for credit recognition within the disciplines that comprise the
academic program of a liberal arts college. The Assessment of Previous Learning program (APL)
at Augsburg provides a means by which a student’s previous learning, other than that which is
transferred from another accredited institution, may be presented for examination for possible credit
toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts
college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of
study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by
comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have their
previous learning assessed for credit recognition. The following is a brief description of each of these
means of assessment:
International Baccalaureate Program (IB)—Courses earned from the International
Baccalaureate program will be considered by the College for advanced placement and appropriate
credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines
are available in the registrar’s office and on the Academic Advising website.
Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4,
or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP
exams may fulfill general education and/or major requirements. Additional information is available on
the Academic Advising webpage and from the Office of the Registrar.
The College Level Examination Program (CLEP)—This is a series of standardized tests that
have been developed by the College Board and are offered to students for a small fee at regional
testing centers. Students who score at or above the American Council on Education’s recommended
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score on an approved examination may receive academic credit for that subject at Augsburg College.
CLEP exams may fulfill general education and/or major requirements. Information about CLEP tests is
available from the Office of the Registrar and the Academic Advising webpage.
Departmental Comprehensive Exams—These are available for students to use in obtaining
credit for previous learning if the following conditions are met:
• There is a departmental exam available for the subject area in question.
• There is a faculty member designated by the department to administer the exam.
• The registrar approves the student’s request to take the exam. Credit for departmental
exams is available on a P/N basis only, and there is a charge per exam of $400 for a full
course credit.
The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty
team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team
is composed of two faculty members from fields of study directly related to the student’s previous
learning. Students who wish to prepare a portfolio of previous learning for credit assessment should
consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the
faculty team applies the following criteria:
• There is documentable evidence of a cognitive component in the previous learning
experience that involved prescribed or systematic study of content material found within liberal
arts coursework.
• The learning has been objectively verified by individuals in addition to the presenting
student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of
academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly
recommended that the process not be used when four or fewer courses remain for graduation. There
is a non-refundable application deposit of $200 to initiate the credit assessment process for each
course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is
available on a P/N credit basis only.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by
faculty reviewers.
Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the
validity of learning that takes place outside the traditional classroom, this learning must be placed
in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of eight credits (one-fourth of a bachelor’s degree) to be obtained through previous
experiential learning. In compiling the eight credits for previous experiential learning, the student may
use any combination of the five assessment processes available in the APL Program: AP exams,
CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio
assessment.
English Language Learners (ELL)
Students whose primary language spoken at home is not English must take the ELL placement
test in conjunction with the English writing placement test prior to registering for their first term at
Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or
ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for
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exemption from ELL courses) and by a writing sample.
Near the end of each term of the English Language Learner’s course, an objective test will be
administered to all students in the class. The score on this test and the grade earned in the class will
determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course
grade of 3.5 or 4.0 will fulfill the student’s ELL requirement.
All students whose native language is not English must stay enrolled in ENL 217/218 until such
time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted
only twice in the total number of courses required for graduation.
Students who fulfill the ELL requirement, by examination or by course completion, have completed
the Modern Language Core Skill requirement for graduation.
Academic Progress, Probation, and Dismissal
The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A
minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum
GPA.
A student will be placed on probation and considered for continuation or dismissal if:
• His/her cumulative GPA is below 2.00
• He/she is a first-year student who receives two (2) zero or No Pass grades
• He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass grades
• At the end of their first term, he/she has not fulfilled the requirements established through
the Conditional Admit Program (refer to the Academic Skills Office Conditional Admit Program
(CAP) section of the catalog).
Dismissal from the College is not automatic. Each case is reviewed by the Student Standing
Committee. Evidence of a student’s commitment to academic progress is the primary consideration
used when deciding whether to dismiss a student.
Students who have a poor academic record may be strongly advised to withdraw before the end
of a term. Students on probation who voluntarily withdraw from the College must receive permission
from the Student Standing Committee to re-enroll.
Students who have been dismissed may apply for readmission after one year. At that time,
the Student Standing Committee will review the application for readmission accompanied by any
statements and evidence attesting to his/her commitment to academic success.
A student will be removed from probation if:
• His/her cumulative GPA reaches 2.00; or
• He/ she was placed on probation because of unfulfilled Conditional Admit Requirements
and he/she subsequently satisfies those requirements.
The College reserves the right to dismiss any student who does not meet the guidelines stated
above. Once a student is dismissed, he/she may appeal the decision to the Student Standing
Committee within 10 school days. Specific appeal instructions are included in the letter of dismissal.
Students may also be dismissed from professional programs, such as Social Work, Education and
Nursing. A student dismissed from a program may appeal the decision through the Program Dismissal
Appeal Process. The process is available at www.augsburg.edu/studentguide/.
Dean’s List
The Dean’s List, compiled after each semester, lists undergraduate students whose grade point
average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent
of three full course credits for a weekday schedule student or two equivalent full course credits for a
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Weekend College student), graded on the traditional grading system, with no incompletes in courses
offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a
Weekend College trimester term by a day student or in a semester term by a weekend student) are
not calculated when determining the Dean’s List. If permission has been given by the student, an
announcement is sent to the hometown newspaper for those students on the Dean’s List.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement
by conferring Latin honors upon completion of a baccalaureate degree.
This designation and the standards set are in effect for all students who complete degree
requirements in May 2004 or later. Students may also receive honors recognition for departmental
honors and for participation in the Honors program. (See individual department and program
descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination
Magna cum laude: 3.80-3.89 GPA
Cum laude: 3.60-3.79 GPA
To be eligible, a student must complete a minimum of 14 traditionally graded credits at Augsburg
and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as
P/N by the department will not be counted).
For additional information, including the guidelines for the Summa Cum Laude oral examination,
go to the Latin Honors section at www.augsburg.edu/registrar/.
Graduation and Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different
meanings. Graduation refers to the completion of all degree requirements. Students graduate when
all requirements for the degree have been fulfilled, meaning that one can graduate at any point during
the academic year provided that all requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg
College community to celebrate academic accomplishment. Participation in commencement,
however, does not mean that a student has graduated. A student will not graduate and a degree will
not be conferred until all requirements are met, regardless of participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to accommodate the
College’s different student populations. The May commencement ceremony is for students in the
Day undergraduate program and for students in the Physician Assistant Studies graduate program.
The June commencement ceremony is for students in the other five graduate programs as well as
undergraduate students in Weekend College, Rochester campus, and the Partner Hospitals program.
Undergraduate students who have not completed all degree requirements may participate in
commencement if: (1) no more than three requirements will remain in their program at the conclusion
of spring term; and (2) the remaining requirements will be completed in the summer or fall terms
immediately following commencement.
Enrollment/Degree Verification
Augsburg College has authorized the National Student Clearinghouse to act as its agent for
verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
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13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreeverify@studentclearinghouse.org
Veterans of Military Service
Augsburg is approved by the state approving agency for veterans education. Veterans should
consult with the V.A. certifying official in the Office of the Registrar about completion of enrollment
verification and the forwarding of other information to the Department of Veterans Affairs. Veterans
will need to meet the requirements of the Veterans Administration regarding repayment of educational
assistance funds received.
Additional information about veterans education benefits can be found at www.gibill.va.gov.
Family Educational Rights and Privacy Act Notice
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain
rights to students regarding their education records. Each year Augsburg College is required to give
notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you
are notified of the following:
Right to inspect and review education records—You have the right to review and inspect
substantially all of your education records maintained by or at Augsburg College. The student must
request to review their education records in writing with their signature. The College will respond in a
reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records—You have the right to seek to have
corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise
in violation of your right to privacy. This includes the right to a hearing to present evidence that the
record should be changed if Augsburg decides not to alter your education records according to your
request.
Right to give permission for disclosure of personally identifiable information —You
have the right to be asked and to give Augsburg your permission to disclose personally identifiable
information contained in your education records, except to the extent that FERPA and the regulations
regarding FERPA authorize disclosure without your permission. One exception which permits
disclosure without consent is disclosure to school officials with legitimate education interests. A
school official is a person employed by the College in an administrative, supervisory, academic or
research, or support staff position (including law enforcement unit personnel and health staff); person
or company with whom the College has contracted (such as an attorney, auditor, or collection agent);
a person serving on the Board of Trustees, or a student serving on an official committee, such as a
disciplinary or grievance committee, or assisting another school official performing his or her tasks. A
school official has a legitimate educational interest if the official needs to review an education record
in order to fulfill his or her professional responsibility.
Right to withhold disclosure of “directory information”—FERPA uses the term “Directory
Information” to refer to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg College without notification of the request or disclosure to
the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed
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below. Please consider very carefully the consequences of any decision by you to withhold directory
information. Should you decide to inform Augsburg College not to release Directory Information, any
future request for such information from persons or organizations outside of Augsburg College will be
refused.
“Directory information” includes the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of study;
• The student’s academic class level;
• The student’s enrollment status (FT/HT/LHT);
• The student’s participation in officially recognized activities and sports;
• The student’s degrees and awards received (including dates);
• The weight and height of members of athletic teams;
• The student’s dates of attendance;
• Previous educational agencies or institutions attended by the student; and
• The student’s photograph.
Augsburg College will honor your request to withhold all Directory Information but cannot assume
responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability
for honoring your instructions that such information be withheld. The Office of the Registrar must be
notified in writing of your intent to withhold your Directory Information. If the notice is not received by
the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new
student), it will be assumed that all Directory Information may be disclosed for the remainder of the
current academic year. A new notice for withholding disclosure must be completed each academic
year.
Right to complain to FERPA Office—You have the right to file a complaint with the Family
Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W.,
Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be
reported in the letter.
Clery Act
The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and
near Augsburg property and campus, as well as institutional policies concerning campus security
and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed
copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
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Departments and Programs
As a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated
and are integrated into a whole. The tradition of the academic world, however, divides this unified
truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is
subdivided into courses that make it more accessible to students. These courses can be arranged in
various ways to construct majors, to create the substance of a broad general education, and to give
students the opportunity to study areas of particular individual interest.
Course Descriptions
Descriptions of courses are arranged by departments and programs. These descriptions offer a
brief summary of the subject matter to aid students in planning a program. A syllabus containing a
more detailed explanation of content, approach, requirements, and evaluations for a particular course
can be obtained from the instructor.
Department entries also contain a narrative discussion of the educational philosophy of each
department, its goals, and its place in the College’s program. A listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In general, day classes are offered fall and/or spring terms
unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the
Twin Cities (ACTC) for fall and spring terms is only available online.
Since some courses are offered alternate years, it is important that the student review major
requirements and course offerings with an adviser to ensure that all requirements can be met.
Descriptions and schedules for the Master of Arts in Education, Master of Arts in Leadership, Master
of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant
Studies, Master of Social Work, and Doctor of Nursing Practice courses are published in a separate
Graduate Studies catalog.
Credits
A full course is offered for one course credit. A few fractional courses, for onehalf or onequarter
course credit, are offered. Unless noted, all courses are one course credit. A full course is valued
as four semester credits or six quarter hours. Most day program courses meet for three 60minute
periods or two 90minute periods per week with additional time required for laboratory work. All full
credit Weekend College courses meet for eight threeandonehalfhour sessions during fall and for
seven fourhour sessions during winter and spring terms.
Numbering
Courses numbered below 300 are lower division courses. Courses numbered 300 and above
are classified as upper division. In general, courses in the 100s are primarily for firstyears, 200s for
sophomores, 300s for juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the course
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description as prerequisites. A student may enroll in a course when a prerequisite has not been
fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as
ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE: Not all
courses are offered in all schedules. Refer to Augnet Records and Registration for information on
when specific courses are offered.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course
description and process for registering is normally the same for each department. Some departments
have additional statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
Internships
Registration for internships consists of the following steps:
1. Obtain the internship registration permission form and secure the signatures of the faculty
supervisor and director of the Strommen Career and Internship Center.
2. Register: Turn in the completed internship registration form (with all signatures) to the
Enrollment Center. You must register the internship for the academic term that coincides with the
internship experience.
3. A learning agreement plan (form available from the Strommen Career and Internship Center)
must be submitted to the faculty member responsible for grading the experience. The original is
turned in to the Strommen Career and Internship Center and copies are sent to the faculty supervisor
and student.
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Internship/On-campus
197
Internship/Off-campus (.5)
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Internship/On-campus (.5)
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Internship/Off-campus
A work or servicebased learning experience typically at the sophomore level in which a student,
faculty member, and site supervisor design a learning agreement that links the ideas and methods
of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/
registration, interested students must consult with the departmental internship coordinator or a faculty
member and the Strommen Career and Internship Center regarding requirements and permission to
register.
396
Internship/On-campus
397
Internship/Off-campus (.5)
398
Internship/On-campus (.5)
399
Internship/Off-campus
A work or servicebased learning experience at the junior/senior level in which a student, faculty
member, and site supervisor design a learning agreement that links the ideas and methods of
the discipline with the opportunities inherent in the placement. For some majors, participation in
a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested
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students must consult with the departmental internship coordinator or a faculty member and the
Strommen Career and Internship Center regarding requirements and permission to register. (Off
campus 397/399 internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
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Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction of an
instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be
secured in writing from the instructor and the department chairperson before the term in which the
study is undertaken.
499
Independent Study/Research
An opportunity for advanced and specialized research projects. Normally open to junior and senior
majors. Approval must be secured in writing from the instructor and the department chairperson
before the term in which the study is undertaken.
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American Indian Studies
American Indian studies is a major that gives students the opportunity to learn about the original,
indigenous cultures of North America. Students will be provided with a multidisciplinary understanding
of the history and present situation of American Indians. The program emphasizes the interrelations
among history, culture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of American Indians. This course of study exposes students to
the richness and beauty of North American Indian cultures.
American Indian Studies Faculty
Eric Buffalohead (Chair), Sophia Jacobson, Elise Marubbio
Adjunct Faculty
Roxanne Gould, Richard Gresczyk, Dale Weston
Degree and Major Requirements
American Indian Studies Major
Ten courses including;
AIS 105
Introduction to American Indian Studies
AIS 205
Contemporary American Indians
ENL 255
American Indian Literature
or AIS 264 American Indians in the Cinema
HIS 236
American Indian History
REL 370
American Indian Spirituality and Philosophical Thought
AIS 499
Senior Research Project
In addition, students must complete four electives. At least four of the courses toward the major
must be upper division.
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by GST 200 or PHI 230. Transfer students must consult an
adviser about potential adjustments to their course requirements to fulfill each of these skills.
Minor
Five courses including AIS 105. At least two must be upper division.
Course Offerings at Augsburg College
AIS 105
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian studies
curriculum, this course includes an overview of American Indian history, federal Indian
policy, land issues, reservation and urban issues, cross-cultural influences, and American
Indian literature, art, music, and language.
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OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on
vocabulary, reading, writing, and conversational skills. Classroom practice will include
linguistic patterns and oral interaction.
ANT 141 Cultural Anthropology
This course serves as an introduction to cultural anthropology. Course objectives include
providing students with an understanding of anthropological methods and theories, the
concepts of race and culture, an appreciation and awareness of differing cultures, and an
awareness of the role cultural anthropology has in understanding contemporary human
problems. (This course does not count toward the American Indian studies major or minor;
it is recommended as a supporting area of study)
AIS 205
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary American
Indians, including tribal sovereignty and identity politics, treaty rights, language retention
and education, religious freedom, and Indian activism.
AIS 208
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal of Native
American woman as princess figures, sexualized maidens, or squaws, we will expand our
conceptualization of Native American women by putting into conversation a variety of
voices that talk back to or address mainstream stereotypes of Native American women. Our
goal is to expand our conceptualizations of Native American women and their important
roles in society by examining a variety of cultural issues as they are presented through
documentary and fiction films made by and about Native American women.
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and
historical origins of women’s roles and status in society. Comparative roles of women are
examined in tribal contexts across various indigenous cultures. Studies include the role of
women in Native American and African tribes, peasant societies of eastern Europe, Mexico,
the Middle East, and China.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period through
European exploration and settlement to the present, emphasizing American Indian
contributions to world culture, tribal structure, and intergovernmental relations.
ENL 255
American Indian Literature
American Indian Literature offers a survey of contemporary American Indian writing,
including non-fiction, fiction, poetry, and drama. The course explores the richness and
diversity of American Indian literature, and the ways in which literature reflects and
illuminates American Indian culture and traditions. The course emphasizes close readings
of literature and public speaking skills through in-class presentation and small group
discussion.
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AIS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by Hollywood
and television. Focusing on films from the 1910s to the present, the course provides an
understanding of how American Indians were portrayed in film historically, how this image
has evolved over the past century, and how it is reflective of Western cultural and racial
ideologies.
ART 290 Tribal Arts and Culture
An exploration of the rich heritage of visual arts from Indigenous communities of North
America, surveying the dynamic nature of Native American art spanning from pre-European
contact into the present while exploring the political nature of that trajectory as it encounters
cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn
about the cultural, social, and political context surrounding a Native American art.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua,
or Mexico. Each group faces similar challenges that manifest differently due to the political,
social, and cultural influence about sovereignty, land rights, economy, religion, cultural
survival, women’s issues, and political movements through site visits es of the dominant
culture in each country. Students will learn and interaction with Indigenous organizations.
This course is cross-listed with Women’s Studies.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles and
contributions of women in past and present tribal cultures. It explores the continuity of
women’s roles over times and the changes in these roles, precipitated by the influences of
Western colonialism. The course also assesses how American Indian women have crossed
cultural boundaries and influenced non-tribal communities through their activism and
traditionalism. This course is cross-listed with women’s studies.
AIS 332
Native American Storytelling
The objective of this course is to study Native American storytelling from a cultural
perspective. An appreciation of oral traditions will be emphasized and studied within the
broader context of world mythologies. Students will be expected to perform storytelling and
to research the various tribal storytelling traditions.
AIS/ENL 355
Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such
as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native
Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American
Indian film-literature adaptation. Students focus on primary texts, comparing and
contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the
group of texts. Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level
literature course, or consent of instructor.)
AIS 364
Indigenous Filmmakers
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Indigenous Filmmakers introduces students at the junior and senior level to the exciting and
expanding field of indigenous media—specifically films made by Native Americans. We will
explore the political and social forces at work behind the American indigenous film
movement, which responds to mainstream film’s portrayal of Native Americans and
provides an extraordinary range in perspectives and views that inform Native American
cultures.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied.
Tribal similarities and differences are explored as are tribal relationships with nature,
religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
AIS 408
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal of Native
American woman as princess figures, sexualized maidens, or squaws, we will expand our
conceptualization of Native American women by putting into conversation a variety of
voices that talk back to or address mainstream stereotypes of Native American women. Our
goal is to expand our conceptualizations of Native American women and their important
roles in society by examining a variety of cultural issues as they are presented through
documentary and fiction films made by and about Native American women. (Prereq.: WST
201 or any 2XX women’s studies course; or AIS 105 or any 2XX American Indian studies
course; or consent of instructor.)
AIS 490
Keystone Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua,
or Mexico. Each group faces similar challenges that manifest differently due to the political,
social, and cultural influences of the dominant culture in each country. Students will learn
about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and
political movements through site visits and interaction with Indigenous organizations.
AIS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Minnesota Indians,
Contemporary Indigenous Issues of North and South America, and American Indian
Literature Seminar.
AIS 499
Independent Research
An independently designed research project.
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Art—ART
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and
express ourselves.
At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small
campus in the heart of a major metropolitan area. A solid foundation of drawing, design, and history
is balanced with the development of technical skills, critical thinking, and creative exploration in a
range of media. On-campus galleries showcase the work of students and professional artists. Small
class sizes and an innovative faculty support creative curriculum in disciplines like drawing, painting,
printmaking, ceramics, sculpture, photography, hand papermaking, book arts, architecture, and digital
media.
Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time;
service learning, internships, and study abroad are integral to our program. We reach nearly 1,000
students a year from all disciplines, and we graduate 25-30 majors annually with BA degrees in art
history, studio art, art education; we also offer an architecture minor and certificates in studio art and
digital design.
For nearly half a century, students have been earning degrees in art and art history at Augsburg
College. We’re excited to be here in the center of the city. We think you will be, too.
Art Faculty
robert k. tom (Chair), Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney
Degree and Major Requirements
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART118 Painting I
ART 223 Printmaking I
ART 225 Graphic Design I
ART 257 Watercolor Painting I
One course in three-dimensional art from:
ART 221 Sculpture I
ART 250 Ceramics I
ART 280 Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
ART 305 Junior Exhibition and Faculty Review (.0 course)
ART 405 Senior Exhibition and Faculty Review (.0 course)
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Studio majors must participate in an exhibition and review in their junior year, followed by a solo or
two-person show with a faculty review, and the annual senior group exhibition.
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is
met by completing the major. The graduation skills in Speaking (S), Writing (W), and Quantitative
Reasoning (QR) are met by completing the following courses:
S: Studio art majors may choose from ART 102, 225, or upper division Art History courses (349,
352, 382, 385, 386, 387, 388, 389) to satisfy the speaking skill.
W: Studio art majors may choose two of the following courses upper division Art History courses
to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389.
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in
emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses including:
ART 240 Art History Survey
ART 388 Modern Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221 Sculpture I
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is
met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded in
the upper division Art History courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) are met by completing the following courses:
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: Students planning a double major in studio art and art history or a major/minor combination
should meet with a department adviser to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history
majors) reflecting the highest quality work, and art department approved special projects and/or
research. Application should be made to the department chair before the last term of the senior year.
Studio Art Minor
Five courses including ART 240, ART 107, and three additional studio courses.
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Architecture Minor
Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349.
Art History Minor
Five art history courses including ART 240.
Certificate in Art
Eight art courses, including at least one in art history. Up to four courses may be taken in one
studio area or in art history.
Certificate in Digital Design
Eight art courses, including four in digital design (ART 215, ART 225, ART 320, and, ART 340),
one in art history, and ART 102, and two studio electives.
Art Courses
Note: All studio courses require significant work hours outside of class sessions. Some studio
courses have lab fees.
Studio Art Foundations
ART 102
Design
A study of design is the unifying foundation for the visual arts. Two- and some threedimensional projects demonstrate theory and application of basic design elements and
principles.
ART 107 Drawing
Introduction to foundational drawing from direct observation, memory, and reference.
Traditional and experimental media and methods are explored to develop technical and
formal skills in support of individual expression.
Studio Art
ART 100, 300 Topics
Selected courses dealing with special topics, offered occasionally in the department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the material
environment through the study of sketching and drawing skills.
ART 106
Chinese Calligraphy and Painting I
Introduction and practice of Chinese calligraphic painting and writing.
ART 118
Painting I
Introduction to observational and experimental approaches and techniques in acrylic or oil
painting. Color theory, composition, painting methods, and individual expression are
emphasized.
ART 122 Plein Air Sketching I
Introduction to traditional sketching media and approaches for drawing en plein air, outside
and on location. Portable, all-weather materials and processes, and perceptual techniques
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are emphasized to create a sketchbook of drawings from direct observation
ART 132 Photography I
This course introduces the technical skills, creative applications, and vocabulary of blackand-white film photography. Technical lectures and demonstrations cover 35mm camera
operation, film processing, and black-and-white darkroom printing.
Class lectures, readings, field trips, and research introduce students to the canon of
photographic history, including a broad range of genres, historical contexts, and artistic
practices. Students need a 35mm single lens reflex camera. Materials will average $200225.
ART 180
Introduction to Community Based Photography
This course introduces the technical skills and creative applications of black and white
photography with course work that integrates partnership and service. Art 180 combines art
and social research concepts to help students understand how the arts foster community
building and engagement. Class lectures, demonstrations, assignments, and service will
introduce students to documentary work that will be presented as portfolio to a nonprofit
partner. Students need a 35mm single lens reflex camera. Materials will average $200-225.
ART 210 Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in architecture.
Exploration of the history of drawing in architecture, critical review of drawing conventions
and systems, and examination of drawing processes as modes of perception and cognition.
(Prereq.: ART 105 or instructor permission)
ART 215
Web Design I
This course provides an introduction to designing for the Internet. Students will learn basic
skills for interactive design and will become familiar with Dreamweaver, Photoshop,
Illustrator and Fireworks.
ART 221
Sculpture I
An introduction to sculpture and three-dimensional design through the exploration of the
inherent properties of various materials and processes.
ART 223
Printmaking I
An introduction to traditional and experimental media and methods of printing. Intaglio,
relief, and mono/unique methods are explored.
ART 225
Graphic Design I
This course provides an introduction to the practice of graphic design. Design principles are
explored in creating and organizing through visual communication. The focus of this class
will be building the foundation in design programs such as Adobe InDesign, Illustrator, and
Photoshop, and discovering the visual language necessary to develop as creative problem
solvers.
ART 233
Collaborative Printmaking: A Press-Free Approach
This online course is designed to engage creative, imaginative, and technical processes to
produce prints without a press and to interpret works of art. Students learn water-based
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printmaking techniques while exploring several kinds of collaboration. Students critically
analyze works of art produced by themselves and their peers, and through this analysis
they will articulate different theories of aesthetics.
ART 247
Life Drawing
Introduction to traditional and experimental methods and techniques for drawing the human
figure through direct observation of the live nude model. Perceptual proportions, planes,
and individual expression of the human form in space are emphasized.
ART 250 Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding and throwing
techniques combined with theory, concept, and form.
ART 257
Watercolor Painting I
Introduction to foundational techniques, and observational and experimental approaches to
watercolor painting. Exploration of color theory, composition, and individual expression are
emphasized. Includes some painting outside on location.
ART/THR 265
Computer Drafting for the Stage and Architecture
(See Theatre Arts section for course description.)
ART 280
Hand Papermaking and Book Arts I
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of
text, image, and form in the contemporary artist's book.
ART 305
Junior Exhibition and Review (.0 course)
Junior Exhibition and Review showcases the junior art major’s emerging style and content in
a group exhibit to focus exploration in support of the upcoming senior exhibition. A committee
of art department faculty and staff conduct a formal review of the exhibition. Junior art majors
prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits)
ART 306
Chinese Calligraphy and Painting II
Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106)
ART 315
Web Design II
This course explores interactive design through the use of animation, sound, and video in
website development. Students will use software such as Flash and Fireworks as primary
applications. (Prereq.: ART 215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional and
contemporary typography; exploration of letterforms using digital, hand-set type, and hand
lettering. (Prereq.: Any ART course)
ART 322
Plein Air Sketching II
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on
location to explore advanced observational technique, significant experiential engagement,
complex composition, and emerging personal style using portable all-weather materials and
processes. (Prereq.: ART 122)
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ART 330
Graphic Design II
This studio course explores and develops concepts used in solving design problems
through visual communication. Students will explore the various tools necessary in this
discipline such as: typography, layout, color, information design, branding, packaging, and
illustration. (Prereq.: ART 225 or instructor permission)
ART 332
Photography II
Advanced study that focuses on refining the skills and visual vocabulary introduced in
ART 132. Emphasis on portfolio development using advanced black and white materials.
Semester projects encourage individual creativity and examination of critical issues in
contemporary photography. Students must provide their own 35mm camera. Materials will
average $200-225.
ART 340
Digital Imaging
Exploration of visual communications in the electronic environments using various software
programs to create digital images, animation, and digital games.
ART 351
Ceramics II
Advanced work in ceramics explores clay, glaze, and firing technology with a continued
emphasis on throwing and handbuilding techniques combined with theory, concept, and
form. (Prereq.: ART 250)
ART 355 Painting II
Advanced study in acrylic or oil painting emphasizes individual expression and emerging
style through advanced color theory, series development, and exploration of individual
subject matter, approach, and method. (Prereq.: ART 118)
ART 357
Watercolor Painting II
Advanced study in watercolor painting emphasizes individual expression and emerging
style through advanced color theory, series development, and exploration of individual
subject matter, approach, and method. (Prereq.: ART 257)
ART 368
Printmaking II
Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats,
multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223)
ART 380
Hand Papermaking and Book Arts II
Advanced exploration in hand papermaking and book arts, emphasizing individual research
and expression. (Prereq.: ART 280)
ART 405
Senior Exhibition and Faculty Review (.0 course)
Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts
practice and showcasing the senior art major’s body of work through a solo or two-person
exhibit. A committee of two art department faculty and one outside department faculty/staff
of choice conducts a formal review of the exhibition. (Prereq.: ART 305 or permission of art
department chair)
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
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ART 199
Internship in Studio Art
ART 299
Directed Study in Studio Art
ART 399
Internship in Studio Art
ART 499 Independent Study/Research in Studio Art
Art and Architectural History
ART 240
Art History Survey (offered in alternate years in Weekend College)
A survey of world art from prehistoric to modern times.
(Prereq.: Pass CT assessment or GST 100)
Note: The following courses are offered intermittently, usually two or three sections per year.
ART 231
Pre-Columbian, Colonial and Contemporary Mexican Art
Develops an understanding and appreciation of Mexican art from the Pre-Columbian,
colonial, and contemporary periods, including Frida Kahlo, Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Numerous excursions to museums as well as
archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico, see program
listings in International Studies)
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated by Western
and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning since 1750, as illustrated by Western and nonWestern examples.
ART 249/349
The Designed Environment
This course addresses the designed environment, investigating architecture, landscape
architecture, and urban design. Class sessions consist almost exclusively of extensive
walking tours and site visits to prominent examples of design excellence. (Prereq.: None for
ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART
349)
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from Indigenous communities of North
America, surveying the dynamic nature of Native American art spanning from pre-European
contact into the present while exploring the political nature of that trajectory as it encounters
cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn
about the cultural, social, and political context surrounding a Native American art.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the traditional
arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111)
ART 382
Scandinavian Arts
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The visual arts in Scandinavia from the Stone Age to the present, including architecture,
folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and
architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
(Prereq.: ENL 111 or 112 or HON 111)
ART 388
Modern Art
Painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL
111 or 112 or HON 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture, and folk arts.
Internships and Independent Study Courses
ART 199
Internship in Art History
ART 299
Directed Study in Art History
ART 399
Internship in Art History
ART 499 Independent Study/Research in Art History
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Augsburg Core Curriculum—AUG/KEY/
GST
This section does not include all courses in the core curriculum, but only those not located in a
disciplinary department.
The Signature Curriculum
Augsburg Seminar
AUG 101
Augsburg Seminar (.0 course)
A weekly seminar linked to a course or course pair that integrates course content with learning
strategies and community-building opportunities beneficial to beginning college students. While the
content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit.
Permission to complete the seminar if the student withdraws from the linked content course(s) is at
the discretion of the instructor(s). (P/N grading only)
Senior Keystone
KEY 470
Creating Life in the Arts: Exploration and Reflection on Vocation
From personal reflection on vocation to real-world insights and hands-on experiences, this course
will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors.
While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and
skills with intrapreneurial insights, skills, and reflection.
KEY 480
Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by challenging them to
apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend
national boundaries. In English with readings in a language other than English. Open to international
students and to upper-division students who have advanced knowledge of a language other than
English or have studied abroad for a full semester (including in English-speaking countries with
consent of instructor).
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where the major program
does not include a keystone element. It draws together all facets of a student’s education by providing
opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings
and critical discussions with others in the same and in different majors will add dimension to each
student’s reflective writing. (Prereq.: ENL 111, or HON 111, or ENL 112)
Liberal Arts Foundation
Connections Courses
Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under
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academic departments) or through interdisciplinary Connections courses.
ENV 100
Environmental Connections
An interdisciplinary introduction to current environmental issues. The course depends on ecological
visions of the world and examines the connections we share as people living simultaneously in human
community and in physical environments. In examining these connections, we depend on the insights
offered by political science, biology, economics, literature, sociology, chemistry, and history as well
as experiential education and service-learning. The issues examined in this class — neither remote
nor abstract — exist in our everyday lives, and a central feature of the course is the application of
knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall)
FIA 130
Arts and the City
Using the arts resources of the city, this course will explore how to understand and appreciate
various art forms: theatre, music, opera, visual arts, dance, and film. Class sessions consist almost
entirely of attendance at off-campus performances and sites. (Fine Arts LAF)
HUM 120
Medieval Connections: Medieval Life in 12th-Century Europe
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study
European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It
attempts to examine medieval culture as a complex system of thought and feeling, which includes
history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential
approach to this material, for example, by having students and faculty attend class in academic
regalia, just as they did in medieval universities. (Humanities LAF, spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts,
cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate
change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory.
Prereq.: MPG 2 and pass CT assessment or GST 100. Fall, spring.)
-SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses on the nature
of science and major concepts of physics and chemistry. Laboratory work stressing experimentation
and measurement will include the use of computers and electronic sensors. (Three one-hour lectures,
one three-hour laboratory. Natural Sciences LAF. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course focuses on major
concepts of earth science and biology. Laboratory work will complement lectures and will include the
use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural
Sciences LAF. Prereq.: SCI 110 and pass CT assessment or GST 100)
Skills
Entry Skills
GST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability of students to
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comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the
Critical Thinking Assessment are required to complete GST 100 with a minimum grade of 2.0 or
better. Students who have passed the Critical Thinking Assessment may take the class only with the
permission of the instructor.
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important
to academic success: reading, comprehension, note-taking and textbook reading, time management,
vocabulary, test-taking, organization, concentration and memorization, learning style, conflict
management, assertiveness training, and motivation strategies.
Graduation Skills
GST 200
Quantitative Reasoning/Statistical Literacy
This course focuses on critical thinking about statistics and its use as evidence in arguments,
with an emphasis on interpretation, evaluation, communication, and analysis of statisticallybased arguments. Topics include association, causation, observational studies, experiments, risk,
confounding, bias and chance. Common techniques involving statistical opportunism, conditional
reasoning using English to describe and compare rates and percentages presented in tables and
graphs, and the use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based
arguments. (Prereq.: MPG 3)
Other General Studies Courses
GST 009
Internship Transcript Notation (.0 course)
A transcript notation is given for the academic learning inherent in an approved not-for-credit/
internship/work experience. Reflection activities and work-learning evaluations are conducted by the
Strommen Career and Internship Center. With approval, a non-credit/internship completed by juniors
or seniors will fulfill the Augsburg Experience graduation requirement.
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Biology—BIO
We are in the midst of a revolution in biology. From the unraveling of information locked within
the human and other genomes to the complexities of interactions between organisms in diverse
ecosystems in changing environments, biologists and members of the public are grappling with
an almost overwhelming flood of new information. By focusing on the core principles of biology,
students are given the tools with which to interpret results coming out of the revolution, and by
early exposure to original independent research projects, given the opportunity to themselves
contribute to our understanding of the natural world. Integration across biological sub-disciplines
is emphasized, paralleling the integration taking place in the maturing field of systems biology. As
biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics
and computer science, biology is increasingly a multidisciplinary venture. Thus, a firm background
in these sciences is also important for the successful study of biology. Biological forces have many
profound effects on society, and in turn humanity has strongly affected our biosphere. Thus, servicelearning opportunities are tightly integrated within the curriculum.
Augsburg has a strong commitment to undergraduate research. There are a variety of
opportunities in the Biology Department to work with faculty on individual research projects both
during the academic year as well as during the summer. Students at Augsburg also participate in
research programs at other institutions.
For many, an undergraduate major in biology serves as a springboard for further study. Augsburg
graduates have gone on to graduate studies in the life sciences, leading to careers in college or
university teaching, basic and applied research, and public health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly
into secondary education, biomedical and biotechnology industries, laboratory research, natural
resources, and environmental education.
Biology Faculty
Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew Beckman, Ralph Butkowski, William
Capman, David Crowe, Ann Impullitti
Degree and Major Requirements
Students may choose one of the following degree options: Bachelor of Science in biology, Bachelor of
Arts in biology, or Bachelor of Arts in life sciences.
Bachelor of Science in Biology
The total number of required courses in the department is nine-and-a-half courses. There are
additional required supporting courses that must be taken in other disciplines.
The Core Series (4.5 total courses):
A.
Introductory Biology Courses (3.0 courses)
BIO 151 Introductory Biology
BIO 152 Evolution, Ecology, and Diversity
BIO 253 Introductory Cellular Biology
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B. Plant Biology or Ecology (1 course):
Note: Plant Biology or Ecology taken to satisfy this requirement cannot be used, in addition,
as an elective. If both courses are taken, one can be used to satisfy an elective requirement.
BIO 361 Plant Biology
or BIO 481 Ecology
C. A Keystone Course (0.5 course)
BIO 490 Biology Keystone
or SCI 490 Integrated Keystone
or another keystone with departmental approval
The Electives (5 courses)
Note: 5 courses which have not been used to satisfy other requirements within the major
must be taken from among the following.
BIO 351 Invertebrate Zoology
BIO 353 Comparative Vertebrate Anatomy
BIO 355 Genetics
BIO 361 Plant Biology
BIO 369 Biochemistry
BIO 440 Plant Physiology
BIO 471 Advanced Cellular and Molecular Biology
BIO 473 Animal Physiology
BIO 474 Developmental Biology
BIO 475 Neurobiology
BIO 476 Microbiology
BIO 481 Ecology
BIO 486 Immunology
BIO 495 Special Topics in Biology
Required Supporting Courses for Bachelor of Science
CHM 105/106 Principles of Chemistry
or CHM 115/116 General Chemistry (Must be taken concurrently with BIO151/BIO152, respectively)
CHM 351/352 Organic Chemistry
PHY 121/122 General Physics
MAT 145/146 Calculus
General Education Accomodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor
of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Bachelor of Arts in Biology
The same biology course requirements as for the Bachelor of Science degree, but with the following
supporting courses:
Required Supporting Courses for Bachelor of Arts
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CHM 105/106
Principles of Chemistry
or CHM 115/116
General Chemistry
Introduction to Physics
PHY 116
or PHY 121/122
General Physics
MAT 114
Precalculus
or MAT 145
Calculus I
or MAT 163
Introductory Statistics
or MAT 248
Biostatistics
or PSY 215
Research Methods: Design, Procedure, and Analysis I
Bachelor of Arts in Life Sciences
This major is appropriate for students also seeking secondary teaching licensure in biology.
Requirements are the same as for the Bachelor of Arts in biology degree, but with the following
differences:
Only four (rather than five) upper division biology electives are required, along with:
Two additional science courses, chosen from the following list:
PHY 101 Astronomy
SCI 106 Introductory Meteorology
An introductory geology course
Bachelor of Science in Clinical Laboratory Sciences
See the Clinical Laboratory Sciences section of the catalog for details of the CLS major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are
embedded throughout the offered courses and are met by completing the major. The graduation skill
in Speaking (S) is met by completing COM 111 or COM 115.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department,
subject to review by the chair. Only those biology courses successfully completed (2.0 or above)
within the last 10 years will be considered. No more than two upper division courses from other
institutions may be applied toward the major.
Custom Biology Programs
Students who have completed BIO 151, 152, 253 and at least two upper division electives may,
in consultation with their adviser, seek approval from the department to complete major requirements
with as many as four upper division courses from other institutions.
Departmental Honors
A GPA of 3.5 in biology and of 3.0 overall is required. Additionally, students must successfully
complete one of the following: a) one course of approved independent study (BIO 499), b) a research
internship combined with BIO 497, or c) participation in the Mayo Innovation Scholars Program. BIO
497and BIO 499 projects should be submitted to the department for approval by Sept. 30 of the senior
year or Feb. 28 in the case of students planning to graduate in the following December. BIO 497 and
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BIO 499 projects must include public presentation and a written report approved by the department.
Minor
A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper
division courses. The majority of courses in biology must be taken at Augsburg College.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the
biology faculty. Biology majors must have an adviser in the biology department. BIO 151 and 152
and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 253
and Organic Chemistry (when appropriate) in the second year. Students should complete their math
requirements early in their college careers. To enroll in courses that require BIO 253 as a prerequisite,
students must earn an average grade of 2.0 in BIO 151, 152, and 253. For courses that require only
BIO 151 and 152, students must earn an average grade of 2.0 in BIO 151 and 152. A grade of 2.0 or
above is required for all supporting courses and upper division biology courses applied to the major.
Upper division biology requirements must be traditionally graded. A GPA of 2.5 in upper division
biology courses is required for the life sciences major.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care
should be taken to study the requirements for every program well in advance of making application.
In general, medical schools require a two-semester sequences in calculus, physics and organic
chemistry. Biochemistry is also commonly required and in some instances statistics and literature.
Programs in physician assistant training, veterinary medicine, physical therapy and such typically
have a more extensive list of prerequisites. Students considering a post-baccalaureate program in
these areas should consult early and often with health science advisers Dixie Shafer, Dale Pederson
and Kelsey Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry,
organic chemistry, calculus and physics. Also required is extensive involvement in research through
Augsburg Experience, internships and/or independent study. Careful consultation with a biology
adviser is recommended to select among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for biology teachers, the science
portions of which are satisfied by the Augsburg life sciences major. The state requirements may
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All
upper division biology requirements for secondary licensure must be completed before beginning
student teaching.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching
licensure at Augsburg are required to complete a minimum of two upper division biology courses
at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the
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department following review of transcripts and prior to matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to those
students who have completed at least one upper division biology course and have a GPA of 3.0 in
biology.
Cooperative Education and Service-Learning
The department works with the Strommen Career and Internship Center in identifying and defining
cooperative education experiences in laboratories and other settings in the Twin Cities.
Biology Courses
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses on the
nature of science and major concepts of physics and chemistry. Laboratory work stressing
experimentation and measurement will include the use of computers and electronic
sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course focuses on
major concepts of earth science and biology. Laboratory work will complement lectures and
will include the use of computers and electronic sensors. (Three one-hour lectures, one
three-hour laboratory. Prereq.: SCI 110)
SCI 280
Introduction to Research
This is a topics course for discovery-based research introducing concepts and skills based
on instructor-generated research projects. It is offered through a selection-process based
on student interest, invitation, and interview selection. It is recommended for students in the
Honors program and can also fulfill an Augsburg Experience as an experiential course in
research if the student project results in presentation of the work in subsequent semesters.
All are welcome to apply. (Prereq.: Invitation to participate in course; 0.5 course)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are emphasized. The
nature of science and the approach used by scientists to gather and analyze data and
propose and test hypotheses are considered. (Prereq.: MPG 2 and pass CT assessment or
GST 100. Three hours lecture, three hours laboratory. Does not apply to the major or minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three hours lecture, three hours
laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to
the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended.
Spring)
BIO 121
Human Biology and Lab
An introduction to basic biological principles with a human perspective and application.
Includes discussion of the molecular and cellular basis of life, genetics and genetic disease,
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selected organ systems and disease, and the sustainability of life on earth. (Three hours
lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103.
Does not apply to the major or minor in biology. Students are strongly encouraged to take
CHM 100 before taking this class. Fall and spring)
BIO 151
Introductory Biology
First of a three-semester sequence. An introduction to biology for science majors, including
cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be
taken in sequence except by permission of instructor. (Three hours of lecture, three hours
laboratory, some Saturday field trips. Prereq.: MPG 3 or concurrent registration in MAT
105, concurrent registration in CHM 105/115. Fall)
BIO 152
Ecology, Evolution, and Diversity
Second of a three-semester introductory sequence. An introduction to evolution, ecology,
and biological diversity for science majors. BIO 151, 152, and 253 must be taken in
sequence except by permission of instructor. (Three hours of lecture, four hours laboratory.
Spring)
BIO 253
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function in tissues,
cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO
151, 152, CHM 106 or 116. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life
history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152.
Fall)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates.
(Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring)
BIO 355
Genetics
A study of the principles of heredity. The course integrates classical transmission genetics,
molecular genetics, and genomics. Special topics will include epigenetics, developmental
genetics, and human disease genetics. Contemporary genetic model systems will be
utilized in laboratory experiments. (Three hours lecture, four hours laboratory. Prereq.: BIO
253 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Spring)
BIO 361
Plant Biology
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy,
physiology, phylogeny, ecological and economic importance, and plant-microbe interactions
are integrated throughout. (Three hours lecture, four hours laboratory. Prereq.: BIO 151,
152. Fall)
BIO 369
Biochemistry
The course addresses the chemical structure and function of the major biological
macromolecules. Key topic areas are protein structure and function, enzyme mechanisms,
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thermodynamics, intermediary metabolism, and metabolic regulation. (Three hours lecture,
four hours laboratory. Prereq.: BIO 253, CHM 352 and MAT 114 or 145 or 163 or 164 or
248 or PSY 215. Fall)
BIO 440
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development, and
water relations in plants including the relationship of process to structure and life history.
(Three hours lecture, four hours laboratory. Prereq.: BIO 253.)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cellsignaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours
lecture, four hours laboratory. Prereq.: BIO 369. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory perception
as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three
hours lecture, four hours laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or
248 or PSY 215. Fall)
BIO 474
Developmental Biology
A study of development from the embryonic to adult stages. The course will focus on the
physiological, molecular, and morphological changes that occur during development.
Additional topics to be covered will include evolutionary developmental biology (evo devo),
teratology, stem cells, regeneration, and cell death. (Three hours lecture, four hours
laboratory. Prereq.: BIO 253.)
BIO 475
Neurobiology
An introduction to the nervous system. Topics to be studied include the electrical activity of
neurons, sensory and motor systems, mechanisms of learning and memory, animal
behavior, and human cognition. (Three hours lecture, four hours laboratory. Prereq.: BIO
253. Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial, and medical
issues are discussed, with particular attention paid to human pathogens. (Three hours
lecture, four hours laboratory. Prereq.: BIO 253. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics
include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population
and community ecology, and conservation. (Three hours lecture, four hours laboratory,
some Saturday field trips. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or
PSY 215. Fall)
BIO 486
Immunology
This course is a study of the body’s immune defense. The course investigates the structure
and mechanisms of human body’s three lines of immune defense. Protection from
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microorganisms and parasites, and cancer surveillance are considered. The role of
immunity in vaccination and transplantation, and mechanisms of immune malfunction in
allergy, autoimmunity, and immunodeficiency are included. (Three hours of lecture, four
hours laboratory. Prereq.: BIO 369. Spring)
BIO 490
Biology Keystone (.5 course)
A seminar course that fulfills the AugCore keystone requirement. Several important
biological issues that have ethical and societal implication and ramifications are explored;
including, the topics of the vocation of a scientist, connections between faith and science,
and moral, ethical, and societal challenges faced by scientists. (Prereq.: senior biology
major. Fall and Spring)
SCI 490
Integrated Keystone (.5 course)
The Natural Science Keystone explores the connections of science with the world at large,
including faith, vocation, ethics, and professional accountability. Students will reflect on
science as a vocation and the philosophy of science in a global context of the
interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic
situation. (Prereq.: senior biology, chemistry, or physics major; P/N for 0.5 course)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by our other course offerings.
Topics may vary.
Internships and Independent Study Courses
BIO 199
lnternship
(Prereq.: BIO 151, 152. P/N only)
BIO 299
Directed Study
BIO 399
Internship
(Prereq.: BIO 253. P/N only)
BIO 497
Independent Study/Research (.5 course)
(Prereq.: BIO 253. P/N only)
BIO 499
Independent Study/Research
(Prereq.: BIO 253. P/N only)
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological
basis of behavior. Towards this end, students will take courses in both psychology and biology to gain
exposure to a broad range of theories and research covering a variety of topics such as cognition,
motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at
multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in
neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in
research, medicine, public health, education, and pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit
(Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler
(Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology).
Major
13 Courses
Psychology Courses:
PSY 105
PSY 215
PSY 315
PSY 355
Principles of Psychology
Research Methods and Statistics I
Research Methods and Statistics II
Biopsychology
Biology Courses:
BIO 151
BIO 152
BIO 253
BIO 495
Introductory Biology
Ecology, Evolution and Diversity
Introductory Cell Biology
Neurobiology
Psychology Electives (two required):
PSY 299
Directed Study (Research in Biopsychology)
or PSY 360 Psychology Lab (two semesters)
PSY 354
Cognitive Psychology
PSY 410
Clinical Neuropsychology
PSY 491
Advanced Research Seminar
PSYC 322
Sensation and Perception (St. Thomas)
PSYC 407
Seminar in Behavioral Neuroscience (St. Thomas)
PSYC 378
Psychology of Language (Macalester)
PYSC 486
Seminar in Neuropharmacology (Macalester)
Biology Electives (two required):
BIO 355
BIO 369
Genetics
Biochemistry
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BIO 471
BIO 473
Biol 356
Advanced Cell and Molecular Biology
Animal Physiology
Cellular and Molecular Neuroscience (Macalester)
Keystone (one required):
BIO 490
PSY 400
SCI 490
Biology Keystone
Keystone Internship
Integrated Science
Note: Students will need to take the CHM 105/106 or 115/116 sequence to complete the biology
courses. A minimum of five courses must be from Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are
embedded throughout the offered courses and are met by completing the major. The graduation skill
in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an adviser
about potential adjustments to their course requirements to fulfill these skills. A grade of 2.0 or above
is required for all upper division courses applied to the major.
Transfer course policy for majors
All transfer courses, including ACTC courses, must be approved in writing by the department
chair(s). Only those biology and psychology courses successfully completed (2.0 or above) within the
last 10 years will be considered. In general, courses that meet the transfer guidelines may only be
applied to introductory or elective credit for the major.
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Department of Business Administration—
BUS, ACC, FIN, MIS, MKT
Our mission is to prepare students for professional careers in business or for graduate studies.
This preparation involves a curriculum that stresses analysis and communication, emphasizes both
theory and practice, and is shaped by the needs of the business community. The department fosters
close ties with the corporate community that provide a wealth of practical expertise, a variety of
internship opportunities, and future job prospects.
The faculty believe they can best serve both the student and the community by providing an
education that is technically competent, ethically based, and socially aware.
Faculty
Magdalena M. Paleczny-Zapp (Chair), William M. Arden, John C. Cerrito, C. Lee Clarke, David A.
Conrad, John A. Furia, Jennifer Grant, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor, Steven J.
LaFave, Laura K. Lazar, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Milo A. Schield, David G.
Schwain, Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller
General Requirements
Majors
The Department of Business Administration offers seven majors: business administration (BUS),
accounting (ACC), finance (FIN), international business (BUS), management (BUS), management
information systems (MIS), and marketing (MKT—day program only). There is also a combined
business and economics major, which incorporates courses from both the departments of Business
Administration and Economics.
Specializations
Specializations provide students majoring in a field of study the opportunity to deepen their
knowledge of a particular aspect of this major area. Within the business administration major there
are two specializations: marketing (WEC only) and music business (DAY only). Within the accounting
major there are three specializations: general accounting, public accounting, and managerial
accounting.
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area
of study that is in addition to their major. Minors are available to students majoring in fields outside
the Department of Business Administration, in addition to students majoring in other areas in the
Department of Business Administration. The Department of Business Administration offers six minors:
business administration, international business, music business, accounting, management information
systems, and marketing.
Certificate Programs
Certificate programs in the Department of Business Administration are designed to meet the
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needs of working people looking for specific skills to help them in their job, or to pursue a new career.
The department offers certificates in information technology, business management, and business
finance hrough the Weekend College program. Certificate requirements are listed in management,
finance, and management information system sections of the catalog.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major
at Augsburg, or at least three courses in the minor, or obtain an exemption from the department.
Transfer courses must be approved by the department. Courses taken more than 10 years ago will
not be accepted.
Advising
Students who plan to major in any of our business majors are strongly encouraged to select a
departmental adviser who teaches in their major. This should be done by the end of the sophomore
year at the latest. In addition to advising, departmental faculty can counsel majors on their careers,
assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective
employers or graduate programs. The full-time Business Administrator is also available for advising
questions relating to degree progress, course selection and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to
consult with the department chair.
Internships
Students are strongly encouraged to work with the Strommen Career and Internship Center and
department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or
senior year. Internships can provide students with experience that may be valuable in competing for
jobs after graduation. Advisers should be consulted about internships.
Study Abroad
The Department of Business Administration faculty actively support international study. For
additional details, see the section on International Partners under International Studies in this
catalog, or consult the departmental coordinator and/or the department administrator, for international
business or other overseas opportunities.
Entrepreneurship
Students are encouraged to take BUS 254 Entrepreneurship.
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Business Administration—BUS
The major in business administration prepares students for professional careers in business
administration or for graduate studies. The two specializations within this major share a common
business core. This common core provides students with a broad foundation so they can readily adapt
to internal changes in interests and goals and to external changes in circumstances and opportunities.
Degree and Major Requirements
Business Core
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
Financial Management
FIN 331
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to
fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under
Augsburg Core Curriculum.)
Specialization in Music Business (Day students only)
Business Core* plus eight courses:
MUS 105
The Music Business
MUS/BUS 245
Arts Management and Concert Promotion
MUS/BUS 399
Internship
ECO 112
Principles of Macroeconomics
One additional music business elective (1.0 credit taken at Augsburg or MSCM)
3 MUS credits
or 2 MUS credits and 1 MUE credit, selected from:
(2 credits must be in residence at Augsburg)
Materials of Music I
MUS 101
MUS 111
Aural Skills I
MUS 102
Materials of Music II
MUS 112
Aural Skills II
MUS 130
Intro to Music and the Fine Arts
Worlds of Music
MUS 220
MUS 241
History of Jazz
(other MUS courses as approved by adviser)
*Music business majors may substitute BUS 254 in place of BUS 242 or 200.
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
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throughout the offered courses. The Quantitative (QR) graduation skill is met by completing two
courses: MIS 260 (QF) and 1 of: BUS 264 or BUS 379 or COM 352 (QA).
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Specialization in Marketing (Weekend College students only)
Business core plus five courses:
ECO 112
Principles of Macroeconomics
Statistical Literacy for Managers
BUS 264
or BUS 379 Quantitative Methods for Business and Economics
MKT 352
Marketing Research
MKT 355
Marketing Communications
or MKT 357 Advertising
MKT 450
Marketing Management
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the business
administration major, marketing specialization.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
MKT 252
Principles of Marketing
BUS 379
Quantitative Methods for Business and Economics
or FIN 331 Financial Management
and one other upper division business administration, accounting, finance, MIS or marketing course.
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
Intermediate Macroeconomics
ECO 312
ECO 313
Intermediate Microeconomics
and one other upper division economics course
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the combined major in
business administration and economics.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor in Business Administration
Six courses including:
ACC 221 and 222, BUS 242 or 200, ECO 112 or 113, FIN 331 or BUS 264 or 379, MKT 252. Other
configurations may be permitted with the approval of the department chair.
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Minor in Music Business
Eight courses including:
MUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245,
BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399 (maximum of 1
credit in MUE and/or MUP courses).
This minor is a collaborative program between the music and business departments. The minor is
a course of study designed both for the music major desiring additional preparation in business and
for the non-music major interested in pursuing a career in the music industry.
Business Administration Courses
BUS 200 Exploring Business as a Vocation
This course is intended to introduce you, the student, to the possibility of pursuing a career
in business as a vocational calling. In this course you will be exposed to the key areas of
business operations including: management, marketing, management information systems/
technology, finance, accounting, and international business.
BUS 242 Principles of Management
Development of the theory of management, organization, staffing, planning, and control.
The nature of authority, accountability, and responsibility; analysis of the role of the
professional manager.
BUS/MUS 245 Arts Management and Concert Promotion
A study of the role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations. Factors
affecting trends and earnings, challenges within the industry, and differentiation between
the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a
working vocabulary of industry topics and in benefiting from practical field experience.
(Prereq.: BUS/MUS 105)
BUS 254 Entrepreneurship
The process of transforming an idea into an organization that can market this idea
successfully. Examines the construction of a viable business plan with attention to the
resources needed for success.
BUS 264 Statistical Literacy for Managers
Critical thinking about statistics as evidence for management decisions. Analysis of
business cases involving non-financial data. Focus on predicting, understanding, and
managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential
statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals).
Includes the generation and analysis of survey data. Uses Monte Carlo simulation in
business forecasting. Focus on communicating results in a form that facilitates decisions by
non-quantitative managers. Attention to alternate choices, sub-optimization, and
unanticipated consequences. Optional topics include process control, six-sigma, data
mining, and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC and
evening schedule: Additional evening sessions are required.)
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BUS 295 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and readings in the areas of business administration. (Prereq.:
consent of instructor)
BUS 301 Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and business
organizations under the Uniform Commercial Code. (Prereq.: Pass CT assessment or GST
100)
BUS 340 Human Resource Management
Personnel function in business, acquisition, and utilization of human resources; desirable
working relationships; effective integration of the worker with the goals of the firm and
society. (Prereq.: BUS 242 or BUS 200)
BUS 362 International Business
This course views international business from a global perspective, including views of the
U.S. government and perspectives of foreign governments. Each topic is supported with
real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and
ENL 111 or 112 or HON 111)
BUS 379 Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics include
descriptive statistics (emphasis on confounding and conditional reasoning) and statistical
inference (confidence intervals and statistical significance). Software used is either Minitab
or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC and evening
schedule: Additional sessions are required, usually on a weekday evening.)
BUS 440 Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial
viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS
200)
BUS 465 International Management
This course analyzes several factors influencing behavior in the workplace and the board
room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112
or HON 111 and BUS 242 or 200; BUS 362 recommended.)
BUS 479 Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include multivariate
modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq.:
BUS 379. On demand)
BUS 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international business problems and
policies. (Prereq.: consent of instructor)
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Internships and Independent Study Courses
BUS 299 Directed Study
BUS 399 Internship
BUS 499 Independent Study/Research
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Accounting—ACC
The major in accounting prepares students for professional careers in a wide variety of
accounting-related positions. This major has two tracks: general accounting and professional
accounting. The general accounting specialization is adequate for a wide variety of positions.
The professional accounting track includes two specializations: public accounting and managerial
accounting. The public accounting specialization is recommended for positions with CPA firms. The
managerial accounting specialization is recommended for positions with large or rapidly-growing
companies.
The two professional specializations relate to two professional designations: the CPA and the
CMA. A certified public accountant (CPA) focuses on external reporting; a certified management
accountant (CMA) focuses on internal reporting. The public accounting specialization includes
the materials emphasized on the CPA exam; the managerial specialization includes the materials
emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement
in addition to passing the national exam. Under the rules of the Minnesota State Board of
Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA
examination after graduation.
Effective May 2006, students will need to complete the equivalent of 150 semester hours of
education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years
through accelerated undergraduate work. Another option is to complete a four-year bachelor’s degree
plus a master’s degree.
Degree and Major Requirements
Accounting Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required Accounting Courses
Seven courses including:
ECO 112
BUS 301
BUS 379
ACC 322
Principles of Macroeconomics
Business Law
Quantitative Methods for Business and Economics
Accounting Theory and Practice I
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ACC 323
Accounting Theory and Practice II
ACC 324
Managerial Cost Accounting
ACC 425
Advanced Accounting
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success
to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under
Augsburg Core Curriculum.)
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing.
Specialization in Managerial Accounting
Accounting core plus ACC 424 Internal Audit and Management Consulting or ECO 318
Management Science and MIS 375 Management Information Systems in the Organization.
Joint B.A. in Accounting and Master of Arts in Leadership
A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program
designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the
end of the fifth year and successful completion of all requirements, the student receives both a BA in
accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the
CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please
refer to the MAL program catalog for a complete list of course offerings.
It is recommended that the students meet with an accounting adviser to create an effective plan
for successful completion of the five-year program.
Requirements:
1. Students must apply for admission to the MAL program at the end of their junior year.
The application process includes: submission of a completed application form, three letters of
recommendation (two from professors and one from an employer), a personal statement, an example
of writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel
from the MAL program.
2. Students must also have faculty endorsement from the accounting program.
3. Students must complete at least one year of accounting work experience (either a job or
internship) by the time they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
Six courses including:
ACC 221, 222; FIN 331 or ACC 324; ACC 322, 323
and one of the following: MIS 260, BUS 379, ECO 112, or 113.
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This minor is recommended for majors in MIS and finance.
Accounting Courses
ACC 221 Introduction to Financial Accounting
Introduction to business activities, basic concepts and fundamentals of accounting, the
accounting cycle, and preparation of financial statements.
ACC 222 Introduction to Managerial Accounting
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic
concepts and fundamentals of managerial accounting, planning and controlling processes,
decision-making, and behavioral considerations. (Prereq.: ACC 221)
ACC 295 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology, and readings in the areas of business administration. (Prereq.:
consent of instructor)
ACC 322 Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other
relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323 Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis on
accounting theory pertaining to financial statements, income concepts, valuation concepts,
FASB statements, and other relevant issues as applied to liabilities and stockholders’
equity. (Prereq.: ACC 322)
ACC 324 Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision
making. Planning, budgeting, standard cost systems, as well as other quantitative and
behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or
373, MKT 252, or consent of instructor)
ACC 326 Tax Accounting
The more common and important provisions of planning and compliance for income taxes.
(Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor)
ACC 423 Auditing
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of
opinion on a set of financial statements. (Prereq.: ACC 323 and ENL 111 or 112, or HON
111)
ACC 424 Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective management
environment. Students work with companies to help solve problems or implement projects.
(Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, FIN
156
331, MIS 260 or 270, MKT 252, and ENL 111 or 112, or HON 111)
ACC 425 Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting,
partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology, and current national and international business problems and
policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses
ACC 199 Internship
ACC 299 Directed Study
ACC 399 Internship
ACC 499 Independent Study/Research
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Finance—FIN
The finance major prepares students for professional careers in corporate finance and the
financial services industry. Besides careers in the finance/accounting area in all businesses large and
small, this major leads to careers in banking, brokerages, insurance, and investment banking.
Courses focus on financial theory and practice, investments, accounting theory, money and
banking, and international finance.
Students are encouraged to complete an internship prior to graduation.
Proficiency in the use of spreadsheets such as Excel is expected.
Coursework provides a foundation for graduate school and professional career examinations such
as the Chartered Financial Analyst (CFA), conducted by the CFA Institute.
Degree and Major Requirements
Finance Major
Finance Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required Finance Courses
Eight courses including:
ECO 112
Principles of Macroeconomics
BUS 301
Business Law
BUS 379
Quantitative Methods for Business and Economics
ACC 322
Accounting Theory and Practice I
FIN 433
Financial Theory: Policy and Practice
FIN 438
Investment Theory
FIN 460
International Finance
ECO 315
Money and Banking
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of Success
to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under
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Augsburg Core Curriculum.)
Business Finance Certificate Program
The Business Finance Certificate provides students with the knowledge needed to pursue
positions in the banking or brokerage industry, provides basic background for Series 6, 7, 63
examinations and will partially meet requirements for the Level I CFA examination. It is designed
for students who want to supplement a previously obtained bachelor’s degree or who are looking
to enhance skills in their current job or to pursue a new career. The Business Finance Certificate
is available to non-finance majors and is available through the Weekend College program. The
certificate consists of six courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO 315.
Students are required to be in math placement group 3. They must also have a background
in computer skills (especially spreadsheets), or take MIS 260 before admission to the certificate
program. Students must achieve a minimum 2.00 grade point average in all Business Finance
Certificate courses.
Finance Courses
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income
taxes, insurance, real estate, investments, retirement, and estate planning. (This course is
typically offered online in the summer.)
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation, capital
budgeting, capital structure, and working capital management. (Prereq.: ECO 112 or ECO
113, ACC 221, and MPG 3. This course is also offered as an online option in summer.)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy, capital
structure and payout policies, raising capital, risk management, corporate restructuring, and
corporate governance. (Prereq.: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision-making and portfolio management-theory and
practice. Other topics include valuation principles and practices, risk and return analysis,
and derivatives. (Prereq.: FIN 331 and ENL 111 or 112 or HON 111)
FIN 460
International Finance
This course develops tools for practicing multinational financial management including
currency exchange rates, risk, forecasting, spot and forward rates, hedging, international
monetary and trade flows as represented in the accounting and macroeconomic identities
for current account and trade deficits. This course extends the framework of financial
management to include international transactions as well as ethical considerations.
(Prereq.: FIN 331)
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International Business—BUS
The objective of the international business major is to prepare students for the increasingly
competitive and interdependent international business world with which they must cope. It is
absolutely necessary for American graduates to be fully informed about how to compete and do
successful business outside the U.S. as well as in the U.S. market where much of their competition is
from foreign firms.
Students will learn about business transactions between and within countries, exchange rates,
the laws and logistics of international trade, and investments made in foreign markets. Knowledge of
other cultures is crucial to being a successful international business person. Besides your studies in
business, finance, banking, and the like, you will also learn about different cultures and societies.
A major in international business will lead you to exciting careers in a global context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required International Business Courses
Six courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
BUS 362
International Business
International Management
BUS 465
MKT 466
International Marketing
And one additional upper division course in either international business or international economics.
Students must also complete three semesters of a foreign language (or equivalent). The language
requirement may be waived for international students. Contact the international business coordinator
for details on language equivalents or other configurations.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the international
business major.
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Transfer students must consult an advisor about potential adjustments to their course
requirements to fulfill each of these skills.
Minor in International Business
Six courses including:
ECO 112 or 113; ACC 221; BUS 242 or 200 or MKT 252, and three courses in international business
(one may be in international economics).
Students should consult the area coordinator concerning acceptable alternatives in international
economics.
International Business Courses
BUS 362 This course views international business from a global perspective, including views of the
U.S. government and perspectives of foreign governments. Each topic is supported with
real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and
ENL 111 or 112 or HON 111)
BUS 465 This course analyzes several factors influencing behavior in the workplace and the board
room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112
or HON 111 and BUS 242 or 200. BUS 362 recommended).
MKT 466 Examination of issues and activities unique to marketing in an international setting.
Emphasis on adaptation of a marketing mix according to the international marketing
environment. (Prereq.: MKT 252).
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Management—BUS
The major in management prepares the student for a wide variety of careers in supervision and
senior management. Peter Drucker once commented that effective management is probably the main
resource of developed countries and the most needed resource of developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment
of goals. The skills developed in the study of this major are applicable in businesses of any size and in
both the for-profit and non-profit sectors.
In addition to the general business core courses, students take courses in human resources,
strategy, international management, project management and/or quantitative methods of
management.
Degree and Major Requirements
Management Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MKT 252
Principles of Marketing
MIS 260
Problem Solving for Business
Required Management Courses:
Six courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
BUS 340
Human Resource Management
BUS 440
Strategic Management
International Management
BUS 465
MIS 376
Project Management
or ECO 318Management Science
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the management major.
Transfer students must consult an advisor about potential adjustments to their course
requirements to fulfill each of these skills.
Business Management Certificate Program
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The Business Management Certificate Program is designed for students who want to add to a
current degree, update previously learned skills, change or explore a new career, or increase their
value in the job market. It is available through the Weekend College program. Students may begin by
completing the Business Management Certificate Program and continue on to complete a bachelor’s
degree in management. The certificate consists of five courses: BUS 242, 340, 440, 465, and one of
the following: BUS 254, MIS 376, or ECO 318.
Management Courses
BUS 340 Human Resource Management
Personnel function in business, acquisition, and utilization of human resources; desirable
working relationships; effective integration of the worker with the goals of the firm and
society. (Prereq.: BUS 242 or 200).
BUS 440 Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial
viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS
200).
BUS 465 International Management
This course analyzes several factors influencing behavior in the workplace and the board
room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112
or HON 111 and BUS 242 or 200. BUS 362 recommended).
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Management Information Systems—MIS
The major in management information systems prepares students for professional careers in
information systems such as application developer, business systems analyst, IT consultant, or
project manager. MIS studies information systems as both a resource and a tool for decision-making.
Students learn to analyze and evaluate existing systems and to design and develop new systems.
MIS is an extensive major (16 courses) and includes courses from computer science, mathematics,
economics, business, accounting, finance, and marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
Principles of Marketing
MKT 252
Required MIS Courses
Six courses including:
BUS 264
Statistical Literacy for Managers
or BUS 379
Quantitative Methods for Business and Economics
MIS 270
Data Management for Business
MIS 375
Management Information Systems in the Organization
MIS 376
Project Management
MIS 475
Systems Analysis and Design
MIS 476
Information Systems Projects
Three required supporting courses:
CSC 160
Introduction to Computer Science
CSC 170
Structured Programming
or CSC 240 Introduction to Networking and Communications
MAT 171
Discrete Math for Computing
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
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Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success
to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under
Augsburg Core Curriculum.)
Minor in MIS
Six courses including:
MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318.
Information Technology Certificate
The Information Technology (IT) Certificate program is comprised of six courses, which are part
of the Management Information Systems (MIS) degree program. Non-degree seeking students can
complete these six courses to earn the certificate. The certificate is available through the Weekend
College program. Students who do not have a degree are eligible to go on with their studies to
complete the bachelor’s degree in MIS. The six certificate courses are: MIS 260, 270, 375, 376, CSC
160 and CSC 240.
Students can vary the order of courses taken. However, MIS 260 should be the first MIS course,
and CSC 160 should be the first CSC course taken. Students are required to meet a math proficiency
level of MPG 3 prior to entering this program.
MIS Courses
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver, and Scenario
Manager in Microsoft Excel as well as other simulation and decision support tools for
problem solving in business through the use of realistic business cases. (Prereq.: MPG 3)
MIS 270
Data Management for Business
Introduces the concepts of data modeling, database structures, and relational databases.
(Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and readings in the area of management information systems.
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational objectives.
Topics include strategic planning and uses of information systems, business process
analysis, and understanding of the components in a technology architecture. (Prereq.: BUS
242 or BUS 200 or MKT 252, ENL 111 or 112 or HON 111, and pass CT assessment or
GST 100)
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control, and close
projects. Combines theories, techniques, group activities, and computer tools such as
Microsoft Project. Emphasizes technical and communications skills needed to manage
inevitable changes. (Prereq.: MIS 260)
MIS 475
Systems Analysis and Design
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Develops skills in using systems development methodologies and Computer Aided
Software Engineering (CASE) tools. Techniques used include data and process modeling,
file and database design, and user interface design. A course-long project is used to
complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375)
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of systems
analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding
research methodology and current problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MIS 199
Internship
MIS 299
Directed Study
MIS 399
Internship
MIS 499
Independent Study/Research
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Marketing—MKT
The marketing major prepares students for professional careers in a wide variety of marketing
functions within both business and not-for-profit organizations. Career avenues include marketing
research, product management, marketing communications (e.g., advertising, public relations, sales
promotion), and sales. Marketing courses focus on integrating both theory and practical applications,
with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing
students to complete marketing plans, research studies, and other projects for leading Twin Cities
companies and not-for-profit organizations.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
Problem Solving for Business
MIS 260
MKT 252
Principles of Marketing
Required Marketing Courses
Eight courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379
Quantitative Methods for Business and Economics
BUS 301
Business Law
MKT 352
Marketing Research and Analysis
MKT 450
Marketing Management
MKT 466
International Marketing
Consumer Behavior
MKT 350
or MKT 354 Sales Management
MKT 355
Marketing Communications
or MKT 357 Advertising
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success
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to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under
Augsburg Core Curriculum.)
Minor in Marketing
Five courses including:
MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses.
This minor is recommended for anyone who wishes to further their knowledge of the marketing
field.
Marketing Courses
MKT 252 Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive,
behavioral, economic, and technological factors as they affect product, promotion,
marketing channel, and pricing decisions.
MKT 350 Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer decision-making
process. Impact of attitudes, values, personality, and motivation on individual decision
processes. Analysis of cultural, ethnic, social class, family, and purchase situation
influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of
instructor)
MKT 352 Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of research
proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379 or
264, or consent of instructor. For non-business majors: An alternative to BUS 379 is
another introductory statistics course with consent of instructor. Augsburg statistics courses
that will automatically fulfill the BUS 264 or 379 prerequisite for non-business majors are
MAT 163, SOC 362, or PSY 215.)
MKT 354 Sales Management
Formulation, implementation, evaluation, and control of sales force programs designed to
carry out marketing objectives. Management of sales force recruitment, departmental
structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT
252 or consent of instructor)
MKT 355 Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation, and personal
selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can
be taken for graduation credit, but not both.
MKT 357 Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as important
elements in modern marketing and communications. Note: Either MKT 355 or 357 can be
taken for graduation credit, but not both.
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MKT 450 Marketing Management
Application of marketing concepts to day-to-day strategies and long-term planning issues;
development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT
355 or 357, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100, or consent
of instructor)
MKT 466 International Marketing
Examination of issues and activities unique to marketing in an international setting.
Emphasis on adaptation of a marketing mix according to the international marketing
environment. (Prereq.: MKT 252)
MKT 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international business problems and
policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199 Internship
MKT 299 Directed Study
MKT 399 Internship
MKT 499 Independent Study/Research
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Chemistry—CHM
Chemistry is the science that examines and works toward understanding changes in matter.
Chemistry has been described as the central science because matter includes the entire physical
world, such as the things we use, the food we eat, and even ourselves. Correlating the insights
of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer
opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems
and also capable of providing a public understanding of their work, including potential problems as
well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their
society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to
be both truly human and truly scientific.
Augsburg’s chemistry department is approved by the American Chemical Society (ACS) and
offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideals, the Department of Chemistry has established the following
objectives to help its students develop into mature scientists:
• To provide a course of study of sufficient rigor and depth to enable our graduates who
complete our ACS chemistry major to compete successfully with their peers of similar ability
in graduate school or research positions, as well as professional goals other than traditional
positions as chemists.
• To provide an atmosphere of learning so that students will want to remain lifelong learners,
thereby remaining competent in their field, however that may change after graduation, and
be able to move into new areas as opportunities arise.
• To encourage students to take a broad view of their education and to integrate outside study
areas with the sciences.
• To present the excitement of chemistry to non-science majors as an example of the
methodology of the natural sciences in examining the world around us. The presentation of
major concepts underlying the changes in matter, the opportunity to examine change in the
physical world, and the reflection of the implications and limitations of science in our society
will enhance the ability of non-science persons to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Ron L. Fedie, Vivian Feng, Arlin E. Gyberg, David R. Hanson, David Hays,
Sandra L. Olmsted, Michael Wentzel
Degree and Major Requirements
Bachelor of Arts
Major in Chemistry
CHM 115, 116
General Chemistry I, II
or CHM 105, 106 Principles of Chemistry I, II
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CHM 351, 352
CHM 353
CHM 361
CHM 363
CHM 491
Organic Chemistry I, II
Quantitative Analytical Chemistry
Physical Chemistry I
Physical Chemistry Laboratory I
Chemistry Seminar (four semesters)
One course in biochemistry and one additional course from:
CHM 364
CHM 367
CHM 464
CHM 481
CHM 482
CHM 470
Physical Chemistry II
Properties of Polymers
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal Chemistry
Also required:
PHY 121, 122 General Physics I, II
MAT 145, 146 Calculus I, II
Because upper division courses have mathematics and physics prerequisites, students should plan to
take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly
in emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in biology. Other
pre-health and pre-professional students (physician assistant, pharmacy, engineering, etc.—see
pre-professional program listings in the Academic Information section) should consult the chemistry
department for assistance in course planning early in their college careers.
Bachelor of Science
American Chemical Society Approved Major
CHM 115, 116
General Chemistry I, II
or CHM 105, 106 Principles of Chemistry I, II
CHM 351, 352
Organic Chemistry I, II
CHM 353
Quantitative Analytical Chemistry
CHM 361, 363
Physical Chemistry and Laboratory I
CHM 364, 365
Physical Chemistry and Laboratory II
CHM 464
Advanced Organic Chemistry
CHM 481
Advanced Analytical Chemistry
CHM 482
Advanced Inorganic Chemistry
One course in biochemistry
One course from:
CHM 367
Properties of Polymers
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CHM 470
CHM 495
Principles of Medicinal Chemistry
Topics in Chemistry
Also required are:
CHM 491
Chemistry Seminar (four semesters)
MAT 145, 146, 245 Calculus I, II, III
General Physics I, II (should be taken in sophomore year)
PHY 121, 122
Recommended: Modern Physics, additional mathematics, research experience, and computer
proficiency.
General Education Accommodation
BS chemistry majors are allowed a two-course reduction in the general education program. See
Graduation Requirements modification section of this catalog.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are
embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be taken in
the first year. The Speaking (S) skill is met through COM 115 (or COM 111) and further developed in
upper division chemistry courses.
Departmental Honors
Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics and 3.0 over-all; one course or
summer of approved research; participation in seminar.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM 353, and any two other chemistry courses above 300. At least
one of the 300-level courses must be taken at Augsburg.
Note: Credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other
restrictions are in the course descriptions.
Chemistry Courses
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses on the
nature of science and major concepts of physics and chemistry. Laboratory work stressing
experimentation and measurement will include the use of computers and electronic
sensors. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course focuses on
major concepts of earth science and biology. Laboratory work will complement lectures and
will include the use of computers and electronic sensors. (Three one-hour lectures, one
three-hour laboratory. Prereq.: SCI 110)
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CHM 102 Chemistry for Changing Times
Designed for the liberal arts student. Emphasis is upon developing basic chemistry
concepts using examples primarily from inorganic chemistry. Does not count toward a
chemistry major or minor. CHM 102 includes a laboratory experience. (Prereq.: MPG 2)
CHM 105 Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change, chemical
reactions, chemical bonding and energetics. The sequence, CHM 105, 106, is designed for
students who have not studied chemistry in high school. Students may go into CHM 351 or
353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour
laboratory. Prereq.: MPG 3. Fall)
CHM 106 Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with emphasis upon equilibrium, kinetics, and the
chemistry of the elements. (Three hours of lecture, one three-hour laboratory. QF course.
Prereq.: CHM 105, MPG 3. Spring)
CHM 115 General Chemistry I
An intensive course for pre-medical students and future chemists. Includes chemical
equations and calculations, energetics, and bonding theory with examples from inorganic
chemistry. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: high
school chemistry, MPG 4. Fall)
CHM 116 General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including
kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. QF
course. Prereq.: CHM 115. Spring)
CHM 351, 352 Organic Chemistry I, II
Important classes of organic compounds with special emphasis on mechanisms and multistep synthesis. Descriptive material is correlated by means of modern theories of chemical
bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one fourhour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352)
CHM 353 Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an
introduction to electrochemical and spectrophotometric techniques of analysis. The
laboratory involves quantitative analysis of a variety of samples, and includes trace
analysis. (Three hours of lecture, one four-hour laboratory. QA course. Prereq.: CHM 106
or 116. MPG 3. Fall)
CHM 361 Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum
mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116;
MAT 145, 146; PHY 121, 122; pass CT assessment or GST 100. Fall)
CHM 363 Physical Chemistry Laboratory I
(.5 course)
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Physical Chemistry Laboratory introduces students to techniques of data collection and
experimental application of concepts presented in physical chemistry lecture. CHM 363 is
to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab
periods. Prereq.: CHM 361 or concurrent registration, and ENL 111 or 112 or HON 111.
Fall)
CHM 364 Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM
361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction
techniques, and macromolecules. (Three one-hour lectures. Prereq.: CHM 361. Spring)
CHM 365 Physical Chemistry Laboratory II
(.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM
364. (One four-hour lab period. Prereq.: CHM 364 or concurrent registration. Spring)
CHM 367 Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic,
analytical, and physical chemistry prerequisites to unfold the details of macromolecules.
(Prereq.: CHM 352, 361. Spring, alternate years)
CHM 464 Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds.
Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass
spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours
of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Fall)
CHM 470 Principles of Medicinal Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug action.
Students study the mechanisms of drug transport across biological membranes, absorption,
distribution, and drug excretion; the relationship between structure and activity; molecular
recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic
pathways by which drugs are detoxified. Also studied are the concepts used in the design
of therapeutic substances. (Prereq.: CHM 352. A course in biochemistry is recommended.
Spring, alternate years)
CHM 481 Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron
spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are
covered. (Three hours of lecture, one four-and-one-half hour laboratory. Prereq.: CHM 353,
361 or consent of instructor. Spring)
CHM 482 Advanced Inorganic Chemistry
Study of inorganic substances and their reactions using electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic compounds are
considered. The laboratory consists of preparations using a variety of techniques. (Three
one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of
instructor. Spring)
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CHM 491 Chemistry Seminar
(.0 course)
This seminar, which has no course credit, is a weekly meeting of chemistry majors under
the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to
participate, with seniors presenting papers. Outside visitors are also invited to participate.
CHM 495 Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.
CHM 497 Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before graduation
that may be obtained by working on a summer research project (not counted as a course)
or by research participation during the academic year (that may be counted as a course).
Cooperative education is an excellent opportunity to be involved in industrial research
projects. (Prereq.: junior or senior standing)
Internships and Independent Study Courses
CHM 199 Internship
CHM 299 Directed Study
CHM 399 Internship
CHM 499 Independent Study/Research
(Prereq.: junior or senior standing).
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Clinical Laboratory Science—CLS
Clinical laboratory scientists perform complex biological, microbiological, and chemical tests
on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment
in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results
and discusses them with the medical staff. He/she also possesses the skills required for molecular
diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will
find opportunities in test development, experimental design, administration, and education.
The curriculum requires a minimum of six semesters on campus to complete the prerequisite
curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored,
accredited program during their senior year. A Bachelor of Science degree is awarded at the
satisfactory completion of all required course work.
Admission to the clinical laboratory science major is on a competitive basis. Students apply for
admission to the clinical laboratory science program early in the fall semester of the academic year
just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance
into the hospital-sponsored program is based on the submission of an application for admission
to the major, personal recommendations, review of academic performance, and interview with the
Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science
and mathematics courses is strongly recommended. Acceptance into the hospital program is not
guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health
Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory
Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL 60631; 773-714-8880.
During the clinical component in an accredited hospital program, students will register for
12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following
spring. Graduates of the program are eligible to sit for certification examinations offered by national
certification agencies.
Hospital affiliates of Augsburg College:
Fairview Health Services
Fairview Lakes Medical Center
Fairview Northland Regional Medical Center
Fairview Red Wing Medical Center
Fairview-Ridges Hospital
Fairview-Southdale Hospital
UMMC, Fairview-Riverside
UMMC, Fairview-University
Generalized four-year academic plan for clinical laboratory science (CLS) majors
To complete the program in four years, students must:
• achieve MPG 3 or 4
• qualify for ENL 111
• score above 45 on the critical thinking exam
• not require ENL 217/218
• meet graduation skills requirements within the major and supporting courses
• satisfy the Engaging Minneapolis requirement with BIO 151/152
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Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met
by completing COM 111 or COM 115. Consult your department chair or academic adviser for
requirements for meeting the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science in Clinical Laboratory Science–CLS
Required Courses
BIO 151
Introductory Biology
Evolution, Ecology, and Diversity
BIO 152
Introductory Cellular Biology
BIO 253
BIO 355
Genetics
Biochemistry
BIO 369
BIO 473
Animal Physiology
BIO 476
Microbiology
BIO 486
Immunology
CLS 400
Introduction to CLS
CLS 405
Body Fluids
CLS 410
Clinical Hematology/Hemostasis
CLS 415
Clinical Immunology
CLS 420
Immunohematology
CLS 425
Clinical Chemistry
CLS 430
Clinical Microbiology
CLS 433
Virology/Mycology/Parsitology
CLS 435
Molecular Diagnostics
CLS 440
Laboratory Management and Education
CLS 445
Research Design and Methods
CLS 450
Applied Clinical Chemistry
CLS 455
Applied Hematology/Hemostasis
CLS 460
Applied Immunology
CLS 465
Applied Immunohematology
CLS 470
Applied Clinical Microbiology
Advanced Applications in CLS
CLS 475
CLS 480
Advanced Topics in CLS
CLS 485
Advanced Studies in CLS
Clinical Rotations
BIO 490
Biology Keystone
or SCI 490 Integrated Keystone
Required Supporting Courses for Bachelor of Science
CHM 105/106
Principles of Chemistry
or CHM 115/116
General Chemistry
CHM 351/352
Organic Chemistry
MAT 163
Introductory Statistics
or MAT 164
Biostatistics
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or MAT 248
COM 115
or COM 111
Biostatistics
Scientific and Technical Public Speaking
Public Speaking
To enroll in courses that require BIO 253 as a prerequisite, students must earn an average grade
of 2.0 in BIO 151, 152, and 253. A grade of 2.0 or above is required for all supporting courses, upper
division biology courses, and CLS courses applied to the major. Courses required for the major must
be traditionally graded. Students must meet all College graduation requirements including general
education, grade point, College residency, and total credits.
Clinical Laboratory Science Courses
CLS 400
Introduction to Clinical Laboratory Science
Course is designed to provide the CLS student with the basic laboratory skills required for
the laboratory component of the curriculum. This course will also provide teamwork,
leadership, and interpersonal skills needed by healthcare professionals. Current issues in
CLS will also be covered including ethics, government regulations, and concepts of total
testing process. (Prereq.: CHM 353; BIO 355 and 476; and admission to the CLS program)
CLS 405
Body Fluids
Covers concepts related to the formation, distribution, and function of body fluids and their
chemical, physical, and cellular composition in health and disease. Laboratory focus is on
performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and
473; and admission to the CLS program)
CLS 410
Clinical Hematology/Hemostasis
Course is designed to provide the CLS student with the basic knowledge of hematology/
hemostasis. Cellular components of the blood in normal and diseased states, hemostasis
principles, laboratory testing, interpretation, and the correlation of results will be covered.
Laboratory component will focus on specimen preparation red cell, white cell, and platelet
identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352;
BIO 355, 476, and 486; and admission to the CLS program)
CLS 415
Clinical Immunology
Course in the application of immunologic and serologic techniques used for the specific
diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune
disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory
sessions offer exercises in methods for detection of antigens and antibodies in patient
specimens. (Prereq.: CHM 352; BIO 476 and 486; and admission to the CLS program)
CLS 420
Immunohematology
Course covers aspects of the Blood Group Systems, antibody screening, compatibility
testing, blood donor service, selection of donors, blood drawing, storage, preservation,
components, records, and regulations for blood banks. The laboratory section includes
performance of blood bank procedures, donor processing, compatibility testing, antibody
screening and identification. (Prereq.: BIO 355, 369, and 486; and admission to the CLS
program)
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CLS 425
Clinical Chemistry
The focus of the course is on the physiology of body analytes and the organ systems, with
an emphasis on the corresponding clinical laboratory procedures and human disease
states. Discussion will include the clinical correlations of the analytical procedures data with
the diseases. The laboratory section covers skills necessary to the performance of clinical
chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS
program)
CLS 430
Clinical Microbiology
Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they
relate to diseases in humans. Topics include clinical signs and symptoms of the disease
process, specimen collection and processing, modes of transmission, and methods of
identification. In the laboratory component, students will process specimens from various
body locations. Emphasis will be placed on isolation with identification, selection of
appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369,
476 and Immunology; and admission to the CLS program)
CLS 433
Virology, Mycology, and Parasitology
Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include
clinical signs and symptoms of the disease process, specimen collection and processing,
modes of transmission, and methods of identification. Laboratory emphasis focuses on
isolation and identification, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 479
and 486; and admission to the CLS program)
CLS 435
Molecular Diagnostics
A course on the composition, structure, function and characteristics of DNA. Emphasis will
be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze
DNA sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336,
473, 476 and 486; and admission to the CLS program)
CLS 440
Laboratory Management and Education
Course is designed to introduce the clinical laboratory science student to the principles of
laboratory administration. The seminar-format course will focus on human resource
management, operations management, and educational methodologies appropriate for the
supervisor and laboratory manager (Prereq.: admission to the CLS program)
CLS 445
Research Design and Methods
The course applies scientific method to clinical laboratory research problems, systematic
applications of hypothesis formation and decision making through research design
principles. Research proposal writing and the process of institutional review board approval
and informed consent will also be covered. (Prereq.: MAT 163 and admission to the CLS
program)
CLS 450
Applied Clinical Chemistry
Rotation with daily lecture which applies the principles of clinical chemistry in the clinical
laboratory. The course is designed to utilize and build upon theoretical and applied
knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the
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performance of analytical procedures and management of the clinical chemistry laboratory.
(Prereq.: admission to the CLS program and CLS 400 and 425)
CLS 455
Applied Clinical Hematology/Hemostasis
Rotation with daily lecture which extends the learning to the clinical hematology,
hemostasis, and body fluids laboratories. Students will gain experience processing and
analyzing patient specimens with a wide variety of complex procedures and instruments.
Students will also expand their identification and diagnostic skills on microscopic analysis of
hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS
400, 405, and 410)
CLS 460
Applied Immunology
Rotation with daily lecture which applies concepts and techniques learned in CLS 415.
Using patient specimens, students will gain experience in the clinical immunological
techniques, methods, and management of antigen-antibody reactions and identify the
relationship to diseased states. The rotation also includes the fundamentals of HLA testing
and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the
CLS program and CLS 400 and 415)
CLS 465
Applied Immunohematology
Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the
blood bank setting for the performance of antibody identification techniques, hemolytic
disease problems, quality assurance management, solving of patients’ blood compatibility
problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS
420)
CLS 470
Applied Clinical Microbiology
Rotation with daily lecture which applies the principles of CLS 430. Student will process a
variety of patient specimens in the microbiology laboratory and gain experience with a wide
variety of state-of-the-art procedures and equipment for the isolation and identification of
pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the
CLS program and CLS 430 and 433)
CLS 475
Advanced Applications in CLS
Selected study in one aspect of the practice of clinical laboratory science, such as ancillary
biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.:
admission to the CLS program and enrollment in applied courses)
CLS 480
Advanced Topics in CLS
This course will cover, at an advanced level, the major areas of the clinical laboratory.
Topics will also include information on new directions in laboratory testing with an emphasis
placed on its impact on current laboratory practice and outcomes assessment. (Prereq.:
admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440)
CLS 485
Advanced Studies in CLS
A capstone research project required for satisfactory completion of the CLS program.
Student will complete a research project under the supervision of a mentor. Course
culminates in a major paper and presentation. Area of emphasis will be in one of the
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specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.:
admission to the CLS program and senior standing)
CLS 499
Independent Study in CLS
Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission
to the CLS program; repeatable for maximum of one credit)
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Communication Studies—COM
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make
communicative choices that are artful, ethical, and effective. Students who major in communication
studies are concerned with interpersonal relationships, mass media, public advocacy and social
influence, group and organizational dynamics, and intercultural dimensions of communication.
Prospective majors should meet with a departmental adviser as early as possible to design an
approved major program, preferably by the end of the sophomore year.
Communication Studies Faculty
Deborah Redmond (Chair), Kristen Chamberlain, Wes Ellenwood, Robert Groven, Daniel Hanson,
David Lapakko, Emanuelle Wessels
Degree and Major Requirements
Bachelor of Arts
Communication Studies Major
Twelve courses overall—eight required core courses and four courses within one of eight emphases.
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all communication studies majors:
COM 111
Public Speaking
or COM 112 Contest Public Speaking
Interpersonal Communication
COM 254
COM 280
Introduction to Communication Studies
COM 351
Argumentation
COM 352
Persuasion
COM 355
Small Group Communication
COM 321
Business and Professional Speaking
or COM 329 Intercultural Communication
COM 490
Senior Keystone
Professional Communication Emphasis
This emphasis is intended for students interested in studying communication from an artistic and
humanities perspective. It is appropriate for career interests such as communication graduate school,
other professional graduate programs (e.g. law school), rhetorical criticism, political communication
and being a professional trainer, communication consultant, professional speaker, or speechwriter.
Four additional electives from the following: COM 321 (required), COM 329, 345, 405, 399, 499;
THR 350; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; SOC 362, 363
Organizational Communication Emphasis
Appropriate for: business-related careers such as professional manager, sales, management
consulting, technical consulting, internal communications, organizational or industrial consulting,
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human systems analyst or designer, and also graduate programs in organizational studies.
Four additional electives from the following: COM 345 (required), COM 321, 329, 356, 399, 405,
480, 495, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375
Supervisory Management Emphasis
Appropriate for students seeking management careers.
Four additional electives from: BUS 242 or 440 (required); COM 321, 329, 356, 399, 405, 480,
495, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349
Human Relations Emphasis
Appropriate for students pursuing the study of how organizations manage their internal structure
and personnel. People who work in this area deal with such issues as discrimination, work rules,
employee relations, etc.
Four additional electives from: BUS 340 (required); COM 321, 329, 345, 356, 399, 405, 495; PSY
373, 385; SOC 265, 349, 375
Marketing Communication Emphasis
Courses in this emphasis focus on the communication aspects of the marketing-communication
mix. This emphasis is particularly helpful for students interested in an organizational role in marketing
communication.
Four additional electives from: MKT 252 (required); COM 120, 321, 329, 356, 399, 405, 480, 495,
MKT 352, 355, 357, 450; POL 342
Public Relations and Advertising Emphasis
Courses are designed to prepare students for the growing fields of public relations and crisis
management, as well as advertising and promotional communication. An internship in public relations,
advertising, or a related field is required.
Four additional electives from: ENL 227 (required); COM 120, 321, 329, 345, 356, 399, 405, 480,
495; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342
Mass Communication and Journalism Emphasis
Courses are designed to prepare students for entry into television, film, journalism, e-media (both
performance and production), media criticism and policy, or graduate school in mass communication
or journalism.
Four electives from the following: ENL 227 (required); COM 120, 243, 247, 321, 329, 348, 399,
495, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327, 427; POL 342; THR
232, 233, 325, 350, 360; BUS 254, ENL 328
Graduate Study Emphasis
Courses in this emphasis would be especially helpful for students planning to do graduate work in
such fields as communication studies, education, or law.
Four electives from the following: SOC 362 or ENL 420 (required); COM 120, 321, 329, 356, 405,
495, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375
For All Eight Emphases
We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students
should be aware that the tournament season is essentially from October through mid-March, and
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should plan schedules accordingly.
All Day majors should plan to include at least one internship (COM 399) as one of their electives.
Students may petition the department to include as part of their major concentration other
Augsburg courses not listed above. Such requests must be submitted in writing to the departmental
adviser for prior approval. Also, students may petition to include up to three courses from other ACTC
schools as electives, with prior approval of the adviser or department chair.
The Critical Thinking (CT) and Speaking (S) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skills in Quantitative Reasoning
(QR) and Writing (W) are met by completing the following courses:
QR/QFA: GST 200, MAT 145, MAT 146, or PHI 230; OR a QF: PSY 215, MAT 129, 163, or 173;
AND a: QA: COM 352 (NOTE for Mass Communication only, COM 352 or ENL 327)
W: COM 351 and any 200 level writing course in English
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements
in the education department, offers students the preparation necessary to become teachers of
communication arts and literature in public schools and allows them to become licensed to teach at
the middle school through the secondary level. Recommendation for teacher licensure is granted only
to students who complete the requirements for this program with a minimum grade of 2.0 in major
courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must
be completed prior to student teaching. The course requirements for this program are listed in the
Department of English section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding
achievement on a specific project of special interest to the student. Departmental Honors students
must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program,
complete a substantial independent project of honors quality (COM 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to develop a proposal
for the honors project.
Communication Studies Minor
Six courses including:
COM 111
Public Speaking
or COM 112 Contest Public Speaking
or COM 115 Scientific and Technical Speaking
COM 254
Interpersonal Communication
COM 280
Introduction to Communication Studies
COM 120
Mass Media and Popular Culture
or COM 243 Studio Production
or POL 342 Mass Communication in Society
COM 351
Argumentation
or COM 352 Persuasion
COM 355
Small Group Communication
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or COM 345 Organizational Communication
Film Major
The Augsburg film major reflects our belief that students are transformed through a wellrounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations,
and an understanding of the synergy between theory and practice. The major explores the tension
between art and commerce through dialogues with film industry members, internship and mentorship
opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting,
directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study
of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in
related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and
American Indian studies, to name a few.
Film Faculty
Deb Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley
Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio
Required of all Film Majors:
Six Core Courses
FLM 216
Film Production I
ENL 241
Intro to Cinema Arts
ENL 371
History of Cinema
FLM 420
Issues in Contemporary Cinema
COM 247
Documentary
THR 232
Acting
or THR 233 Acting for Camera
Five electives (three must be upper division) must be chosen from the three defined tracks below
in consultation with your adviser who is designated by the program director. Note that not all elective
courses are offered every year, so alternatives within the track may have to be chosen.
Film majors should fulfill the Senior Keystone requirement in either the English Department or Art
Department.
Track #1 Production: This track is designed for students interested in producing films/videos.
Electives include: FLM 312 Film Production II, COM 243 Studio Production, COM 348 Digital Video
Production, FLM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media
I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online
Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328
Stage Design, THR/FLM 230 Scenic Painting for State and Film
Track #2 Performance: This track is designed for students interested in acting and directing.
Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage
Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and
Screen,THR 499 Independent Study, ENL/FLM 328 Screenwriting, PHY 119 Physics for the Fine Arts
Track #3 Theory and Culture: This track is designed for students interested in analysis of film,
film genres, and cultural context. Electives include: COM 120 Mass Media and Popular Culture,
ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online
Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and
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Method, FLM 499, AIS 364 Indigenous Filmmakers, AIS 264 American Indians in Cinema, AIS 208/
408 Native American Women and Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI
120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture through
Film, REL 309 Religion at the Movies
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by completing the following courses:
QR/QFA is satisfied by GST 200, MAT 145, MAT 146, PHI 230, or PHY 119
Film Minor
Six courses including:
ENL 241
FLM/THR 216
THR 232
or THR 233
COM 243
FLM/THR 420
Introduction to Cinema Art
Film Production I
Acting
Acting for Camera
Studio Production
Issues in Contemporary Cinema
Plus one of the following:
AIS 364
Indigenous Filmmakers
COM 247
Documentary
COM 348
Digital Video Production
ENL 328
Screenwriting
THR 230
Scenic Painting for Stage and Film
THR 328
Stage Design
THR 366
Stage Direction
Note: For transfer students, at least three of these six courses must be courses offered at
Augsburg. Prospective minors must obtain prior approval from a film faculty adviser.
Communication Courses
COM 111 Public Speaking
The course focuses on speech preparation, organization, audience analysis, style,
listening, and overcoming speech fright. (Note: Students may take only one of either COM
111, COM 112, or COM 115 for credit. Fall, spring)
COM 112 Contest Public Speaking
Theory and practice of preparing speeches for delivery in formal and contest situations.
Students are expected to attend three interscholastic speech tournaments and compete in
at least two of the following: informative speaking, persuasive speaking, speaking to
entertain, and/or communication analysis. (Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit. Fall)
COM 115 Scientific and Technical Public Speaking
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An introduction to public speaking for students majoring in scientific or technical fields.
Includes the same foundational material as introduction to public speaking, including
delivery, argumentation, persuasion, and audience analysis. This material is then applied to
specific contexts common in technical fields, with special attention to distinguishing expert
or lay audiences and the use of technical vocabulary and notation systems. (Note: Students
may take only one of either COM 111, COM 112, or COM 115 for credit.)
COM 120 Mass Media and Popular Culture
This course is a survey of the mass media in popular culture. Students will examine the
different types of mass media and will gain an understanding of what popular culture is and
why it is important. The course examines the importance of media criticism and the impact
that media have had on culture and society. Students are encouraged to think critically
about media and media consumption.
FLM 216 Film Production I
This course demonstrates the basics of 16mm filmmaking. The student will make short
films that demonstrate the art and process of shooting in B/W.
COM 243 Studio Production
Introduction to video production with an emphasis on creative concept development, scriptwriting, directing, and producing for video. (Fall)
COM 247 Documentary
A video production course that integrates lecture and criticism with hands-on experience
dealing with nonfiction subjects.
COM 254 Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal messages;
emphasis on factors that build relationships and help to overcome communication barriers.
(Spring)
COM 280 Introduction to Communication Studies
An introductory survey course designed to acquaint students with the world of ideas that
serves as the foundation for the field of communication studies. (Fall)
FLM 312 Film Production II
The focus of this course builds on the lessons learned in FLM/THR 216 and adds the study
of color photography and sound design. Through exercises and assignments the student
will develop skills in scripting, shooting, and editing short films. (Prereq.: FLM 216)
COM 321 Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and
speaker credibility. The class uses a series of speeches, ranging from impromptu speaking
and persuasion to job interviewing and sales presentations, in order to hone students’
speaking skills. (Prereq.: COM 111 or 115)
COM 329 Intercultural Communication
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This course explores cultural differences and their implications for communication, including
differences in values, norms, social interaction, and code systems. (Spring: alternate years)
COM 345 Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as
superior-subordinate relationships, management styles, motivation of employees,
organizational culture, effective use of meetings, and sources of communication problems.
COM 348 Digital Video Production
This course combines studio and field production with special emphasis on post-production
editing. Students work in production teams to create and produce a one-hour magazine
format news program and music video. (Prereq.: COM 243 or 247)
COM 351 Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence,
fallacies, and refutation. Includes how to build and analyze public arguments that confront
students in their everyday lives. (Prereq.: COM 111 or 115 or consent of instructor; ENL
111 or 112 or HON 111; and pass CT assessment or GST 100. Fall)
COM 352 Persuasion
Examination of the process of influence in a variety of social contexts, paying special
attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111, 112, or
115 or consent of instructor; and a Quantitative Foundations course. Please see full list of
prerequisites in Records and Registration. Spring)
COM 355 Small Group Communication
A study of group dynamics and leadership with emphasis on decision making, leadership
styles, and conflict management. (Spring)
COM 356 Advanced Interpersonal Communication
This course explores theories and concepts from communication studies related to our
understanding of self, other, relationships, and what it means to lead a compassionate life.
As such, it provides students with an opportunity to probe deeper into theories and
concepts introduced in COM 254 Interpersonal Communication. (Prereq.: COM 254 or
consent of instructor)
FLM 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur
in world cinema today. Our purpose is to help students both contextualize the cinema they
see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to
help them read films as texts and to interpret the cinema’s larger societal value and impact.
COM 405 Nonverbal Communication
This course focuses on the nonverbal elements of communication. Nonverbal
communication encompasses all communication except the spoken word. In order to fully
explore the functions of nonverbal communication in everyday life, students will conduct a
research project that looks at nonverbal communication in depth. (Prereq: COM 280)
COM 480 Public Relations/Promotional Communication
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Public relations in the modern world of communication, marketing, and business. An
overview of public relations as a career and a survey of basic promotional communication
in profit and nonprofit organizations. (Evenings)
COM 490 Communication Studies Keystone: Critical Conversations about Communication and Vocation
A synthesis of communication theories and application of those theories to each student’s
sense of vocation. This course satisfies the keystone requirement.
COM 495 Communication Topics
Selected topics in communication with emphasis on the use of primary sources and
methodology of research.
Internships and Independent Study Courses
COM 199 Internship
COM 299 Directed Study
COM 399 Internship
COM 499 Independent Study/Research
FLM 399 Internship
FLM 499 Independent Study/Research
Electives
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 340
BUS 379
BUS 440
CSC 160
ENL 226
ENL 227
ENL 228
ENL 241
ENL 327
ENL 328
ENL 430
MKT 252
MKT 352
MKT 355
MKT 450
PHI 230
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POL 342
POL 375
PSY 215
PSY 315
PSY 325
PSY 371
PSY 373
PSY 385
SOC 231
SOC 265
SOC 349
SOC 362
SOC 363
SOC 375
THR 230
THR 232
THR 350
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Computer Science—CSC
The Department of Computer Science at Augsburg strives to give students a sound theoretical
and practical foundation in computer science. We offer both a BA and a BS major. The coursework
provides students a strong foundation in computer science, with emphasis on concepts rather than
applications. We encourage students to strengthen their coursework by electing an internship,
undergraduate research experience or cooperative education experience. Our location in the Twin
Cities provides us with an excellent resource of such experiences for students, and allows them to
add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters
Degree and Major Requirements
Bachelor of Arts
Computer Science Major
Twelve courses including:
CSC 160
CSC 170
CSC 210
CSC 240
CSC 320
CSC 345
CSC 385
CSC 450
CSC 451
MAT 114
MAT 171
or MAT 145
Introduction to Computer Science and Communication
Introduction to Programming
Data Structures
Introduction to Networking and Communications
Algorithms
Principles of Computer Organization
Introduction to Formal Logic and Computation Theory
Programming Languages and Compilers I
Programming Languages and Compilers II
Precalculus (or MPG 4)
Discrete Mathematics for Computing (recommended)
Calculus I
And two electives from:
CSC courses above 200
PHY 261
Electronics
Systems Analysis and Design
MIS 475
MAT 355
Numerical Mathematics
At least one elective must be an upper division course.
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are
embedded throughout the offered courses and are met by completing the major. The Speaking (S)
graduation skill is met by:
a) COM 111 or 115 (115 recommended), or
b) A sequence of courses and presentations approved in consultation with the computer science
department. Consult your academic adviser for details.
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Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science
Computer Science Major
Sixteen courses including:
CSC 160
CSC 170
CSC 210
CSC 240
CSC 320
CSC 345
CSC 385
CSC 450
CSC 451
MAT 145
MAT 146
Introduction to Computer Science and Communication
Introduction to Programming
Data Structures
Introduction to Networking and Communications
Algorithms
Principles of Computer Organization
Introduction to Formal Logic and Computation Theory
Programming Languages and Compilers I
Programming Languages and Compilers II
Calculus I
Calculus II
Two courses from:
MAT 245
MAT 246
MAT 247
MAT 271
Calculus III
Linear Algebra
Modeling and Differential Equations
Discrete Mathematical Structures (recommended)
And three electives from:
CSC courses above 200
PHY 261
Electronics
MIS 475
Systems Analysis and Design
MAT 355
Numerical Mathematics
At least two electives must be upper division courses.
The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are
embedded throughout the offered courses and are met by completing the major. The Speaking (S)
graduation skill is met by:
a) COM 111 or 115 (COM 115 recommended), or
b) A sequence of courses and presentations approved in consultation with the computer science
department. Consult your academic adviser for details.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Computational Economics
The computational economics major has been designed to serve students with need for some
basic understanding of computer science and economics. The major requires six courses from
computer science, six from economics, and a required capstone independent study. Students
interested in this major should consult with the faculty in computer science, in economics, or one of
the coordinators.
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Coordinators
Jeanne Boeh, Department of Economics, and Noel Petit, Department of Computer Science
Major in Computational Economics
Thirteen courses including:
MAT 145
Calculus I
Introduction to Computer Science and Communication
CSC 160
CSC 170
Introduction to Programming
Data Structures
CSC 210
Introduction to Networking and Communications
CSC 240
or CSC 320 Algorithms
or CSC 352 Database Management and Design
CSC 345
Principles of Computer Organization
Principles of Macroeconomics
ECO 112
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 318
Management Science
ECO 315
Money and Banking
or EC0 415 Managerial Economics
CSC 499
Independent Study
or ECO 499 Independent Study
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course requirements to
fulfill each of these skills.
Computational Philosophy
Computational philosophy emphasizes areas of interest in which philosophy and computer
science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy
of language. The major requires seven courses from computer science, six from philosophy, and a
required capstone topics course. Students interested in this major should consult with the faculty in
computer science, in philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy, and Noel Petit, Department of Computer Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171
or MAT 145
CSC 160
CSC 170
CSC 210
Discrete Mathematics for Computing
Calculus I
Introduction to Computer Science and Communication
Introduction to Programming
Data Structures
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CSC 320
Algorithms
CSC 373
Symbolic Programming and Artificial Intelligence
CSC 385
Introduction to Formal Logic and Computation Theory
History of Philosophy I: Ancient Greek Philosophy
PHI 241
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343
History of Philosophy III: Early Modern and 19th Century Philosophy
PHI 344
History of Philosophy IV: 20th Century Philosophy
Philosophy of Science
PHI 365
PHI 410
Topics in Philosophy
or CSC 495 Advanced Topics in Computer Science
One upper division elective in philosophy
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Departmental Honors
GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study
project.
Computer Science Minor
Six courses including CSC 160, 170, 210, 345, one additional upper division computer science
course, and one of MAT 171 or MAT 145.
A course must be completed with a grade of 2.0 or higher to be counted as completing a major
requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite
for a subsequent computer science course.
Computer Science Courses
CSC 160 Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and computer
communications: algorithm design, logical circuits, network concepts, the Internet, and
programming. (Prereq.: MPG 3, recommend concurrent registration with MAT 171 or
complete CSC 160 prior to taking MAT 171)
CSC 170 Introduction to Programming
A study of problem-solving, algorithm development, and programming using a high-level
programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.:
CSC 160 and MPG 3, pass CT assessment or GST 100; MAT 171 recommended)
CSC 210 Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture,
one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT
171; pass CT assessment or GST 100)
CSC 240 Introduction to Networking and Communications
Principles and methods of data communications, information theory, distributed processing
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systems, network protocols and security, standards, network management, and general
computer interfacing. (Prereq.: CSC 160 and MPG 3)
CSC 272 UNIX and C
Study of UNIX operating system and the C programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some
other language. (Prereq.: CSC 170 or another course with a study of a programming
language)
CSC 320 Algorithms
A systematic study of algorithms and their complexity, including searching and sorting
algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal
algorithms. The classes P and NP, NP-complete problems, and intractable problems.
(Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171; pass CT assessment or GST
100)
CSC 345 Principles of Computer Organization
An introduction to computer architecture, binary representation of data, processors,
instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4)
CSC 352 Database Management and Design
Structure of database management systems, query facilities, file organization and security,
and the development of database systems. (Prereq.: CSC 210)
CSC 353 Database Architecture and Design
An introduction to the physical design and tuning of database systems. Topics include data
storage, indexing, query processing, and transaction processing with a focus on the relation
database. Advanced topics include security, other types of databases (e.g., distributed
databases, client-server architectures, object-oriented), emerging technologies, and
applications. (Prereq.: CSC 210; CSC 352 recommended)
CSC 373 Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme.
A study of the foundation algorithms used in the field of artifical intelligence. Applications to
selected problems from artificial intelligence. (Prereq.: CSC 210 and pass CT assessment
or GST 100)
CSC 385 Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory,
and quantification. Formal models of computation including finite state automata, pushdown
automata, and Turing machines. Incompleteness and uncomputability. (Prereq.: CSC 210
and one of MAT 145 or MAT 171)
CSC 431 Introduction to AI Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor
fusion, basic control concepts. (Prereq.: CSC 210 and ENL 111 or 112 or HON 111)
CSC 440 Advanced Networking and Operating Systems
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Network management; client/server databases and workstations; TCP/IP and other network
examples. Elements of operating systems, memory and process management, interactions
among major components of computer systems, and a detailed study of the effects of
computer architecture on operating systems. (Prereq.: CSC 240 and 345)
CSC 450 Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics
include formal languages, programming language syntax and semantics, parsing, and
interpretation. Emphasis on design issues. (Prereq.: CSC 345 or concurrent registration,
CSC 385 or concurrent registration, CSC 320, and ENL 111 or 112 or HON 111)
CSC 451 Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and the run-time
environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC
385)
CSC 457 Computer Graphics
A study of the foundational algorithms required for computer graphics. Topics include
geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces,
human-centered software development, computer animation, virtual environments and 3D
immersive rendering. (Prereq.: CSC 210, MPG 4)
CSC 495 Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other courses.
This course may be repeated, but may not be counted more than twice as part of the
requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses
CSC 199 Internship
P/N grading only.
CSC 299 Directed Study
CSC 399 Internship
P/N grading only.
CSC 499 Independent Study/Research
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Economics—ECO
The Department of Economics offers a program that stresses a strong theoretical background,
quantitative analysis, and an emphasis on national and international issues. Students who graduate
with an economics major are well prepared to continue their education in a variety of fields or to work
successfully in business and government because of the strong liberal arts emphasis within the major.
The department offers six majors. The economics major and the applied economics majors lead
to careers in the business world or government. The Mathematical Economics major is designed
for students who intend to attend graduate school in economics or another quantitative field such
as finance or operations research. It is also intended to serve students who would like to work in
quantitative fields immediately upon graduation, e.g., research analysts or actuaries. Computational
economics provides a liberal arts entry into the field of computer science. The combined economics/
business administration major allows students great flexibility in order to explore both fields. Finally,
the teaching major in political science/economics allows secondary education licensure students to
obtain a solid background for teaching economics.
The study of economics provides a firm foundation for confronting change because it presents a
disciplined way to analyze and make choices. An economics major prepares students for community
leadership and leads to a great diversity of career opportunities including law, teaching, journalism,
private and public international service. Pre-law and potential Master of Business Administration
students are especially encouraged to consider economics as a major or a minor.
Students are able to combine an economics major with other disciplines such as business
administration, international relations, mathematics, management information systems, political
science, history, and area study programs. Students who are interested in any type of quantitatively
oriented graduate program in economics or in business are encouraged to either major or minor in
mathematics. These students should also take courses in computer science. Consult an adviser for
specific course suggestions.
Augsburg offers degrees in economics, applied economics, business and economics,
computational economics, and economics and political science (education majors only.) For the
economics and applied economics majors, the capstone experience is Economics 490 Research
Methods in Econometrics. Students in other majors should consult their adviser for other alternatives.
Internships are recommended. Students must consult with the department chair and the internship
office before registering for academic credit.
Note: Transfer students must complete at least three upper division economics courses for a
major and two for a minor. Transfer classes must have been completed in the last 10 years with at
least a 2.0 grade.
Economics Faculty
Jeanne Boeh (Chair), Kevin Bowman, Keith Gilsdorf, Stella Hofrenning, Edward Lotterman, Bernard
Walley
Degree and Major Requirements
Major in Economics, B.A.
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Economics Core:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
Intermediate Macroeconomics
ECO 312
ECO 313
Intermediate Microeconomics
Research Methods in Econometrics
ECO 490
and three other upper division economics courses
Supporting Classes
Statistics Class:
BUS 379
Quantitative Methods for Business and Economics
or MAT 163 Introductory Statistics
Mathematics Class:
MAT 114
Precalculus
or MAT 145, 146
Calculus I and II
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major. Transfer
students must consult an adviser about potential adjustments to their course requirements to fulfill
each of these skills.
Major in Applied Economics B.A.
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313
Intermediate Microeconomics
ECO 490
Research Methods in Econometrics
ECO 360
International Economics
ECO 318
Management Science
or ECO 415 Managerial Economics
ECO 350
Labor Economics
ECO 399
Internship Program
or ECO 499 Independent Study
BUS 379
Quantitative Methods for Business and Economics
or MAT 163 Introductory Statistics
ENL 223
Writing for Business and the Professions
PHI 120
Ethics
or PHI 125 Ethics and Human Identity
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Major in Computational Economics,B.A.
See Computer Science.
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Combined Major in Economics and Business Administration, B.A.
Five economics courses:
ECO 112
Principles of Macroeconomics
Principles of Microeconomics
ECO 113
ECO 312
Intermediate Macroeconomics
Intermediate Microeconomics
ECO 313
and one other upper division economics course.
Six accounting/business administration/MIS courses:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
MKT 252
Principles of Marketing
Financial Management
FIN 331
or BUS 379 Quantitative Methods for Business and Economics
and one other upper division business course.
Major in Mathematical Economics, B.S.
Eight economics courses:
Eco 112 Principles of Macroeconomics
Eco 113 Principles of Microeconomics
Eco 312 Intermediate Macroeconomics
Eco 313 Intermediate Microeconomics
Eco 490 Research Methods in Economics
2 Upper Division Economics Courses
Seven mathematics courses:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 3737 and 374 Probability and Statistics I & II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 324 Analysis
or MAT 369 Modeling and Differential Equations in the Biological and Physical Sciences
or MAT 377 Operations Research
Recommended Courses: CSC 160 Introduction to Computer Science and Communication and
CSC 170 Introduction to Programming
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Consult your department chair
or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
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Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly
in emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students, therefore, should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in
the major field of concentration.
Minor in Economics
ECO 112, 113, 312, 313, and one additional economics upper division course. Other
configurations may be permitted by consulting with the department chair. Note: Students who plan to
major in the department are strongly encouraged to select a department adviser as soon as possible
in order to carefully plan their program of study.
Economics Courses
ECO 110 Economics of Urban Issues
This course studies the economic implications of many problems facing a metro-urban
environment especially in the areas of education, housing, and transportation and is
designed for those students who do not plan to major in economics, business
administration, or MIS On demand)
ECO 112 Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and fiscal policy,
international trade. Application of elementary economic theory to current economic
problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in
either order. (Prereq.: MPG 3)
ECO 113 Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market structures,
and income distribution. Application of elementary economic theory to market policy. May
be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order.
(Prereq.: MPG 3)
ECO 311 Public Finance
Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on
economic activity, and debt policy and its economic implications. (Prereq.: ECO 113 On
Demand)
ECO 312 Intermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via macromodels.
Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations.
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(Prereq.: ECO 112 and ENL 111 or 112 or HON 111. Fall)
ECO 313 Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing
of factors of production and income distribution; introduction to welfare economics.
(Prereq.: ECO 113 and pass CT assessment or GST 100. Spring semester and winter
trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks, and the
Federal Reserve System and its role in relation to aggregate economic activity. Emphasis
placed on monetary theory and policy. (Prereq.: ECO 112. Fall/Spring semesters and
winter trimester)
ECO 317 Comparative Economic Systems
This course focuses on comparing the performance of various countries that rely on
different economic systems for the allocation of resources, including systemic changes in
Eastern Europe. Theoretical models are examined and compared to real-world variants.
(Prereq.: ECO 112 or 113: Every three years)
ECO 318 Management Science
Provides a sound conceptual understanding of the modern techniques of management
science to prepare students to make better business and economic decisions. Emphasis is
on applications such as transportation, marketing, portfolio selection, environmental
protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall
semester and winter trimester)
ECO 350 Labor Economics
Analysis of labor markets, labor as a factor of production, determination of collective
bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Fall: alternate
years)
ECO 360 International Economics
A study of the underlying forces affecting the economic relations among nations.
Development of the basis for international trade, balance of payments, exchange rate
systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years)
ECO 365 Environmental Economics
This course applies economic principles to the management and utilization of society’s
environmental resources. It analyzes the role of externalities and the public policy
approaches designed to address those market failures, including command/control and
incentive-based strategies. Policy issues examined include air and water pollution, global
environmental issues like ozone depletion and global warming, and environmental policy for
developing countries. (Prereq.: ECO 113. Fall: alternate years)
ECO 370 International Economic Development
This course studies the major factors that affect the economic standard of living in the
developing world. It examines such issues as poverty and income inequality, population
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growth, education and health of society, agricultural production, environmental externalities,
and the role of international trade and foreign assistance. (Prereq.: ECO 112 or ECO 113.
Spring: alternate years)
ECO 415 Managerial Economics
Integrates economic theory and corresponding practices in business. Among the topics
considered are theories and practices in forecasting, estimation of demand and cost
functions, and an analysis of economic problems of relevance to management. (Prereq.:
BUS 379, ECO 313. On demand)
ECO 416 Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to the
areas of micro- and macroeconomic theory. (Prereq.: ECO 312 or ECO 313 and MATH
145 or a calculus class approved by course instructor.)
ECO 490 Research Methods in Econometrics
This course provides an introduction to the application of statistical models and methods to
economic problems. Emphasis is on use of econometric software to analyze data and to
test hypotheses. This course satisfies the keystone requirement. (Prereq.: ECO 112 and
ECO 113, and ENL 111 or 112 or HON 111)
ECO 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international economic problems and
policies.
Internships and Independent Study Courses
ECO 199 Internship
(P/N Grading only.)
ECO 299 Directed Study
ECO 399 Internship
(Prereq.: 50% of the major or consent of instructor. P/N grading only.)
ECO 499
Independent Study/Research
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Education—ECE, EED, ESE, EDU, SPE
The Department of Education maintains liberal arts-based teacher education programs that are
accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher
Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota
for elementary (grades K-6); secondary (grades 5-12) in communication arts/literature, health,
mathematics, and social studies; grades 9-12 in life science, chemistry, and physics; grades 5-8 in
general science; and K-12 specialist licenses in visual arts, physical education, music, and special
education: EBD and LD. (Note: special education: EBD and LD are available in WEC only.) Optional
endorsements for an elementary license include preprimary, middle school mathematics, middle
school science, middle school social studies, or middle school communication arts/literature. The K-12
Reading Licensure endorsement is also available at the graduate level to already licensed teachers.
Degree and/or licensure programs are available in both weekday and weekend/evening
formats. Weekend College degree and licensure programs are limited to elementary, secondary
communication arts/literature and social studies, and K-12 visual arts and special education.
Additional teaching majors are available through the weekday program and open to weekday and
weekend students who can take courses on a weekday schedule. All prerequisite, elementary
core, and professional education courses except fieldwork and student teaching are available on
a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be
completed during regular weekday hours. All students must have some time available each term for
field experiences.
A graduate level licensure option is available in weekend/evening format to those already holding
a BA degree. Graduate courses taken for licensure can be applied to a Master of Arts degree in
education. Contact the Education Department or the Adult and Graduate Admissions Office for
information.
Students in all degree and/or licensure programs must apply for acceptance into the education
department prior to beginning 300-400 level courses. All students are required to take the Minnesota
Teacher License Exam (MTLE) in Basic Skills—Reading, Writing, and Math—prior to beginning 300400 level courses. Additional criteria for acceptance into the education department are available
in the department. Students complete a semester of full-time student teaching at the conclusion
of their degree and/or licensure programs. State law requires passing appropriate exams prior to
recommendation for licensure: MTLE, Principles of Learning and Teaching Test, and one or more
subject matter tests.
The education department offers non-licensure majors in elementary education and education
studies. Contact the department for details. The department also offers a special education minor
which is described at the end of this section after course listings.
All students are assigned an education department adviser at the outset of coursework. All
students are expected to become knowledgeable of programs and follow through with department
policies. Handbooks outlining programs and policies are available through the education department.
Student Teaching Abroad
Selected education department students may participate in an international student teaching
program. Those interested in further information should contact the education department at least one
year prior to student teaching. Students who teach abroad will do part of their student teaching in the
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Twin Cities area under direct Augsburg faculty supervision.
Note: Major changes in Minnesota elementary teacher licensure will be implemented in fall 2010.
No one may be licensed under programs described in catalogs prior to 2010.
Students who entered the College under earlier catalogs must comply with the requirements of the
new licensure programs.
Education Faculty
Lynn Lindow (Chair), Elizabeth Ankeny, Chris Brown, Joseph Erickson, Jeanine Gregoire, Ann
Grugel, Gretchen Irvine, Anne Kaufman, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna
Patterson, Ron Petrich, Linda Stevens, Diane Vodicka, Dana Wagner, Barbara West
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Elementary Education—EED/EDC
Elementary Major and Licensure Requirements
Elementary education majors are required to complete the following non-major and major courses.
To be licensed they must also complete a student teaching experience. Degree-seeking students
follow the Bachelor of Science Liberal Arts Foundation requirements.
Non-departmental core courses (requirements subject to change—see Education Department
for most current list):
ENL 111
HPE 115
Effective Writing
Chemical Dependency (.5)
Math sequence for non-math specialty students
MPG 3:
MAT 137 Math for Elementary Teachers I (required)
MAT 138 Math for Elementary Teachers II (required)
Science sequence for non-science specialty students
Option A is for weekday students who do not have college-level science courses in their background.
SCI 110
Natural Science I
SCI 111
Natural Science II
Option B is for weekday, weekend, and/or transfer students with at least one college level science
course accepted in transfer or for weekday students who have already started this sequence.
PHY 103
Conceptual Physics
or EED 203 Elementary Education Physical Science (summer school only; does not fulfill general
education requirement)
and EED 200 Elementary Education Earth Science (summer school only; does not fulfill general
education requirement)
and BIO 102 The Biological World
Major Courses
Foundations Block I
EDC 200
Orientation to Education in an Urban Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
Foundations Block II (courses from this point and on require admissions to the department)
EDC 310
Learning and Development
Methods Block I
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EED 311
EED 312
EED 325
EED 326
EED 386
K-6 Methods: Health (.25)
K-6 Methods: Physical Education (.25)
K-6 Literacy Methods
Structured Field Experience (0 credit)
K-6 Children’ Literature (.5)
Methods Block II
EED 341
EED 342
EED 350
EED 360
EED 370
EED 380
EED 336
K-6 Methods: Visual Arts (.25)
K-6 Methods: Music (.25)
K-6 Methods: Mathematics
K-6 Methods: Science
K-6 Methods: Social Studies/Thematic Studies (.5)
Kindergarten Methods (.5)
Advanced Literacy Methods (.5)
Capstone Block
EDC 410
EDC 490
Learners with Special Needs
School and Society
Student Teaching Block
EED 481, 483, 485 Student Teaching (2.0-3.0). Student teaching is required for licensure. Students
with an elementary major who do not complete student teaching can graduate through the elementary
education non-licensure major.
Middle School Specialty Area (endorsements optional for elementary license)
Communication Arts Specialty
ENL 220
Intermediate Expository Writing
ENL 240
Introduction to Literary Study
COM 254, 329 or 351 or 355
EED 331
Middle School Writing Methods (.5)
ESE 300
Reading and Writing in the Student Teaching Content Area
ESE 350
5-12 Methods: Adolescent Literature/Media Literacy
Student Teaching
Social Studies Specialty
POL 121
American Government and Politics
HIS 120, 121 or 122 US History
ECO 113
Microeconomics
Choose 1:
HIS 103: HIS 104; PSY 105; SOC 121; ANT 141
ESE 220
Human Geography
ESE 300
Reading and Writing in the Student Teaching Content Area
ESE 311
Middle School Methods: Social Studies (.5)
Student Teaching
Math Specialty
MPG 4
or MAT 114 Precalculus
206
MAT 145
Calculus I
MAT 163
Introductory Statistics
or MAT 248 Biostatistics
MAT 252
Exploring Geometry
MAT 271
Discrete Mathematics
MAT 287
History of Mathematics
ESE 300
Reading and Writing in the Content Area
ESE 331
Middle School Methods: Mathematics (.5)
Student Teaching
Science Specialty
CHM 105
Principles of Chemistry I
or CHM 115 General Chemistry I
Principles of Chemistry II
CHM 106
or CHM 116 General Chemistry II
BIO 121
Human Biology
BIO 102
Biological World
PHY 116
Introduction to Physics
SCI 106
Meteorology
Geology
(take elsewhere — see Education Department for suggestions)
ESE 300
Reading and Writing in the Content Area
ESE 341
Middle School Methods: Science (.5)
Student Teaching
Preprimary Teaching License (3-, 4-, and 5-year-olds)
Requirement: Must have elementary teaching license
Child Development (Prereq.: PSY 105)
PSY 250
SOC 231
Family Systems (Day) or SPE 440 Parent and Professional Planning (WEC)
ECE 345/545 Foundations of Preprimary Education
ECE 346/546 Learning Environments for Preprimary-aged Children
ECE 347/547 Immersion and teaching competence
ECE 488, 489 Student Teaching for seven weeks in preprimary or Kindergarten, then 7 weeks in a
grade (1-6)
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P
in student teaching courses are required for licensure as well as 2.0 or better in all required core,
specialty, and education major courses. The equivalent of two full courses graded P/N, plus student
teaching, is the maximum allowed within the elementary education major requirements.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
A graduate-level elementary licensure option is available through Weekend College. Licensure
is obtained through a combination of graduate and undergraduate credits. The graduate credits
can be used toward the MAE degree. Contact the Education Department or the Adult and Graduate
Admissions Office for information.
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Secondary Education—ESE/EDC
It is the responsibility of each student to meet all specific requirements of the education
department and the subject area major. Secondary and K-12 licensure students are expected to
have advisers in both their subject area major and in the education department. Secondary or
K-12 licensure is available in art, life science, chemistry, communication arts/literature, health,
mathematics, music, physical education, physics, social studies, and grades 5-8 general science.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met
through the Augsburg College education department licensure program. These requirements are:
bachelor’s degree, academic major in an approved teaching area, and completion of an approved
licensure program.
Consult with your subject matter adviser for Graduation Skills requirements in Critical Thinking
(CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W).
Non-departmental requirements
ENL 111
HPE 115
Effective Writing
Chemical Dependency (.5)
Program Requirements
Foundations Block I
EDC 200
Orientation to Education in an Urban Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 MN American Indians (.5)
or EDC 206 Diversity/MN American Indians
EDC 220
Educational Technology (.5)
Foundations Block II (Courses from this point and on require admission to the education department.)
EDC 310
Learning and Development
Methods Block I
ESE 300
ESE 325
Reading/Writing in the Content Area
Creating Learning Environments
Methods Block II
ESE 3XX
K-12 or 5-12 Special Methods in Licensure Area
Capstone Block
EDC 410
EDC 490
Learners with Special Needs
School and Society
Student Teaching Block
ESE 481, 483, 485 Student Teaching (2.0-3.0)
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P in student
teaching are required for licensure. All required major, non-departmental requirements, and education
program courses must have a grade of 2.0 or better.
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Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the secondary education program
even though they may plan to teach at the elementary school level. A person with a major in one of
these special areas will take three to four courses in student teaching and do some student teaching
at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music
is granted only to students who successfully complete the requirements for the Bachelor of Music
education major.
Art, music, and physical education teacher education programs lead to licensure for grades K-12.
Students may no longer license in a minor field of study.
A graduate level licensure option is available through Weekend College. Licensure is obtained
through a combination of graduate and undergraduate credits. Contact the Education Department or
the Undergraduate and Graduate Admissions Offices for information.
Education Core Courses—EDC
EDC 199 Internship
EDC 200 Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and
philosophical foundations of the American school system. Urban fieldwork experience
required. This course meets Engaging Minneapolis requirements. (Prereq.: ENL 111 or 112
or HON 111, sophomore standing)
EDC 206 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness
and critical analysis of how prejudice, discrimination, and stereotypes impact us personally,
as well as how these elements impact our schools and communities. Also addressed in this
course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture. (WEC and summer only)
EDC 210 Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the major minority
groups in Minnesota for the development of interpersonal relations skills applicable to
teaching and other professional vocations.
EDC 211 Minnesota American Indians (.5 course)
An overview of cultural content, worldview, and concepts that comprise Minnesota-based
American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production, and evaluation of effective
audio-visual and computer-based materials for teaching/learning situations. Computer
training will be included in this course.
EDC 310 Learning and Development in an Educational Setting
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A survey of educational psychology topics as applied to teaching and learning. Special
emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: MTLE and
admission to department)
EDC 399 Internship
EDC 410 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on
techniques and resources to help all students achieve maximum outcomes, and special
focus on needs of urban students. Fieldwork experience required. (Prereq.: MTLE and
admission to department or special permission of instructor)
EDC 490 School and Society
Emphasis on points of view about the role of school in modern society, relationships with
parents and community, collaborative models, leadership, and professional development.
Serves as final theoretical preparation for student teaching. This course meets the senior
keystone requirement. (Prereq.: MTLE and admission to department)
Elementary Education—EED
EED 199 Internship
EED 200 Elementary Education Earth Science (summer, only)
This course is designed to provide hands-on investigations that model modern inquiry
learning and teaching strategies. It meets the basic earth science subject matter standards
for initial licensure. This is a content intensive course. Plan to spend much time outside of
class reading and completing assignments.
EED 203 Elementary Education Physical Science (Summer only)
Students will participate in hands-on experiments to explore properties of and changes in
matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of
ways to transfer energy. Taking the physical concepts learned, students will develop
demonstrations and lessons for K-5 classrooms. Assessment is based on written
assignments, a technology project, lessons/demonstrations, and classroom participation.
(Prereq: students must be elementary education majors — this course does NOT meet the
Science Lab graduation requirement. Summer only)
EED 299 Directed Study
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the kindergarten and
elementary levels. (Prereq.: MTLE and admission to department)
EED 312 K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for physical education at the
kindergarten and elementary levels. (Prereq.: MTLE and admission to department)
EED 225
Foundations of Literacy
An initiation into the study of K-6 elementary literacy instruction, which focuses on the
210
fundamentals of linguistics and literacy development in children with special attention to
English language learners. This course aims in particular to develop students’ base
knowledge as the prerequisite for all upper level courses in literacy.
EED 325
K-6 Literacy Methods
Continued instruction in and discussion of literacy K-6 instruction, development, and
assessment. This course aims to investigate research and practices involved in K-6 literacy
instruction by examining the competing theories regarding literacy, the research findings
that give support to these theories, and a range of practical approaches to teach literacy in
an elementary setting. (Prereq.: MTLE, admission to the department, and successful
completion of EED 225. Students must be registered concurrently for EED 326.)
EED 326
Structured Field Experience (0 credit)
Observation, analysis, and preparation of assessment tools and literacy materials for K-6
students in an elementary classroom setting. (Prereq.: MTLE, admission to the
department, and successful completion of EED 225. Students must be registered
concurrently for EED 325.)
EED 331 Middle School Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level
students. Emphasis will include the writing process, types of writing, and integrated writing
across the curriculum. This course is required for students seeking elementary licensure
with a communication arts/literature specialty. (Prereq.: MTLE and admission to department)
EED 336
Advanced Literacy Methods (.5)
The focus of this course is on formal and informal assessment tools, response to
intervention, and differentiated instruction in a K-6 literacy setting. (Prereq.: MTLE,
admission to the department, and successful completion of EED 225 and EED 325.)
EED 341 K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the kindergarten
and elementary levels. (Prereq.: MTLE and admission to department)
EED 342 K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten and
elementary levels. (Prereq.: MTLE and admission to department)
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience required. (Prereq.: MTLE and
admission to department. MPG3. MAT 137 recommended)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for science at the kindergarten and
elementary levels. Fieldwork experience required. (Prereq.: MTLE and admission to
department)
EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course)
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Examination and preparation of materials and resources for social studies and thematic
teaching at the kindergarten and elementary levels. (Prereq.: MTLE and admission to
department.)
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten.
Fieldwork experience required. (Prereq.: MTLE and admission to department)
EED 386 Children’s Literature (.5 course)
This course focuses on the study of literature for children and young adolescents. It
includes wide reading across the genres represented in children’s literature, to evaluate the
quality of the literature read, exploring children’s response to literature, and using children’s
literature in teaching and learning.
EED 399 Internship
EED 481, 483, 485
Student Teaching
Two to three courses of full-time, supervised classroom experience. Required for licensure.
Successful completion of student teaching occurs upon satisfactory completion of degree
program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE
and admission to department)
Secondary Education—ESE
ESE 199
Internship
ESE 220
Introduction to Human Geography
This course is designed as an introduction to the principal concepts, approaches, and
perspectives of the study of geography through the examination of world geographic
patterns and processes. Major topics include population distribution; cultural characteristics
and cultural landscapes; political integration and disintegration; economic land use;
settlements and urbanization. This course will meet the Minnesota Standards of Effective
Practice in Geography for middle school and high school social studies license.
ESE 299
Directed Study
ESE 300
Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and resources
to teach reading and writing through the content areas. (Prereq.: MTLE and admission to
department. Note: Students seeking the 5-12 communication arts/literature license do must
take this course.)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on
instructional strategies and curriculum development. Middle school portion required in
social studies is taught as ESE 311 Middle School Methods: Social Studies (.5 course).
Fieldwork experience required. (Prereq.: MTLE and admission to department)
ESE 325
Creating Learning Environments
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An introduction to assessment, lesson planning, and classroom organization based in the
Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating
environments conducive to learning. Fieldwork experience required. (Prereq.: MTLE and
admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not
need to take this course.)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools. Emphasis on
instructional strategies and curriculum development. Middle school portion required in
mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5
course). Fieldwork experience required. (Prereq.: MTLE and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis
on instructional strategies and curriculum development. Middle school portion reguired in
science taught concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience required. (Prereq.: MTLE and admission to department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high schools.
Emphasis on instructional strategies and curriculum development. Also required for
elementary concentration in communication arts/literature. Fieldwork experience required.
(Prereq.: MTLE and admission to department)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis
on instructional strategies and curriculum development. Required for communication arts/
literature license. (Prereq.: MTLE and admission to department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional
strategies and curriculum development. Fieldwork experience required. (Prereq.: MTLE and
admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies
and curriculum development. Fieldwork experience required. (Prereq.: MTLE and
admission to department)
ESE 399
Internship
ESE 481, Student Teaching
483, 485 Two to three courses of full-time, supervised student teaching required for licensure.
Secondary licenses require two courses. K-12 licenses require two to three. Successful
completion of student teaching occurs upon satisfactory completion of licensure program
and program portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE and
admission to department)
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Special Education: Emotional/Behavioral
Disabilities and/or Special Education:
Learning Disabilities—SPE
The special education EBD and LD majors are available only through Weekend College; ideally,
to people who are currently in schools working with students with these labels. These majors lead to
Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities
and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework
while students are working in an EBD or LD setting. Variations on this ideal are possible; see the
Education Department for more information.
A graduate level licensure option is available through Weekend College. Licensure is obtained
through a combination of graduate and undergraduate credits.
Required Non-major Courses:
HPE 115
ENL 111
Chemical Dependency (.5)
Effective Writing
Required Education Courses for EBD:
EDC 200
Orientation to Education in an Urban Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
EDC 310
Learning and Development
EDC 410
Learners with Special Needs
EED 225
Foundations of Literacy
K-6 Literacy Methods
EED 325
EED 350
K-6 Methods: Math
EED 360
K-6 Methods: Science
SPE 315
Critical Issues Seminar (.5)
SPE 400
Teaching Students with Emotional and Behavior Disabilities and Learning Disabilities
SPE 410
Implementing Assessment Strategies
SPE 420
Planning, Design, and Delivery
SPE 430
Instructional and Behavioral Practices
SPE 490
Parent and Professional Planning
SPE 481, 483, 485, 487 Student Teaching
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Required Education Courses for LD:
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All courses for the EBD major, with the exception of SPE 430, plus:
SPE 424
Etiology and Origins of Learning Disabilities
SPE 434
Teaching Content Areas to Students with Learning Disabilities
SPE 315
Critical Issues Seminar
(.5 course)
The purpose of this course is to discuss critical issues in the field, create a final portfolio
synthesizing your coursework and experience, and prepare for student teaching. (Prereq.:
MTLE and admission to department)
SPE 400
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral disabilities and
learning disabilities. It addresses the historical and philosophical aspects of the EBD
category, examines origins of student behavior and student learning styles, and addresses
theoretical perspectives and conceptual models as they relate to this category of disability.
(Prereq.: MTLE and admission to the department)
SPE 410
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation
stage. Students gain understanding of key assessment tools and how they influence
student placement and programming. A qualitative and person-centered assessment
process is emphasized. (Prereq.: MTLE and admission to the department)
SPE 420
Planning, Design, and Delivery
This course provides students with skills to write and implement individual program plans
and to create effective learning environments for students labeled EBD. Particular attention
is paid to inclusion models, diversity of student need, and forming partnerships with key
school personnel. (Prereq.: MTLE and admission to the department)
SPE 424
Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning disabilities (LD). This includes
an in-depth look at the origin of learning disabilities, as well as various theoretical models
(sociological, biological, psychological, cognitive, and behavioral) applied to understanding
learning disabilities. The course will also provide a critique of current philosophical positions
in the field. Students will also acquire knowledge related to accessing information relevant
to the field of learning disabilities. (Prereq.: MTLE and admission to department)
SPE 430
Instructional and Behavioral Practices
This course examines behavioral support options used with students who are labeled EBD.
It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from
current best practices and including positive behavioral supports, person-centered planning
and functional assessment. (Prereq.: MTLE and admission to the department)
SPE 434
Teaching Content Areas to Students with Learning Disabilities
This course will teach students to identify, adapt, and implement developmentally
appropriate instruction that support the learning of students identified as having learning
disabilities. The course will specifically focus on the areas of reading, writing, listening
comprehension, math, reasoning, and problem-solving skills. There will be a strong focus
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on the modifications involved in these areas and the planning process involved. (Prereq.:
MTLE and admission to department)
SPE 490
Parent and Professional Planning
This course examines the role of families of students with special needs, specifically those
families of students labeled EBD. A family systems perspective is introduced and applied.
The need to form strong connections with community agencies is emphasized. This course
along with SPE 315 meets the senior keystone requirement in the core curriculum.
(Prereq.: MTLE, admission to department, and ENL 111 or 112 or HON 111)
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure.
Student teaching occurs during the last year of coursework within an internship context.
Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department)
Special Education Minor
The special education minor requires six courses (five plus one prerequisite psychology course)
that encompass an interdisciplinary perspective on the field of disability. The minor is designed to
fit the needs of students in various disciplines interested in disability issues. This minor is available
through the weekday program.
Required courses:
EDC 410
EDU 491
SOC 231
PSY 105
Learners with Special Needs
Practicum and Seminar in Special Education
Family Systems: A Cross-Cultural Perspective
Principles of Psychology
Choose one from the following:
PSY 250
PSY 251
PSY 252
Child Development
Adolescent and Young Adult
Aging and Adulthood
Choose one from the following:
SOC 265
Gender, Race, and Ethnicity
SWK 260
Humans Developing
SWK 301
History and Analysis of Social Policy
PSY 357
Behavior Analysis
PSY 359
Assessment
Interested students should contact the director of special education at the outset of coursework.
EDC 410 Learners with Special Needs
(see EDC course descriptions)
EDU 491 Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus on-campus
seminar. Students planning to take this course should consult with the special education
director about a placement prior to registering for the course. (Prereq.: completion of all
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other courses in special education minor or consent of instructor. Open to all.)
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Engineering
Augsburg College has cooperative arrangements with two universities to allow students to earn a
Bachelor of Arts degree from Augsburg College and an engineering degree from either the University
of Minnesota College of Science and Engineering, Minneapolis, or Michigan Technological University,
Houghton, Michigan. Because of the special requirements and opportunities of these programs, early
consultation with the Augsburg engineering adviser is necessary. Applications for these programs
require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics
Department, 612-330-1070.
University of Minnesota
The College of Science and Engineering and Augsburg cooperative arrangement provides for two
dual degree engineering programs:
Bachelor of Arts/Bachelor of Engineering (BA/BE) enables students to receive a Bachelor of
Arts degree from Augsburg College and a Bachelor of Engineering degree from the University
of Minnesota. The program typically involves three years at Augsburg and two years at the
College of Science and Engineering.
Students may apply for the program after completing the sophomore year. At that time, they will
be informed of their status in the program and any further conditions necessary for final acceptance
into the program. Formal application to the College of Science and Engineering may be completed
during the second semester of the junior year at Augsburg.
Bachelor of Arts/Master of Engineering (BA/ME) enables students to receive a Bachelor of
Arts degree from Augsburg College and a Master of Engineering degree from the University
of Minnesota. This program involves four years at Augsburg and, typically, two years at the
College of Science and Engineering.
The curriculum is the same as the BA/BE curriculum with the addition of several extra courses that
are completed at Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate curriculum.
The number of such courses varies by IT department and area of emphasis within a department.
Application for admission into the BA/ME program should be initiated during the second semester
of the junior year at Augsburg. Formal application for the program may be completed during the senior
year. Those admitted will receive special counseling from the College of Science and Engineering
staff regarding courses that should be taken during the senior year at Augsburg. Participants in the
BA/ME program are not guaranteed admission to the College of Science and Engineering.
Michigan Technological University
This program enables students to receive a Bachelor of Arts degree from Augsburg and a
Bachelor of Engineering degree from Michigan Technological University in a five-year period.
The first three years are spent at Augsburg followed by two years at the affiliated university.
Students accepted into the program will be considered for admission to the engineering school if
they complete course requirements, have the requisite cumulative grade point average, and are
recommended by the engineering adviser of Augsburg College.
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Students are also encouraged to explore opportunities for graduate work at Michigan
Technological University. Further information on these and other graduate programs is available from
the Augsburg engineering adviser.
Financial Aid
Students receiving financial aid who are participants in these dual degree programs will
be encouraged to apply to the engineering school of their choice for continuing support. Their
applications will be evaluated using need and academic performance as criteria.
Degree and Major Requirements
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115
CHM 116
CSC 170
ENL 111
PHY 121
PHY 122
General Chemistry
General Chemistry
Structured Programming
Effective Writing
General Physics I
General Physics II
Four mathematics courses are required:
MAT 145
Calculus I
MAT 146
Calculus II
MAT 245
Calculus III
MAT 369
Modeling and Differential Equations
or PHY 327
Special Functions of Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses at Augsburg.
Normally MAT 145, 146 and PHY 121, 122 are taken in the first year. Students interested in chemical
engineering also should take CHM 351, 352.
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English—ENL
Those who study English believe that an intense concern for words, ideas, and images helps
people understand who they are and who they can become. Writing helps all of us clarify and share
our thoughts. Literature helps us contemplate the pains and joys of human existence. Through
the study of English we see life’s complexity, experience life as others do, and better understand
the world in which we live and work. Students majoring in English have the opportunity to choose
one of four concentrations: Literature, Language and Theory; Media Writing; Creative Writing; and
Secondary Licensure in Communication Arts/Literature.
English relates closely to other majors. With the other arts, English is concerned with the pleasure
that comes from artistic creation and with the contemplation of works of art. With psychology and
sociology, English is concerned with individual and group behavior. With philosophy, English is
interested in ideas and in the relation between meaning and language. With science, English is
interested in discovering order and determining structures. With speech and communication, English
studies the effective use of language. With history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
The Augsburg Department of English integrates its program with the cultural opportunities of this
vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings
available near the campus. English majors have the opportunity to use and refine their skills through
working in internships on and off campus, tutoring English Language Learners (ELL) students, or
tutoring in the writing lab.
Students with an Augsburg English major pursue careers in elementary, secondary, and college
education, journalism, government, law, the ministry, library science, medicine, advertising, public
relations, publishing, writing, and other professions and businesses.
English Faculty
John Schmit (Chair), Stephan Clark, Robert Cowgill, Cass Dalglish, Suzanne Donsky, Douglas Green,
John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Kathryn Swanson, Mzenga Wanyama,
Cary Waterman, Susan Williams
Degree and Major Requirements
Choosing a Concentration
The English Literature, Language, and Theory concentration provides students various
approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus
on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses
in African American, Native American, Asian American, and post colonial literatures reconfigure the
nature of traditional literary studies. Survey courses in English, American, and world literatures are
organized by historical periods and provide a classically structured framework of study. Courses in
literary theory demand the intense and intellectually challenging engagement of text, culture, and self.
While some of our courses foreground theoretical approaches to literature and deeply examine
race, class, and gender in the consideration of their subject matter, all of our courses infuse these
concerns into their engagement with primary works of fiction, poetry, creative non-fiction, film, and
drama.
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All literature classes involve students in dynamic and enjoyable literary examination, and are
taught by professors who love teaching and who love literature. Our classes develop and demand the
skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical
and engaging writing — skills of the educated and employable citizen.
The literature, language, and theory concentration offers courses of study cross-listed with
American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies.
The English Writing concentration is for students who intend to develop professional skills in either
creative or media writing. Over the course of their study, students will master terminology; understand
historical, legal, and ethical issues relevant to the field; and study the works of established writers
and professionals. The writing major emphasizes expanding competencies in observation, research,
and analysis that enable writers to gather material from a variety of sources and perspectives for their
work. Writing majors will understand the interdisciplinary demands inherent in creative and media
writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities
inherent in the writing life.
Writing courses are taught by dedicated professors who are practicing writers themselves. The
writing concentration offers courses of study cross-listed with Art, Communication Studies, and
Theatre Arts.
The Communication Arts/Literature Teacher Licensure major is for students who seek to be
licensed to teach in Minnesota in communication arts/literature. Students are encouraged to take
courses toward their major during the first and sophomore years, and to apply for the education
licensure program no later than the spring of their junior year.
Students in both programs must work with advisers in the English department and the education
department in order to meet the professional requirements within the education department as well as
the requirements for the major. Should licensure not be possible, graduation can be achieved through
an English major, which requires at least two additional, specific courses, or through a communication
studies major.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The Quantitative Reasoning
(QR) graduation skill is met by completing the following courses:
Concentrations in English Literature, Language, and Theory; English Writing; Creative Writing:
QR/QFA: GST 200 or PHY 119; OR a
QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT
145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of either a:QA:
ENL 327
Concentration in Media Writing:
QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138,
MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of:
QA: ENL 327
Communication Arts/Literature Teacher Licensure:
QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138,
MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of:
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QA: COM 352
Transfer students must consult an adviser about potential adjustments to their course requirements to
fulfill each of these skills.
Major Requirements
English Literature, Language, and Theory Concentration
The concentration requires nine courses above ENL 111, or HON 111, or ENL 112.
Students must take at least two 200-level literature courses as prerequisites for upper division
courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature
courses may count for the major.
Students must take at least five 300-level courses, with one each in British literature, American
literature, and world literature.
Majors must take at least one 400-level course with concurrent enrollment in ENL 490 English
Keystone. Any 300-level course serves as a prerequisite for the 400-level.
Minor in English Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL
220 or ENL 221; the remaining four must be literature, language, and theory courses, three of which
must be upper division courses.
English Writing Concentration
Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three
literature, language, and theory courses. At least one of these must be at the 300-level or higher.
Creative Writing Emphasis
Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221.
And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and
Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or
ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative writing course; or an
internship.And ENL 420, the keystone writing course. An additional art class is required, either Web
Design I (ART 215) or Graphic Design (ART 225).
Media Writing Emphasis
Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221. Also
required, ENL 327 Quantitative Journalism; and two additional courses from the following: ENL 226,
227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC writing/reporting course; or an
internship.
And ENL 427, the Keystone Advanced Studies in Media Ethics and Theory.
Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225).
Minor in Writing
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL
112, including at least one course from the 200-level and two from the 300-level.
A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or
ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of
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which must be a 300 two-course writing sequence.
A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112,
and must include ENL 227 or 228, ENL 427, one design course, and three upper division media
writing courses.
Communication Arts/Literature Teacher Licensure Major
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220
Intermediate Expository Writing
ENL 240
Introduction to Literary Study
Contemporary Post-Colonial Fiction
ENL 365
ENL 380
Introduction to the English Language
Internship in Teaching Writing
ENL 396
And three upper-division ENL Literature courses, one each in British, American, and world literature.
Experiential Requirement (no credit)
One college-level experience required in forensics, debate, newspaper, literary journal, or related
activity (subject to departmental approval).
Additional Courses (outside the English Department):
COM 112
Contest Public Speaking
COM 243
Studio Production
COM 254
Interpersonal Communication
COM 352
Persuasion
Special Methods (two courses)
ESE 350
5-12 Methods: Literature and Reading
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211,
220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. In addition to consulting your
designated ENL adviser, contact an education department adviser for information about education
courses.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early October
in senior year for department approval. Submit and defend paper before faculty committee. Honors
project may receive independent study credit (refer to departmental guidelines).
Other Requirements
Transfer Students
Note: Transfer undergraduate majors must take at least three of their English courses at
Augsburg. Transfer students who minor in English must take at least two of their English courses at
Augsburg.
Transfer English education students with a BA in English from another college must take at least
three of their English courses at Augsburg (preferably upper division courses). These courses must
be taken before the department can recommend a student for student teaching.
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The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing
class. Students having completed AP (Advanced Placement) courses in composition must have a
score of 4 or 5. Students who need to develop competence in composition skills—such as stating and
supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required
to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is
possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101)
with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111).
Note: Students should register for ENL 101 during the first semester of attendance if possible.
ENL 111, 112, or HON 111 should be completed, if possible, during the first year.
Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL
112 can elect the traditional grading system or P/N grading in consultation with their instructor up
through the last week of class (without special permission/petition). Students who choose to receive a
traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0.
A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a
grade of 0.0.
English Courses
Service Courses
The department offers these service courses for students as required by a placement test. Note:
First day attendance in all writing courses is mandatory for a student to hold his/her place in the
course.
ENL 101
Developmental Writing
A preparatory course for ENL 111 Effective Writing, this course is required of students
identified by the English Placement Test as needing additional preparation in composition.
Students receive course credit, but this course does not fulfill the graduation requirement in
writing. The minimum passing grade for this course is 2.0.
ENL 111
Effective Writing
Emphasis is on exposition, including learning research techniques, and writing critical
reviews. Attention is given to increasing students’ effectiveness in choosing, organizing,
and developing topics; thinking critically; and revising for clarity and style. A writing lab is
provided for those needing additional help. The minimum passing grade is 2.0.
HON 111 Effective Writing for Liberating Letters
This course takes a problem-based, process-oriented approach to expository writing.
Attention is given to choosing, organizing, and developing topics; thinking critically; reading
closely; and revising carefully for clarity and style. The minimum passing grade is 2.0.
ENL 112
Advanced Effective Writing
Advanced Effective Writing follows the same purposes and procedures as ENL 111;
placement is determined by a writing sample submitted by students upon entry to the
College. The minimum passing grade is 2.0.
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ENL 217/218
English for Language Learners
Understanding spoken American English, speaking, reading college-level materials, and
writing are the skills emphasized in these two courses. Testing determines placement in
these courses; and testing, as well as course performance, determines whether the ELL
requirement is met. Students continue in ELL until the requirement is completed but can
receive credit for only two courses.
Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop
foundational competencies in reading and interpreting literary texts, and provide opportunities for
diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite
or co-requisite.
ENL 240
Introduction to Literary Study
This course develops students’ critical and analytical skills in reading and appreciating all
kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed
on learning fundamental terms and concepts that serve future literary inquiry and
enjoyment. Required for communication arts/literature teacher licensure major. (Prereq or
co-req.: ENL 111, or HON 111, or ENL 112)
ENL 241
Introduction to Cinema Arts
An investigation of the cinematic qualities, theoretical principles, and technical and
aesthetic evolution of the film medium. Includes the viewing and analysis of both feature
length and short films, illustrating the international development of film form and selected
aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112)
ENL 250
American Voices
American Literature is made up of many voices that are distinct from one another in any
number of ways. This course foregrounds those voices that are usually identified by dint of
ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian
American, or Jewish Literature will be emphasized. Check the departmental web page for
further information or contact the instructor. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 251
Introduction to African-American Literature
This course introduces students to the foundations, development, and production of
modern African-American literature from its origins in the 18th century to the present. It
explores various literary genres, representative authors, epochal texts, and literary and
ideological movements that have contributed to the shaping of the African American literary
tradition. (Prereq or co-req.: ENL 111, or Hon 111, or ENL 112)
ENL 255
American Indian Literature
American Indian literature offers a survey of contemporary American Indian writing,
including non-fiction, fiction, poetry, and drama. The course explores the richness and
diversity of American Indian literature and the ways in which literature reflects and
illuminates American Indian culture and traditions. The course emphasizes close readings
of literature and public speaking skills through in-class presentation and small group
discussion. Course cross-lists with American Indian Studies. (Prereq or co-req.: ENL 111,
or HON 111, or ENL 112)
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Spotlight Courses
Offered Alternating Terms (Content for each will vary by term—check online course descriptions)
ENL 260
Authors
A chance to investigate closely an author of significant influence in various cultural
contexts. Course subjects may include “Shakespeare on Page, Stage, and
Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in
the 20th Century,” and others. Check the departmental Web page for the title of a given
section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112)
ENL 270
Themes
This course traces a specific theme through changing historical, literary, and cultural
contexts. Course subjects may include “The Heroic Journey,” “Literature and
Landscape,” “Utopian Visions,” and others. Check the departmental webpage for the title of
a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112)
ENL 280
Genres
Students will consider literary and cultural developments that fix generic conventions and
ways authors subvert or challenge those conventions. Course subjects may
include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian
Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental
webpage for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL
112)
ENL 290
Explorations in Language and Theory
An introductory course in applied literary or language theory. Course subjects may
include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the
Gaze,” “Language and Society,” and others. Check the departmental webpage for the title
of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112)
The 300-level courses in the literature track in English concentrate on primary texts in historical
and cultural contexts. These courses ask students to practice interpreting literary texts by employing
techniques, terminology, and research methods of the discipline, resulting in effective and substantive
expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221
(see writing courses), or one 200-level literature, language, or theory course, or gain consent of the
instructor as a prerequisite.
British Literature
ENL 330
Shakespeare
Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their
literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level
literature, language, or theory course or THR 250, or consent of instructor.)
ENL 332
Renaissance and Reformation
A survey of 14th- to 17th-century British literature, with attention to its European contexts.
Begins with the Reformation of the 14th century and Canterbury Tales and ends with the
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Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero
as lover and courtier; utopian dreams and the literature of conquest; the writer as politician;
and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include
Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.)
ENL 333
British and American Literature of the 17th and 18th Centuries: Strange Shores
British and American writers of this period are surveyed, with attention to the historical,
intellectual, and social influences of the major literary movements on both sides of the
Atlantic. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or
consent of instructor.)
ENL 334
British Literature: Reason and Romanticism
This class investigates the literary texts now called Romanticism within the history and
culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake,
Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic
predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other
genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221, or one 200level literature, language, or theory course, or consent of instructor.)
ENL 336
British literature: The Age of Victoria
If America was the world’s cultural and political leader in the 20th century, Britain was the
leader of the 19th century. Students will study the literature and culture of Queen Victoria’s
England and her empire from the 1830s through 1914 in all four major genres of poetry,
fiction, drama, and essay. (Prereq.: ENL 220 or 221 or one 200-level literature, language,
or theory course, or consent of instructor.)
ENL 337
The British Novel: Love and Learn
This course traces two great structuring ideas—the love-plot and the education-plot—in the
rise and development of the British novel in the 18th and 19th centuries. The course spans
150 years of literary history, while studying and critiquing the ways literary theorists and
historians have explained and theorized British fiction. Authors surveyed include Defoe,
Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 or one
200-level literature, language, or theory course, or consent of instructor.)
ENL 338
Readings in British and Commonwealth Drama
A variable survey of drama in English by British and Commonwealth playwrights, organized
historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London
Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the
Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.:
ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.)
ENL 339
Modern British and Irish Writers
Writers of the first half of the 20th century are surveyed, with attention paid to their
contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler
Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are
among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
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American Literature
ENL 350
Readings in African-American Literature
This course offers a chance to look in depth at authors, themes, historical influences, and
theoretical issues surrounding both classical and emerging minority literature. The course’s
focus varies. A specific ethnic literature or a specific writer may be emphasized; at other
times topics that cross the boundaries of minority literatures will be examined. Check the
departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221 or one
200-level literature, language, or theory course, or consent of instructor.)
ENL 351
19th Century American Literature
Covers the intellectual and social environment that affected the writers of the period. Many
different genres—slave narratives, romances, tall tales, epic poetry—are considered.
Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and
Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level
literature, language, or theory course, or consent of instructor.)
ENL 352
American Literature from 1900 to 1945
Naturalism, the rise of modernism, the development of social protest literature, significant
movements such as the Harlem Renaissance, and other major developments of the period
are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston
are among the writers considered. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
ENL 353
American Literature from 1945 to the Present
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth,
Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary
fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL
220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.)
ENL 354
Contemporary American Poetry
A survey of the work of poets who have come into prominence since mid-20th century as
represented in the anthology Contemporary American Poetry. Attention will be given to
younger and/or less prominent poets represented in the Best American Poetry series.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent
of instructor.)
ENL/AIS 355
Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme such
as “Native Voices of Minnesota,” “Voices from the Southwest,” “Poetics and Politics of
Native Writing,” “Women and Power in Native Literature, ““Urban-Reservation: Homing,”
and “American Indian Film-Literature Adaptation.” Students focus on primary texts,
comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or
arises across the group of texts. Course cross-lists with American Indian studies. (Prereq.:
ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of
instructor.)
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ENL 358
Readings in American Drama
A variable survey of American drama from the early 20th century to the present, organized
historically and/or thematically. Sample topics include “American Families,” “Blacks and
Whites,” and “Sex and Self on the American Stage.” Readings range from O’Neill and
Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 or one 200-level literature
course or THR 250, or consent of instructor.)
World Literature in Translation
ENL 360
The Classical Tradition
A study of the major works of Greek and Roman literature, including Homer, Aeschylus,
Sophocles, Virgil, through Dante. Works are studied with reference to their mythological
foundations, their cultural background, their influence on later literature, and their enduring
relevance. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course,
or consent of instructor.)
ENL 361
The Medieval World
A survey of medieval literature from the collapse of the Roman Empire to the 14th century,
this course emphasizes themes of cultural collision and synthesis: pagans — both classical
and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic
traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane
love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
ENL 362
Renaissance to Modern Literature
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern
period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent
of instructor.)
ENL 365
Contemporary Post-Colonial Fiction
This examination of contemporary world fiction includes work by authors from Latin
America, Africa, Asia, and the Middle East, and fiction written by indigenous authors
worldwide. The course explores novels in relation to language, culture, and gender in an
age of globalization and fragmented nationalisms, considering fictions in their literary,
cultural, and social contexts. Cross-listed with Women’s Studies. Required for
communication arts/literature teacher licensure major. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.)
ENL 367
Women and Fiction
The course studies novels and short stories by women across cultures. Emphasis on the
conditions that have affected women’s writing (including race and class), the reflection of
women’s unique experience in their writing, and the ways in which women writers have
contributed to and modified the Western literary heritage. This course is cross-listed with
Women’s Studies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory
course, or consent of instructor.)
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ENL 368
Readings in World Drama
A variable survey of drama in translation from around the world, organized historically and/
or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American
Drama from the Renaissance to the Present,” “Social Issues in Contemporary World
Drama.” (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or
consent of instructor.)
Language, Media, and Theory
ENL 371
History of Cinema
A chronological survey of the development of cinema from the inception of the moving
image in the late 19th century through the emergence of film as one of the most important
popular art forms of the 20th century. Emphasis will be placed on important international
cinematic artistic movements, such as Italian neo-realism and the French New Wave, on
cultural contexts that influenced the reception of film art, and on technological
advancements that altered the medium and influenced both narrative and documentary
filmmakers. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory
course, or consent of instructor.)
ENL 380
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning the English
language, including theories of language acquisition. Required for the communication arts/
literature licensure major. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or
theory course, or consent of instructor.)
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a means of
establishing, maintaining, or revoking power. They will also pay attention to gender
differences in the use of language and analyze ways in which speakers and writers can
both create and revise reality via the language they use. (Prereq.: ENL 220 or 221 or one
200-level literature, language, or theory course, or consent of instructor.)
ENL 394
Composition Theory and Practice
Students will examine composition as a relatively new field of study, one in which research
in such areas as cognition, language acquisition, gender differences in language, and code
switching are relevant. Using both spoken and written language, students will apply various
theoretical positions to the language they and others use to communicate in a range of
linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL
220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.)
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and
theory, and ask students to write and speak professionally about literary texts. Any 300-level literature
course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course
must fulfill the keystone requirement.
ENL 410
Advanced Studies in Literature
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The
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Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All
Over: Film Noir, Communism, and Race,” and others. Check the departmental webpage for
the subject of a specific term, and get a complete course description in the English
Department. (Prereq.: Any 300-level literature course or consent of instructor)
ENL 430
Advanced Studies in Language, Theory, and Method
Through a focus on particular issues and problems in literary studies, this course engages
students in a variety of past and current critical theories. Possible course topics include “Is
There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning, and
Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and
others. Check the departmental webpage for the subject of a specific term, and get a
complete course description in the English Department. (Prereq.: Any 300-level literature
course or consent of instructor)
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the
course.
ENL 220
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing. Its workshop format
stresses style and organization, the process of revision, self and peer evaluation, and the
relationship between reading and writing. Required for the communication arts/literature
teacher licensure major. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 221
Expository Writing about the Arts and Popular Culture
A variant of English 220, this course also builds on the methods of Effective Writing, but in
this version students work on content related to subjects in the world of art and literature.
Particularly aimed at art, theatre arts, and film majors. (Prereq.: ENL 111, or HON 111, or
ENL 112)
ENL 223
Writing for Business and the Professions
This practical course is designed to improve writing skills for those entering business and
professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative writing and to
various genres, emphasizing poetry and short fiction, but including journal keeping and
creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 227
Journalism
An introductory newswriting course with an emphasis on writing for the print media.
Students consider how to recognize news, gather and verify facts, and write those facts into
a news story. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 228
Broadcast and Online Journalism
This is an introductory newswriting course with an emphasis on writing for broadcast and
online media. Students use an intensive practice model to learn the basics of
newsgathering, writing, and production for radio and the internet. (Prereq.: ENL 111, or
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HON 111, or ENL 112)
ENL 320
Fiction One
Students draft a collection of short stories and critique others’ work in the writing workshop
environment. Throughout the term, students will also read classic and contemporary short
fiction, analyzing and examining the work of established writers as they learn to identify
successful short fiction while creating their own work. (Prereq.: ENL 226)
ENL 321
Fiction Two
A writing workshop in which students will revise a body of short fiction, redrafting and
polishing at least four short stories of varying lengths for inclusion in a portfolio of work.
Students will also be expected to create at least one new work of short fiction during this
workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story
drafts written by the student and offered as work the student will refine in Fiction Two.)
ENL 322
Poetry One
Students draft a collection of poems and critique others’ work in the writing workshop
environment. Students will learn to identify successful poetry as they create their own
poems; they will read published poetry and listen to new and established poets reading
their own work. (Prereq.: ENL 226)
ENL 323
Poetry Two
In this writing workshop, students write and revise a collection of poems to be produced as
a chapbook. Some of the poems written during this semester will be experiments with
formal verse, such as villanelles and sestinas. (Prereq.: ENL 322 or review and
acceptance by instructor of a collection of poetry written by the student.)
ENL 324
Creative Nonfiction
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,”
which may include memoir; personal essays; flash nonfiction; researched feature stories;
mixed media, hypertext, and fragmented nonfiction; and lyric essays. (Prereq.: ENL 220 or
221 or 226)
ENL/THR 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of dramatic
structure, methods of script analysis, and techniques for the development of playscripts
from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of
theatre department chair. THR 250 or ENL 226 recommended.)
ENL 327
ENL 327, "Quantitative Journalism: From Computers to Community
This course introduces students to gathering, analyzing, and presenting quantitative data
by using computers and other sources. The course also incorporates off-campus resources
to provide students with real-world experience with how data are incorporated into print,
broadcast, and online journalism. This course is designed for persons wishing to explore
use of quantitative data and for those preparing to enter the communication professions.
(Prereq.: ENL 227 or 228)
ENL/FLM 328 Screenwriting
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An introductory course in writing for film, this course will take students from story outline to
the creation of a screenplay draft. In addition to writing their own scripts, students will
review feature films and analyze work written by each member of the class, giving detailed
critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL
220 or 221, or 226, or 228)
ENL 420
Advanced Studies in Writing
The writing keystone is a final, summative seminar emphasizing collaboration, professional
standards, and the creation of a publishable or performable completed product. The topic
changes; check the departmental webpage. (Prereq.: Any 300-level writing course)
ENL 427
Advanced Studies in Media Ethics and Theory
This course acquaints students with the concepts and functions of the news media in global
society, exploring the interaction of ethical and legal principles of American journalism and
considering the role of the news media in historical, economic, and technological contexts.
The course will analyze situations that have arisen in the past and situations that arise now
in a digitized information world. Students will study the special position given the media in
the United States and will consider First Amendment protections and the media’s
responsibilities to inform the public in a free and democratic society. (Prereq.: ENL 220, or
221, or 226, or 227, or 228; and any 300-level media writing course.)
ENL 490
English Keystone (.0 course)
Students seeking keystone credit must register for this no credit, P/N course, along with
ENL 410, 420, or 430.
Directed Studies, Internships, and Independent Studies
ENL 291/391
Experiences in Thai Education and Culture
In this course, offered alternate years, students will spend approximately three weeks in
May in Thailand. During this time, students will visit temples and sites in Bangkok,
Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government,
traditional customs, and culture. Students will also spend several days teaching English to
Thai students in a Thai secondary school.
ENL 299
Directed Study
ENL 396
On-Campus Internships
This course is required for all communication arts/literature licensure students. It is normally
taken with students enrolled in English 101 Developmental Writing. Interns prepare class
presentations, assess student writing, and learn methods useful in teaching composition.
ENL 399
Off-Campus Internships
ENL 499
Independent Study and Honors Projects
Honors studies must be directed by a professor chosen by the student and approved by the
department. Independent study projects not designated for honors must be approved by the
chair of the department.
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Environmental Studies
Environmental studies is the interdisciplinary investigation of human relations with the natural
world. The program pursues a multifaceted examination — across the natural sciences, social
sciences, humanities, and professional studies — of the interdependence shared by people and
nature. It provides an understanding of the material world as well as the ecological, social, and
cultural processes and problems that bind that world together. Through the study of politics, biology,
literature, chemistry, social work, economics, and history, environmental studies students focus on the
most pressing local, regional, national, and global issues of our day.
Augsburg College’s location in the city offers a particular opportunity for the close study of
complex urban environments. Although many equate environmental issues with rural areas, most
people live in cities. Urban residents shape nature in innumerable ways, including through energy,
food, and water consumption; transportation; and industrial production. In turn, cities often serve as
the settings in which environmental injustice flourishes. With that in mind, Augsburg’s environmental
studies program fosters the simultaneous study of ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in environmental
studies. Upon completion of the program, students will be able to comprehend ecological processes,
recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy
debates, decipher the context and variety of human experiences in nature, identify inequities in the
access to and use of natural resources, and articulate responses grounded in multiple disciplinary
insights to current urban environmental challenges. Drawing on their experiences in settings as
diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico,
graduates of the program pursue vocations in nonprofit organizations, government policy and
planning positions, law, education, ministry, and corporate settings.
Environmental Studies Faculty
John Zobitz (Mathematics, Director), Ralph Butkowski (Biology), Kristen Chamberlain
(Communication Studies), Christina Erickson (Social Work), Keith Gilsdorf (Economics), John
Harkness (English), Colin Irvine (English), Michael Lansing (History), Joan Kunz (Chemistry), Joseph
Underhill (Political Science).
Major
Fourteen Courses (standard track or HECUA track)
Standard Track Requirements (14 course credits):
Core courses:
ENV 100
Environmental Connections
Introductory Meteorology
SCI 106
SWK 210
Environmental Justice and Social Change
POL 241
Environmental and River Politics
or INS 342 River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/ Environmental Politics (CGE)
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WST 341
or SOC 381 The City and Metro Urban Planning
ENL 270
Rites of Thematic Passage (Literature and Landscape)
or REL 313/Environmental Theology and Ethics (CGE)
WST 313
HIS 316
U.S. Urban Environmental History
ECO 365
Environmental Economics and Sustainable Development
ENV 399
Internship
ENV 490
Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151
BIO 152
BIO 481
Introductory Biology
Ecology, Evolution, and Diversity
Ecology
Chemistry requirements:
CHM 105
Principles of Chemistry I
CHM 106
Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116
General Chemistry II (depends on MPG score)
HECUA Track Requirements (14 course credits):
ENV 100
Environmental Connections
SWK 210
Environmental Justice and Social Change
ENL 270
Rites of Thematic Passage (Literature and Landscape)
or REL 313/Environmental Theology and Ethics (CGE)
WST 313
HIS 316
U.S. Urban Environmental History
INS 345, INS 346, INS 399 (HECUA Environmental Sustainability Semester, four course credits:
Adaptive Ecosystem Management; Social Dimensions of Environmental Change, Field/
Research Methods and Investigation, Internship and Integration Seminar)
SBS 499
Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151
BIO 152
BIO 481
Introductory Biology
Ecology, Evolution, and Diversity
Ecology
Chemistry requirements:
CHM 105
Principles of Chemistry I
CHM 106
Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116
General Chemistry II (depends on MPG score)
Minor
(Seven courses)
ENV 100
Environmental Connections
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CHM 105
Principles of Chemistry I
or CHM 115 General Chemistry I
Introductory Biology
BIO 151
Ecology, Evolution, and Diversity
BIO 152
SWK 210
Environmental Justice and Social Change
HIS 316
U.S. Urban Environmental History
or ENL 270 Rites of Thematic Passage
or REL 313/Environmental Theology and Ethics (CGE)
WST 313
POL 241
Environmental and River Politics
or INS 342 River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/ Environmental Politics (CGE)
WST 341
or ECO 365 Environmental Economics and Sustainable Development
or SOC 381 The City and Metro-Urban Planning
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Environmental Studies Courses
ENV 100
Environmental Connections
An interdisciplinary introduction to current environmental issues. The course depends on
ecological visions of the world and examines the connections we share as people living
simultaneously in human community and in physical environments. In examining these
connections, we depend on the insights offered by political science, biology, economics,
literature, sociology, chemistry, and history as well as experiential education and servicelearning. The issues examined in this class—neither remote nor abstract—exist in our
everyday lives, and a central feature of the course is the application of knowledge gained in
the class to a campus project. (Social and Behavioral Sciences LAF, fall)
ENV 490 Environmental Studies Independent Project
An independently-designed project (approved by the program director and a committee of
three environmental studies faculty representing at least two academic divisions) that
displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higherlevel learning, and examine vocational issues through the study of an environmental
problem. Vocational questions will also be formally explored. (Prereq.: ENV 100, BIO 152,
CHM 106 or 116, SWK 210, HIS 316, and ENV 399)
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Film
See listing under Communication Studies.
Finance
See listing under Business Administration.
Foreign Languages
See listing under Languages and Cross-Cultural Studies.
French
See listing under Languages and Cross-Cultural Studies.
German
See listing under Languages and Cross-Cultural Studies.
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Health, Physical Education, and Exercise
Science—HPE
All students at Augsburg College will interact at some point during their college experience with
the Department of Health, Physical Education, and Exercise Science. Goals of the department are to
provide quality experiences, preparation for the professions, and an education that leads to lifelong
participation in physical activity. Both recreational participants as well as athletes will find ample
opportunity for developmental activities.
The physical education program prepares students for careers in physical education endeavors in
the schools and in allied professions. It also provides general education in physical activity for all
Augsburg students.
The health education program prepares students for careers in school health education, wellness,
and allied professions. This program offers a comprehensive view that examines prevention and
promotion needs for individuals, schools, and the community.
The exercise science program prepares students with practical application of the knowledge
needed to become a health fitness or community health professional. Interested students will also be
prepared to move on to graduate or professional school in allied health fitness professions.
All students seeking teaching licensure must receive a minimum grade of 2.0 in all required
courses with an HPE prefix.
Health, Physical Education and Exercise Science Faculty
Eileen Kaese Uzarek (Chair), Jane Becker, Chris Brown, Anthony Clapp, Steven Dalhed, Carol Enke,
Aaron Griess, Melissa Lee, Mike Navarre, Patrice Salmeri, Missy Strauch, Ted Vickerman
Degree and Major Requirements
Health Education
Health Education Major
HPE 104
HPE 110
HPE 114
HPE 115
HPE 215
HPE 316
HPE 320
HPE 357
HPE 358
HPE 390
HPE 410
HPE 450
BIO 103
PSY 250
Components of Fitness Training
Personal and Community Health
Health and Safety Education
Chemical Dependency Education
Health and Exercise Psychology
Human Sexuality
School Health Curriculum
Measurement in Health, Physical Education, and Fitness
Assessment in Health and Physical Education
Instructional Methods and Materials in Health Education
Administration and Supervision of the School Health Program
Current Health Issues
Human Anatomy and Physiology
Child Development
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or PSY 252 Adolescent and Young Adult Development
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Health Education Minor
HPE 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (The Minnesota Board of Teaching does not
license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be
subject to change after the publication of this catalog. It is the responsibility of the student to consult
with the Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must
consult with a faculty adviser concerning the Augsburg Core Curriculum requirements under the
Bachelor of Science option.
Physical Education
Physical Education Major
HPE 104
HPE 114
HPE 115
HPE 205
HPE 220
HPE 254
HPE 275
HPE 324
HPE 334
HPE 335
HPE 340
HPE 350
HPE 351
HPE 357
HPE 358
HPE 473
BIO 103
Components of Fitness Training
Health and Safety Education
Chemical Dependency Education
Introduction to Health, Physical Education, and Health Fitness
Motor Learning
Introduction to Developmental and Adapted Physical Education
Prevention and Care of Athletic Injuries
K-6 PE Games and Activities
7-12 Sport Skills and Activities
Outdoor Education
Organization and Administration of Physical Education Programs
Kinesiology
Physiology of Exercise
Measurement in Health, Physical Education, and Exercise Science
Assessment in Health and Physical Education
Physical Education Curriculum
Human Anatomy and Physiology
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Physical Education Minor
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HPE 104, 115, 205, 324, 334, 351. (The Minnesota Board of Teaching does not license minors in
teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses
are recommended for those interested in coaching in Minnesota public schools:
HPE 114
Safety Education
HPE 275
Prevention and Care of Athletic Injuries
HPE 280
Coaching Theory
The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching
effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be
subject to change after the publication of this catalog. It is the responsibility of the student to consult
with the Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must
consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the
Bachelor of Science option.
Exercise Science
Exercise Science Major
HPE 104
Components of Fitness Training
HPE 110
Personal and Community Health
HPE 114
Health and Safety Education
HPE 115
Chemical Dependency Education
HPE 205
Introduction to Health, Physical Education and Exercise Science
HPE 215
Health and Exercise Psychology
HPE 275
Prevention and Care of Athletic Injuries
HPE 300
Nutrition for Exercise Science
HPE 305
Stress Management
HPE 350
Kinesiology
HPE 351
Physiology of Exercise
HPE 357
Measurement in Health, Physical Education, and Exercise Science
HPE 397 or 399 Internship in Exercise Science
HPE 450
Current Health Issues
HPE 490
Health Fitness Seminar and Keystone
BIO 103
Human Anatomy and Physiology
Select and complete one (1) of the following two (2) courses:
HPE 315
Exercise Testing and Prescription
or HPE 330 Community Health Methods
Select and complete one (1) of the following two (2) courses:
HPE 430
Epidemiology (HLTH 400 Epidemiology at Univ. of St. Thomas)
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or HPE 304 Advanced Fitness Training
Health, Physical Education and Exercise Science Courses
HPE 001
Foundations of Fitness
(.0 course)
This course is required of all Augsburg students outside the HPE majors. It seeks to
improve the student’s knowledge and understanding of the components of physical fitness
and how they contribute to personal lifelong health and well being. This course is designed
to provide knowledge and skills needed to assess, monitor, and discipline oneself to
maintain a lifestyle of fitness and wellness. (Fall, spring)
HPE 002, 003 Lifetime Activity
(.0 course)
Lifetime activity courses are designed to improve proficiency in a selected physical activity.
Students will be able to understand and demonstrate basic skills, strategy, and rules of the
activity. (Fall, spring)
HPE 007 Lifetime Activity - Hybrid
(.0 course)
This Lifetime Activity course is designed to improve proficiency in one or more student
selected activities. Students will understand and demonstrate fundamentals and benefits of
selected activities. This course will be taught in a hybrid format, blended between in-person
lab experiences and online discussions and reporting. (Fall, winter, spring WEC)
HPE 104
Components of Fitness Training
This course implements a performance-based approach designed to enable the student to
become well educated in strength and cardiovascular training. The proficiencies will
address the specifics of knowledge and performance in fitness training. This course will
implement optimal research based theories for improving aerobic and muscular strength for
the purpose of designing an individualized strength and aerobic conditioning program. (Fall
and Spring)
HPE 110
Personal and Community Health
Concepts and practices of health and healthful living applied to the individual and the
community. (Prereq.: ENL 111 or 112 or HON 111. Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life. National Safety
Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Chemical Dependency Education
(.5 course)
An analysis of chemical use and abuse and what can be done for the abuser. Includes
information about school health education and services. (Fall, spring)
HPE 205
Introduction to Health, Physical Education, and Exercise Science
(.5 course)
An introduction to the professional field of health, physical education, and fitness. Includes
history, current trends and professional opportunities related to health, human performance,
and wellness. Students also will examine the components of a healthy lifestyle found on the
wellness continuum. (Spring)
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HPE 215
Health and Exercise Psychology
Study of the impact of psychological, behavioral, social, and biological interactions on
exercise and health. Specific physiological and psychological benefits associated with
exercise are addressed along with health promotion, intervention, and adherence.
Examples of topics covered include: anxiety, depression, stress, ADHD, self-efficacy and
determinants of exercise. (Spring)
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills and performance, and
how this relates to motor development. (Spring)
HPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmental/adapted physical education from early childhood
through grade 12. The role of school based health and physical education programs for
students with disabilities will be addressed. Fieldwork experience is a requirement in this
course. (Fall)
HPE 275
Prevention and Care of Athletic Injuries
(.5 course)
Emphasis placed on preventing and treating common athletic injuries. Practical experience
in taping and training room procedures. A lab accompanies this course. (Prereq.: HPE 114.
Spring)
HPE 280
Coaching Theory (.5 course)
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport
and how psychological factors affect participation in sport.
HPE 300
Nutrition for Exercise Science
This course provides an integrated overview of the physiological requirements, food
sources, and functions of carbohydrates, fats, protein, vitamins and minerals and their
impact on health and performance. Students will evaluate and design nutritional regimens
to support optimal athletic performance, ultimately examining nutritional supplements,
ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned
substances.
HPE 304
Advanced Fitness Training
This course is designed to examine and apply the latest in scientific research of advanced
personal training. Participants will be exposed to established training methods for
developing advanced workouts as well as a variety of breakthrough exercises that may
result in fitness improvements. Ultimately, students will create and optimize aspects of the
different training phases for their year-round program design. (prerequisites: BIO 103,
HPE 104, HPE 114).
HPE 305 Stress Management
(.5 course)
This course introduces students to concepts related to stress and stress management.
Along with the study of the role of stress in dysfunction of the human body, individual
assessments and reflection are used to assist students in developing a greater
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understanding of the role of stress in their life. Individual stress management plans will be
constructed.
HPE 315
Exercise Testing and Prescription
(.5 course)
This is a course in exercise testing and prescription relative to the cardiopulmonary system.
The course is designed to provide the student with an understanding of the physiological
and pathophysiological responses of the body to clinical exercise testing and to develop a
basis for the exercise prescription in health and disease. The content of this course is
focused toward the knowledge and skills required for taking the ACSM Health Fitness
Instructor (HFI) certification exam. (Prereq.: MPG III, HPE 357. Fall)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality (Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health based upon growth and
development for grades K-12. Examination of National Standards and pedagogy for health
education, curriculum, and assessment included. (Prereq.: HPE 110. Fall even years)
HPE 324
K-6 PE Games and Activities
(.5 course)
This course integrates theory and practice in teaching age and skill appropriate activities to
elementary students. Fieldwork experience is a requirement in this course. (Prereq.: HPE
104 and 205. Spring)
HPE 334
7-12 Sport Skills and Activities
(.5 course)
Theory and practice in skills, teaching and officiating selected games and activities.
Fieldwork experience is a requirement in this course. (Prereq.: HPE 104 and 205. Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor
educational activities and to study the natural environment in which these activities occur.
The course will include a three-day camping/hiking trip. Fieldwork experience is a
requirement in this course. (Prereq.: HPE 104, HPE 114, HPE 205. fall, even years; spring,
even years)
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision making for physical education and
athletic programs. (Prereq.: HPE 205 and pass CT assessment or GST 100. Fall)
HPE 350
Kinesiology
A study of the mechanics of movement with an emphasis on the use of the muscular
system. An analytic approach to the study of movement and how it relates within the
physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO
103. Co-req.: HPE 357. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise on the systems of the body and physiological principles
applied to exercise programs and motor training. A lab accompanies this course. (Prereq.:
ENL 111 or 112 or HON 111, BIO 103. Spring)
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HPE 357
Measurement of Health, Physical Education, and Exercise Science
(.5 course)
Concepts of statistics and the use of statistical procedures in health, fitness, and physical
education programs. Topics include descriptive statistics, probability, estimation, ANOVA,
correlation, and linear regression. (Prereq.: MPG 3, HPE 104, and either HPE 110 or HPE
205. Fall)
HPE 358
Assessment of Health and Physical Education
(.5 course)
Standards, assessment, and evaluation of tests in health and physical education. (Prereq.:
HPE 104, 357 and either HPE 110 or HPE 205. Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6. An indepth view of all aspects of teaching physical education to elementary-aged children.
Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 324. Fall)
HPE 368
Physical Education Methods (7-12)
Procedures, materials, and issues involved in teaching physical education in secondary
schools. An in-depth view of all aspects of teaching physical education to secondary-aged
students. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE
334. Spring)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K-12. Emphasis
on teaching/learning strategies and student assessment. Evaluation and development of
materials included. Fieldwork experience is a requirement in this course. (Prereq.: HPE
110. Spring)
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal basis, and school health services relationship to community
and school health programs and resources. (Prereq.: HPE 110. Fall, even years)
HPE 450
Current Health Issues (.5 course)
This course uses critical thinking skills to examine current health issues in text and media
from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110 and
pass CT assessment or GST 100. Fall, odd years)
HPE 473
Physical Education Curriculum (.5 course)
Techniques for developing a course of study in physical education based upon growth and
development for grades K-12. Examination of National Standards and pedagogy for
physical education, curriculum, and assessment included. (Prereq.: HPE 205. Fall)
HPE 490
Exercise Science Seminar and Keystone
This course will provide the student with the pinnacle component of the Exercise Science
degree plan. The keystone will provide an understanding of human responses to exercise
and its relevance to a diverse and challenging world, as well as help develop a basis for
research as this relates to the major. The student will choose a research topic in the field of
kinesiology or exercise physiology, design a research study, recruit subjects, conduct
testing, evaluate data, and present their research to the Health, Physical Education and
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Exercise Science Department at the end of the semester. The student will also choose
from a number of options to advance their career and improve their marketability in the
field. (Prereq.: HPE 350 and HPE 351)
Internships and Independent Study Courses
HPE 199
Internship
HPE 299
Directed Study
HPE 397/399
HPE 499
Internship
Independent Study/Research
Open only to junior or senior majors.
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History—HIS
History is to society what memory is to an individual; it brings to a civilization an understanding
of its identity. The distinguished medievalist J. R. Strayer expressed it this way: “No community can
survive and no institution can function without constant reference to past experience. We are ruled by
precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the
past. It is the memory of common experiences that makes scattered individuals into a community.”
The study of history enables us to deal more knowledgeably with continuity and change in society.
The construction of an informed sense of our past is a fundamental ingredient in appreciating and
understanding the present as well as anticipating the future. History majors are prepared to be active
and contributing members of their society. The study of history, which has long held a major role in
the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and
a wide range of employment opportunities that require abilities in communication, conceptualization,
and processing of information.
History Faculty
Phillip C. Adamo (Chair), Jacqueline deVries, Bill Green, Don Gustafson, Michael Lansing
Degree and Major Requirements
Major
Nine courses (including HIS 280 and 480). At least four of these courses must be upper division.
A major must have at least one course (either survey or upper level) from each of the four areas:
ancient and medieval, modern Europe, United States, and non-Western.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met
by completing the major. Speaking and Writing skills are also developed throughout the major, but are
given special emphasis in the following courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200,
MAT 145, MAT 146, MAT 163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that may differ slightly
in emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the
end of the first term of the junior year; two years of a foreign language at the college level (or its
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equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee.
Medieval Studies
The History Department also hosts the major in medieval studies. For more information, please
refer to “Medieval Studies” in this catalog.
Other Requirements
First-year students should enroll in one or more of the 100-level courses. 200-level courses are
normally reserved for sophomore or upper division students. Upper division courses are numbered
300 and above.
Prerequisites
Satisfactory completion of a lower division course (100- or 200-level) is normally required before
enrolling in an upper division course (300- and 400-level). See instructor for permission.
Transfer Students
Transfer students planning a major must normally take at least three of their courses at Augsburg
including HIS 280 and 480. A minor normally requires two courses taken at Augsburg.
History Courses
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of Greece and
Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the Middle Ages
through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and Africa of the
last 200 years.
HIS 120
America to 1815
A survey of the relations between Native, European, and African peoples from first contacts
to the War of 1812, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically
through the colonial and early national period. Themes include the legacies of massive
ecological and demographic change, the colonial competition for North America, Indianwhite conflict and collusion, enslavement of African peoples, the creation of the United
States, and internal as well as foreign conflicts in that nation’s early years. (Prereq.: Pass
CT assessment or GST 100)
HIS 121
19th-Century United States
A survey of United States history from 1815-1900, drawing on social, cultural, and
environmental history as well as political and economic history. The course will move
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topically as well as chronologically through the years in which the United States came to
prominence despite internal dissent and violence. Themes include the emergence of a
national identity, political system, and economy, slavery, expansion, and empire-building,
regional differences, the Civil War and its aftermath, and industrialization. (Prereq.: Pass
CT assessment or GST 100)
HIS 122
20th-Century United States
A survey of United States history from 1900 to the present, drawing on social, cultural, and
environmental history as well as political and economic history. The course will move
topically as well as chronologically through the modern era. Themes include
industrialization and urbanization, the significance of gender, race, and ethnicity in
American culture, the growth of a strong federal government, the emergence of the United
States as a world power, the creation of a consumer society, the rise of identity politics, and
the passing of American hegemony. (Prereq.: Pass CT assessment or GST 100)
HIS 150/350
Latin American History
This course examines the histories of Mexico, Central America, and the Caribbean from the
1790s to the 1990s. Centering our analysis in the Latin American experience, we will
examine cultural trends, social interactions, and economic development as well as the
relations that each of these regions shared with the United States. Special attention will be
paid to independence movements, neocolonialism, dependency and underdevelopment,
ecological transformations, the Latino/a diaspora, and the struggles of indigenous
communities. (Prereq.: Consent of instructor required for HIS 350)
HIS/WST 155/355
Cultural Conflict and Change in Latin America
Center for Global Education course. See International Studies, Sustainable, Development
and Social Change (Guatemala, El Salvador, Nicaragua)
HIS 162/462
20th-Century South Asia
This course explores the processes of colonialism, nationalism, de-colonization, and
independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper
division students will have additional assignments and different exams from lower division.
(Prereq.: Consent of instructor required for HIS 462)
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower division classes.
The specific topics to be offered will be announced prior to registration.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serves as a case study for the themes of frontier
urbanization, industrialization, and economic change; transportation, immigration, and
ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political, and economic history of Minnesota, from
the earliest inhabitants (Ojibwe and Dakota), through the period of British and French
exploration, and to the development of statehood.
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HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period through
European exploration and settlement to the present, emphasizing American Indian
contributions to world culture, tribal structure, and inter-governmental relations.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other departmental
offerings. The specific topics to be offered will be announced prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on legal, economic,
and political issues influenced by race and class, emphasizing emancipation and
integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois,
Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther
King Jr.
HIS 249/349
The Designed Environment
This course addresses the designed environment, investigating architecture, landscape
architecture, and urban design. Class sessions consist almost exclusively of extensive
walking tours and site visits to prominent examples of design excellence. (Prereq.: None for
HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS
349)
HIS 280
The History Workshop
This course introduces history majors and minors to the historian’s craft. Students will
examine the development of the discipline of history, the methods of analysis used by
professional historians today, and the varieties of applications for history in professional
careers and public life. Students will also gain and sharpen the research and writing skills
critical to their success in upper-level history courses. Guest speakers and off-campus site
visits will enhance course content. (Prereq.: ENL 111 or 112 or HON 111)
HIS 282
The History of Women Since 1848
This course examines in comparative perspective women’s changing political, economic,
social, and sexual status since the 19th century, with attention given to social, racial, ethnic,
and sexual differences among women.
HIS 300
Public History
Public history is the practice of historical methods with a non-academic audience in mind.
This survey explores the components of public history, many of its venues, and pressing
issues in the field through examination of a range of topics (including, but not limited to):
local history, historical memory, archives, exhibits, oral histories, documentaries,
publishing, museums, historic sites, and historic preservation.
HIS 311
Topics in Women’s History
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Exploration of selected topics in women’s history not regularly examined in other
departmental offerings. The specific topic to be offered will be announced prior to
registration.
HIS 316
U.S. Urban Environmental History
A chronological exploration of the interactions between Americans and the nonhuman
world, with particular attention to urban and suburban areas. Topics include the
commodification of nature, the death of the organic city, political movements organized
around nature, ways of knowing nature, environmental justice, and relationships between
culture and nature. Additionally, students will use both primary sources and fieldwork to
explore the specific environmental history of a Minneapolis neighborhood.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the erosion of
China’s isolation and collapse of the imperial system; and the Nationalist and Communist
revolutions of the 20th century.
HIS 327
Racism and Resistance in Southern Africa and the U.S.
Center for Global Education course. See International Studies section, Nation Building,
Globalization, and Decolonizing the Mind (Namibia)
HIS 331
Topics in United States History
In-depth exploration of selected topics in United States history not regularly examined in
other departmental offerings. The specific topics to be offered will be announced prior to
registration.
HIS 332
History of United States Foreign Relations
A survey of United States foreign relations from the American Revolution through the Cold
War, emphasizing changing definitions of war and peace, tensions between
internationalism and isolationism, and the emergence of the United States as an economic
and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through the age of
industrialization to the present, including the dynamics of urban growth and planning,
politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and 20th centuries,
emphasizing the nature of work, working class life and community, evaluation of organized
labor, and the relationship of workers and union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American history that,
combined with English and colonial antecedents, contributed to the emergence of our
modern legal system. (Prereq.: Pass CT assessment or GST 100)
HIS 343
The North American West
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This course reckons with the contest of colonial powers in North America, the American
conquest of the region, the role of the federal government in shaping the West, the rise of
the most urban part of the United States, and the important role that the West plays in
modern American culture. Themes include the persistence of Native peoples, ethnicity,
race, and gender in Western daily and political life, the creation of an international
borderlands, and the ecological transformation of Western landscapes.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous peoples, the
impact of South African occupation, the war for independence, and the roots of apartheid
and its institutionalization. (International Studies—Namibia)
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief examination of
Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the
Cold War, and the emergence of Gorbachev. The course will emphasize political,
diplomatic, economic, and cultural history.
HIS 350
Cultural Conflict and Change in Latin America
For course description, see HIS 150.
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modern Germany, focusing on
the question of Germany’s Sonderweg (special path) and examining such topics as
romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and Ireland
This course will take a distinctively interdisciplinary approach (sources will include literature,
film, music, and artwork) to explore a period of dramatic change in British politics, society,
culture, and international status.
HIS 357
Mexican History, Culture, and Cosmovision
An exploration of Latin American history from Pre-Columbian times through the conquest
and colonial periods up to modern Latin America. The course will use a gendered lens
to focus on Mexican history, culture and cosmovision. Additional readings and written
assignments will be required for upper-division students. Taught on-site in Mexico through
Center for Global Education. (Prereq.: 1 previous history course or consent of instructor
required for 300-level course)
HIS 360
Ancient Egypt and Classical Greece
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323
BC, and uses a variety of written and visual sources in an attempt to understand these
societies. In addition to the “traditional” political narrative, it also looks at social, economic,
and cultural aspects of life in antiquity.
HIS 361
Hellenistic Greece and Rome
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476
AD, and uses a variety of written and visual sources in an attempt to understand these
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societies. In addition to the “traditional” political narrative, it also looks at social, economic,
and cultural aspects of life in antiquity.
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD,
and uses a variety of written and visual sources in an attempt to understand medieval
society. In addition to the “traditional” political narrative, it also looks at social, economic,
and cultural aspects of medieval life. (Prereq.: MPG 3)
HIS 370
The Late Middle Ages to 1648
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a
variety of written and visual sources in an attempt to understand late medieval society. In
addition to the “traditional” political narrative, it also looks at social, economic, and cultural
aspects of life in this period.
HIS 374
Medieval Crusades
This course examines Western Europe’s crusading era (1095-1291 AD), a time when
warriors from the Christian West attempted to “take back” the Holy Land from its Muslim
occupiers. Through a close reading of primary sources, we will examine such issues as
pilgrimage, holy war, and the complex relationships between East and West, between
Muslims and Christians. We will pay particular attention to the question of historical
representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the Great to
Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an
attempt to understand the medieval church and its influence, not only in religious matters,
but also in the social and political spheres. Cross-listed with REL 378.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in regular course
offerings. The specific topics to be offered will be announced prior to registration.
HIS 462
20th-Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of
European empires in Asia and the Americas, and the breakdown of these imperial systems
at the end of the 18th century.
HIS 480
Seminar
This course is required for the major, and enrollment is normally restricted to students who
have nearly finished their coursework. Selected topics will be announced prior to
registration. Permission of the instructor is required. This course fulfills the keystone
requirement. (Prereq.: HIS 280 and ENL 111 or 112 or HON 111. Generally offered fall and
spring terms.)
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Internships and Independent Study Courses
HIS 199
Internship
HIS 299
Directed Study
HIS 399
Internship
HIS 499
Independent Study/Research
(Prereq.: 3.50 GPA in history)
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Honors Program—HON
The Augsburg Honors Program offers an adventurous education where students with a passion
for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to
an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives
students the resources and freedom to build their own ideal higher education. Students have the
opportunity to create their own courses, edit and write for the Honors Review of Undergraduate
Scholarship, participate in an intramural debate league, belong to an Honors House, and learn
through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students and includes a
challenging “signature experience” such as writing a play, putting great books on trial, or attending
music, theatre, and art perfomances. Honors courses bring in professors from several different
departments so students can learn from talented professors teaching their specialties.
For information, contact Robert C. Groven, Honors Program Director, at honors@augsburg.edu.
Honors Program Recognition
Students who finish the Honors Program requirements satisfy all general education requirements,
except those for physical education and modern language.
Honors students also receive special transcript notation, special graduation recognition, résumébuilding positions, and special access to academic advising and career options.
Honors Admission Requirements and Academic Scholarships
Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors
Program. Prospective students may demonstrate achievement in a variety of ways. Most students
who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250
or higher), and a high school G.P.A. of 3.50 or higher. However, students without these numeric
requirements may be eligible if they have exceptional records of extracurricular activity or other
exceptional experiences. All students are encouraged to apply. To apply, students should fill out the
online application at www.augsburg/honors.edu.
Students applying for the Honors Program also automatically apply for the College’s highest
academic scholarships: the President’s, Honors Regents’, International President’s, and Harwick/Agre
Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and
Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted college
credit. Contact Academic Advising or the Honors program director for further information.
Students may enter the Honors Program at three points: first semester of first year, second
semester of first year, or first semester of sophomore year. Students who enter during the second
semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for
HON 100, and may be excused from taking HON 120. Students who enter the first semester of the
sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON
100, may substitute two non-Honors humanities liberal arts foundation courses for HON 130, may
substitute ENL 111 for HON 111, and may be excused from taking HON 120.
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Scholars Program for Advanced Transfer Students
Students with more than 16 credits in transfer work may enter the Scholars Program but may not
enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an
Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars
Program transcript designation, students must join an Honors House and participate in required
meetings, maintain an overall GPA of 3.50 or higher, and take HON 340, HON 490, and two other fullcredit Honors courses.
Honors Co-Curricular Activities
Honors Houses: All Honors students must belong to an Honors House for the purpose of receiving
academic advising and program information. All Honors students are required to attend mandatory
meetings of the Honors Program or of their Houses. These meetings are necessary for advising,
information, and governance. When students enter the Honors Program they choose to join one of the
four Honors Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize
opportunities, and graduate school placement for all Honors students. Crockett House also organizes
events related to scholarship such as College scholarship events.
The Pike Stewards House coordinates public relations, job placement, and fundraising
opportunities for all Honors students. Pike House also organizes events for alumni and fundraising.
The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship
applications, and the Honors website opportunities for all Honors students. Griffin House also
organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting
trips.
The Hesser Servants House coordinates service-learning, social justice, experiential learning, and
political activity opportunities for all Honors students. Hesser House also organizes related events,
such as honors service days and Augsburg experiences.
Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary journal of
undergraduate scholarship. The Review accepts submissions from students at Augsburg and other
colleges and universities around the nation.
Student Leadership Opportunities: Students elected to leadership within their Honors House may
serve as House Presidents or serve in other program leadership positions. The House Presidents sit
on the Honors Student Presidents Council and make critical decisions about program courses and
resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created learning
experiences. These student created experiences may substitute for Honors curricular requirements,
or may simply enrich a student’s education. Such student-created experiences may count toward
requirements in majors and satisfy Honors requirements, or simply be an elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
• Student-created courses (created in collaboration with faculty)
• Full course (10-20 students)
• Reading Groups (2-9 students)
• Individual Reading and Examination (individual study)
• Student/Faculty Research (may be one or many students)
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Process: A student-created learning experience may be proposed by any Honors student or by any
Augsburg faculty or staff person. The interested student should speak with either an Honors Council
Member or the Honors Program Director. Next, a proposal should be drafted in accord with the
Honors student-created learning experience form. Finally, the proposal should be submitted by the
student to the Honors Program Director who will carry the proposal to the Honors Council for review.
Honors Established Curriculum
These requirements are normally taken in the order listed below, but can be taken out of order if
schedule conflicts require it.
First Year: Fall
•
•
•
•
First-year students select Honors House membership.
First-year students not permitted to join Augsburg Honors Review
HON 100 Christian Vocation and the Search for Meaning I
HON 120 Scholar Citizen (includes theatre lab, satisfies speech skill and critical thinking skill
requirements)
First Year: Spring
• HON 130 Liberating Letters (humanities LAF and speaking skill)
• HON 111 Effective Writing for Liberating Letters (satisfies effective writing requirement)
Second Year: Fall
• Students write and research as staff writers in HON 450: Augsburg Honors Review (0.0
credit, pass/no pass)
• HON 220: Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and
quantitative reasoning skill requirements)
* HON 200 Christian Vocation and the Search for Meaning II
Second Year: Spring
• Students write and research as staff writers in HON 450: Augsburg Honors Review (0.0
credit, pass/no pass)
• HON 240: Science, Technology, and Citizenship (satisfies natural sciences and
mathematics lab LAF)
Third Year: Fall
•
•
•
•
Students eligible to become editors and managers in HON 450: Augsburg Honors Review
HON 250: Social Scientist (satisfies social and behavioral sciences LAF)
HON 200: Christian Vocation and the Search for Meaning II
HON 340: Junior Colloquium (taught by the President or Dean of the College. P/N, zero
credit)
Third Year: Spring
Students eligible to become editors and managers in HON 450: Augsburg Honors Review
• HON 230: Arts and the City (satisfies fine arts LAF)
• HON 340: Junior Colloquium (continues from Fall semester, P/N, zero credit)
Fourth Year: Fall
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• Students may join HON 450 Augsburg Honors Review and HON 460: Honors Disputation
League in their fourth year
• HON 490: Honors Senior Seminar (offered Fall and Spring)
Fourth Year: Spring
• HON 490: Honors Senior Seminar (offered Fall and Spring)
Research Requirement: At some point before graduating, students must satisfy the Honors
Research Requirement as detailed in the Research Requirement document available in the Honors
Suite or online. In addition, students must register for at least two semesters of the following to
document the research experience on their transcript:
• HON 450 Augsburg Honors Review
• HON 470 Student/Faculty Research Collaboration
Summary Notes:
• The Honors recommended sequence satisfies all general education requirements except
foreign language and physical education.
• Students past first year may take courses out of the recommended sequence without prior
permission.
• Residency: All Honors students must complete seven full-credit courses in the Augsburg
Honors Program to meet the Honors residency requirement for graduation.
Honors Courses
HON 100 Christian Vocation and the Search for Meaning I
Honors section of REL 100. Some students (e.g. some science majors) may need to defer
the course and take HON 100 in another term.
HON 120 The Scholar Citizen
An introduction to the Honors Program. Course content focuses on great primary texts
focusing on the connections between learning and citizenship, or the public uses of
knowledge (e.g. Plato’s cave). (Includes theatre lab)
HON 130 The Liberating Letters: The Trial of Letters
Interdisciplinary humanities survey course that explores the Western tradition of letters
through significant texts and modern context. Students stage courtroom trials where great
authors, characters or ideas are challenged and tested. Based on the medieval liberal arts
trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both
courses share texts, assignments, and some class sessions. Students are strongly
encouraged to register for both courses in the same term. (satisfies humanities LAF and
speaking skill requirements)
HON 111 Effective Writing for Liberating Letters
Linked with HON 130, this effective writing course employs a rhetoric-based and argumentfocused approach to college level writing. Students are strongly encourged to register for
HON 130 and this course during the same semester. (Satisfies introduction effective writing
requirement).
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HON 200 Christian Vocation and the Search for Meaning II
Honors version of REL 200–see REL 200 for content and requirements.
HON 220 The Scholar Scientist
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course
addresses systems of quantitative thought, including logic, computing, formal systems.
(Satisfies graduation QR requirement)
HON 230 Arts and the City
Interdisciplinary fine arts course where students attend museums, galleries, concerts,
plays, and other significant arts events while researching and writing critical and historical
critiques of central theories and approaches to the fine arts. (Satisfies fine arts LAF)
HON 240 Science, Technology, and Citizenship
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are
used to critically examine a key national or global issue. (Satisfies lab natural sciences and
mathematics LAF)
HON 250 The Social Scientist
Problem-based/question-based course in social sciences involving at least two social
science disciplines and several faculty. (satisfies social and behavioral sciences LAF)
Travel Seminar
Honor students are encouraged to study abroad at some point during their four-year
degree. This may include a Center for Global Education 10-day seminar, international travel
seminar, or domestic immersion trip.
HON 340 Junior Colloquium: The Scholar as Leader
Taught by the Dean and/or President of the College, this seminar explores themes of
leadership and service in the public context. (P/N; 0.0 credit)
HON 380 Student-Created Learning Experience (SCLE)
Following the guidelines set forth above, SCLEs may take many forms as determined by
the student and faculty creating the learning experience (may be 0.0, .5 or 1.0 credit, and
may use traditional or P/N grading options).
HON 450 Augsburg Honors Review: Research Thesis Requirement
Students in the Fall semester of HON 450 practice and complete a structured process for
collecting,synthesizing, applying, and documenting research and academic writing. Students
should take this course in conjunction with another course within which they will produce
research-based paper. A final research paper is required to complete 450. Students also
solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only).
Students in the Spring semester of HON 450 edit and publish the Honors Review, a national
journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate
and select potential articles for the journal, shepherd those manuscripts through an external
review process by faculty referees, and publish the journal by the end of the term. This course
will assist students in developing evaluative, copy-editing, layout, and publication design skills
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(0.0 credit, P/N only).
HON 470 Student/Faculty Collaboration: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to gain course
credit for a student/faculty research collaboration. (0.0 credit, P/N only)
HON 490 Honors Senior Seminar
This course integrates and synthesizes themes from all four years of the Honors Program.
It also expands upon the themes of HON 120 by studying primary texts related to
philosophy, rhetoric, vocation, and meaning.
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Interdisciplinary Studies—INS
Interdisciplinary studies programs draw upon and combine coursework from multiple academic
disciplines to provide both broad perspective and in-depth focus on an area of study. Through
interdisciplinary programs and courses, students can gain greater insight and understanding of
cultures and perspectives different from their own. Augsburg offers a number of majors that are
interdisciplinary in nature. They include:
American Indian Studies
Environmental Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
These majors, their descriptions and requirements are listed alphabetically within the Departments
and Programs section of the catalog. Other interdisciplinary course offerings are listed under
International Studies.
Leadership Studies Minor
Coordinator: Norma Noonan
The world of the 21st century demands complex skills. It is not enough to have an area of
expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a
minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor
in leadership studies can enhance your major in a wide variety of disciplines including business,
sociology, political science, communication, computer science, economics, and psychology.
Required courses: (4)
BUS 242
SOC 349
COM 345
POL 421
Principles of Management
Organizational Theory (prereq. SOC 121 or permission of instructor)
Organizational Communication
Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of
instructor) This course is the only integrative course in the minor.
Required electives: (2)
Select two courses from the following list. (No more than one per department.)
BUS 340
Human Resource Management (prereq. BUS 200 or 242)
BUS 440
Strategic Management (prereq. BUS 242 or 200)
HIS 122
20th-Century United States (prereq. Pass CT assessment or GST 100)
INS 325
Building Working Relationships (WEC/Day)
PSY 373
Industrial Organizational Psychology (prereq. PSY 105)
COM 321
Business and Professional Speaking
COM 355
Small Group Communication
COM 410
The Self and the Organization (WEC)
Peace and Global Studies Minor
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See International Relations, page 153.
Interdisciplinary Courses
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and tenets,
Islamic law (Shari’ah), Islamic economic and policial systems, and Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience, focusing on
historical, sociological, economic, legal, and psychological aspects of that experience.
INS 298
Meaningful Work: Linking Education, Vocation & Career Exploration
This course will introduce students to the nature of work and its role and value to the
individual and to society and provide the strategies and skills necessary for a lifetime of
career-related decision making, meaningful work and active citizenship. The course is
geared to both students who are undecided and students who are seeking an in-depth look
at a chosen personal life and career path.
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down the Mississippi
River exploring elements of the politics and policies relating to the river. Students will
engage in service projects, field observations, and interviews with residents, legislators,
activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water
safety test)
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International Relations
International relations is an interdisciplinary major which provides students with the basis
for informed global citizenship, preparing them for graduate study or careers in foreign service,
nonprofit, or international business. The student may focus on a discipline or geographic area of
the world. The program consists of a core of seven courses and six electives chosen from a wide
list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign
study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one language is required, and some students study two languages. All majors
complete a significant senior research project and thesis on a topic of their own choosing, including
immigration, conflict resolution, economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with
considerable freedom to choose options for specialization. Students have focused their studies on
Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, and
Southeast Asia.
Recent students have had double majors in history, political science, international business, or a
foreign language. Numerous combinations of majors and minors are possible with the international
relations major.
Director
Joseph Underhill
Degree and Major Requirements
Required core courses:
ECO 112
Principles of Macroeconomics
or ECO 113 Principles of Microeconomics
HIS 103
The Modern World
or HIS 104 The Modern Non-Western World
POL 158
Political Patterns and Processes
or POL 160 World Politics
POL 490
Seminar in International Relations
One of the following:
INS 225
Introduction to Islam
POL 241
Environmental and River Politics
SOC 121
Introduction to Human Society
SWK 230
Global Peace and Social Development
or one course from the list of “required electives” listed below.
Two of the following:
HIS 332
POL 368
POL 459
POL 461
History of U.S. Foreign Relations
Model United Nations
Topics: Women in Comparative Politics
Topics in International Politics
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Also, the equivalent of four terms of college work in a modern language.
Required electives
Five of the following (not more than three from any one discipline may be counted toward the major):
BUS 362, 465
ECO 360, 365, 370
ENV 310
FIN 460
HIS 323, 346, 352, 354, 440, 474
MKT 466
PHI 355
POL 350, 351, 359, 459, 483
REL 356
COM 329
FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Languages and Cross-Cultural
Studies)
Seminars, independent study, topics courses, and courses at other colleges/universities can be
considered here with the approval of the program director, as well as a fourth term or higher of college
work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses
or competencies cannot be credited toward the 13 required courses. Students should confer with
the program director about regional and disciplinary concentrations possible within the major; for
example, a concentration in a geographic area or one of the major disciplines in the program.
The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the
offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by
completing:
S: one of the following IR electives: ECO 365, HIS 350, or PHI 355
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective
POL 483.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
International Relations Major with International Business Concentration
Required core courses of the international relations major, three of the following courses:
BUS 362
BUS 465
FIN 460
MKT 466
International Business
International Management
International Finance
International Marketing
One of the following:
ECO 360
International Economics
ECO 365
Environmental Economics and Sustainable Development
ECO 370
International Economic Development
One elective from the list of international relations major electives, excluding other business,
economics, and marketing courses.
Note: Several of the business courses have prerequisites. Please consult the catalog and your
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academic adviser before registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the
student must complete an honors thesis no later than March 1 of the senior year and must defend the
thesis before a faculty committee. Students should declare their intention to complete an honors major
by the end of their junior year.
International Relations Minor
ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or
461. One year of modern language. Three courses from the list of required electives for the major. Not
more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The peace and global studies minor focuses on the centrality of justice, tolerance, and intercultural
understanding in moving toward a less violent world; it takes advantage of the campus resources
of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global
Education. The minor is structured as a learning community that involves students, faculty, staff,
and community members; it focuses on experiential learning that emphasizes the interconnections
between peace, justice, and environmental sustainability. Students will draw on study abroad in taking
local actions to address global issues.
The minor consists of two required courses (POL 160 and SWK 230), two upper division electives
(chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341, REL 313, POL/
WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or
study abroad courses, with approval of program director), a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program
director for full program description.
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International Studies
International study at Augsburg aims to provide students the skills needed to be successful in
today’s highly interconnected world. The College’s strong commitment to a global perspective and
its mission to “... nurture future leaders in service to the world,” provide the foundation to include
international study in every student’s degree program.
In addition to the following courses, students have more than 300 programs in nearly 90 countries
from which to choose the best opportunity for their discipline and personal needs. Contact Augsburg
Abroad for advising on study abroad programs, finances, and academics. Augsburg Abroad is the
front door for students and faculty interested in study abroad. More information about study abroad is
located in the Augsburg Abroad section of this catalog.
Center for Global Education Courses
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientially-based intensive semester of study and travel designed to
introduce students to the important issues facing Mexico, U.S.-Mexico relations, and the context in
which many Mexicans are immigrating to the United States. Students will improve Spanish language
skills, as well as develop intercultural communication skills. Students will learn about key social,
economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race,
ethnicity, class, and gender, sexuality, and religion. Students will learn first-hand from diverse women
and men involved in struggles for social change, as well as business leaders, religious leaders, and
feminist activists and scholars, government representatives, politicians, and political activists.
Spanish courses range from beginning to advanced, including courses for bilingual students.
The program includes rural travel within Mexico and 4-5 day seminar in Mexico City. Students stay
in the Augsburg study center for part of the semester and with Mexican host families for four to six
weeks, although semester-long homestays are available for Spanish majors and others upon request.
Although students may select courses from several different disciplines, they may meet several
AugCore requirements while in Mexico and/or take courses in the following four concentrations: 1)
Business, 2) Religion, 3) Spanish, and 4) Women’s Studies.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican
instructors. (No prerequisite for SPA 111. Placement level determined by placement test or
completion of prerequisite for SPA 112.)
SPA 206
Spanish for Healthcare Professionals
This course aims satisfy the needs of students in nursing, pre-med students, and others in
healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus
will be on developing specialized vocabulary and learning grammar within the context of daily
situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission.
Taught in Mexico.)
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SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual
growth and promote cultural understanding students review all of the basic structures of Spanish and
build conversational skills through class discussions. Taught by Mexican instructors. (Placement level
determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
SPA 220
Business Spanish
Aims to enable intermediate and advanced Spanish language students develop proficiency in
the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in
Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or
instructor’s consent.)
SPA 225 and 325
Topics: Spanish for Heritage Speakers
This course is for you if you grew up hearing Spanish and can communicate your ideas but
are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or
speaking it. The goal is to help you gain fluency and confidence in your native language. (No
prerequisites. 225 or 325 level available according to proficiency)
SPA 231/ART 231
Mexican Art
This course aims to develop an understanding and appreciation of Mexican art from in the
Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist
movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will
participate in numerous excursions to many museum as well as archaeological and historical sites.
(Prereq.: SPA 212. Taught in Mexico)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice
in correct expression. This course is a prerequisite for all upper division courses except for SPA 316.
Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction, discussions,
debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only
offered in Mexico and Central America and is taught by local instructors. (Prereq.: SPA 212 or
equivalent or score at minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the pre-Columbian
civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent).
SPA 334
Contemporary Mexican Literature
This course examines short stories by the most important contemporary Mexican authors,
focusing particularly on the second half of the 20th and the first few years of the 21st century. You will
learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and
literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.)
SPA/WST 335 Contemporary Latin American Women–Texts and Voices
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This course examines the social construction of gender in Latin American countries and
addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts
of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help
students develop an appreciation for the complexity of diversity of Latin American women’s
experiences. (Prereq.: SPA 311. Taught in Mexico.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin American writers.
Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women,
and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression through
conversations, discussions, reports, debates, written compositions, and grammatical exercises.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial
statements, income concepts, valuation concepts, FASB statements, and other relevant issues as
applied to assets. (Prereq.: ACC 222)
BUS 461
Global Business Management: Mexico and Other Emerging Markets
This course examines global economic conditions today and explores vital issues, such
as exchange rates, trade balances, international joint ventures, resources, tariffs, trade barriers,
government regulations shipping options, etc. Emphasis is on understanding issues from the
perspectives of both developed and developing countries, using Mexico as a case study. (Prereq.:
ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor).
HPE 002
Lifetime Activity: Latin Dance
(.0 course)
This Lifetime Activity course is designed to help you develop proficiency in diverse forms of
Latin Dance. There is no academic credit for this course, but it fulfils the physical fitness graduation
requirement. The course meets for a total of 21 hours over the course of the semester. There is
additional cost of US $50/student to cover expenses. This course fulfills a Lifetime Activity graduation
requirement.
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where the major
program does not include a keystone element. It draws together all facets of a student’s education by
providing opportunities to reflect upon and write about the integration of one’s classes, life, and future.
Readings and critical discussions with others in the same and in different majors will add dimension to
each student’s reflective writing. (Prereq.: ENL 111, or HON 111, or ENL 112).
POL/WST 359 Women, Gender, and Social Change in Latin America
An exploration of gender politics in Latin America. Particular attention is given to women’s
organizing efforts around issues of domestic and political violence, ecology, human rights,
democracy, political participation, and revolutionary social change. This course fulfills a Social and
Behavioral Sciences LAF requirement.
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REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and positions and on
recognizing and evaluating religious claims in the areas of biblical interpretation and the historical,
cultural, and global contexts of Christianity and other world religions. The version taught in Mexico will
include particular emphasis on religion in Mexico. (Prereq.: REL 100).
REL/WST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/
political transformation. Examines key theological concepts, critiques, and practical implications.
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and
participate in an ongoing seminar which explores cultural issues, organizational analysis, and
personal and professional development. Students seeking Spanish credit must receive approval from
the department chair prior to enrollment. (Prereq.: SPA 212 or equivalent, internship application, and
Spanish reference forms)
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study
Students conduct independent, field-based research and participate in an ongoing seminar
which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit
must receive approval from the department chair prior to enrollment.
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and globalization. It
is ideal for students who are interested in working with Spanish-speaking populations in the United
States, as it includes intensive Spanish language classes, an internship or independent research
opportunity, and courses that help students understand the connections between globalization and
migration while learning from diverse communities that are organizing for positive social change
around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the
environment.
Credit is available in Spanish, history, women’s studies, political science, and religion. Students
spend most of the semester living in Augsburg housing and approximately six weeks living with
Mexican host families.
Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent
study, and the choice of 1-2 Spanish courses from 17 different options (including ART/SPA 231 which
meets the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit.
Prerequisite: one college-level Spanish course or its equivalent.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican
instructors. (No prerequisite for SPA 111. Placement level determined by placement test or
completion of prerequisite for SPA 112.)
SPA 206
Spanish for Healthcare Professionals
This course aims satisfy the needs of students in nursing, pre-med students, and others in
healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus
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will be on developing specialized vocabulary and learning grammar within the context of daily
situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission.
Taught in Mexico.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual
growth and promote cultural understanding students review all of the basic structures of Spanish and
build conversational skills through class discussions. Taught by Mexican instructors. (Placement level
determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
SPA 220
Business Spanish
Aims to enable intermediate and advanced Spanish language students develop proficiency in
the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in
Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or
instructor’s consent.)
SPA 225 and 325
Topics: Spanish for Heritage Speakers
This course is for you if you grew up hearing Spanish and can communicate your ideas but
are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or
speaking it. The goal is to help you gain fluency and confidence in your native language. (No
prerequisites. 225 or 325 level available according to proficiency)
SPA 231/ART 231
Mexican Art
This course aims to develop an understanding and appreciation of Mexican art from in the
Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist
movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will
participate in numerous excursions to many museum as well as archaeological and historical sites.
(Prereq.: SPA 212. Taught in Mexico).
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice
in correct expression. This course is a prerequisite for all upper division courses except for SPA 316.
Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction, discussions,
debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only
offered in Mexico and Central America and is taught by local instructors. (Prereq.: SPA 212 or
equivalent or score at minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the pre-Columbian
civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent).
SPA 334
Contemporary Mexican Literature
This course examines short stories by the most important contemporary Mexican authors,
focusing particularly on the second half of the 20th and the first few years of the 21st century. You will
learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and
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literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.)
SPA 335
Contemporary Latin American Women–Texts and Voices
This course examines the social construction of gender in Latin American countries and
addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts
of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help
students develop an appreciation for the complexity of diversity of Latin American women’s
experiences. (Prereq.: SPA 311. Taught in Mexico.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin American writers.
Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women,
and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression through
conversations, discussions, reports, debates, written compositions, and grammatical exercises.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.)
HIS/WST 357 Mexican History, Culture, and Cosmovision
An exploration of Latin American history from Pre-Columbian times through the conquest
and colonial periods up to modern Latin America. The course will use a gendered lens to focus
on Mexican history, culture and cosmovision. Additional readings and written assignments will be
required for upper-division students. Taught on-site in Mexico through Center for Global Education.
(Prereq.: 1 previous history course or consent of instructor required for 300-level course).
HPE 003
Lifetime Activity: Latin Dance
(.0 course)
This Lifetime Activity course is designed to help you develop proficiency in diverse forms of
Latin dance. There is no academic credit for this course, but it fulfills the physical fitness graduation
requirement. The course meets for a total of 21 hours over the course of the semester. There is
additional cost of US $50/student to cover expenses. This course fulfills a Lifetime Activity graduation
requirement.
POL 341/WST 341 Globalization, Social Struggles, and the Environment
Explores issues of globalization and social change in Mexico and analyzes political, social and
economic policies that promote and/or hinder sustainable development from a gender perspective.
Particular emphasis will be placed on environmental issues and the causes of migration/emigration
and social unrest in Mexico.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and positions and on
recognizing and evaluating religious claims in the areas of biblical interpretation and the historical,
cultural, and global contexts of Christianity and other world religions. The version taught in Mexico will
include particular emphasis on religion in Mexico. (Prereq.: REL 100).
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship
Students gain 80-100 hours of hands-on work experience in a Mexican organization and
participate in an ongoing seminar which explores cultural issues, organizational analysis, and
270
personal and professional development. Students seeking Spanish credit must receive approval from
the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application,
and Spanish reference forms)
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study
Students conduct independent, field-based research and participate in an ongoing seminar
which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit
must receive approval from the department chair prior to enrollment.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor in Social Work
degree program. Its goal is to develop cross-culturally competent, ethical social work professionals
with a global perspective by providing a semester of transformative, experiential learning focused on
social and economic justice.
All students are excpect to take SWK 294 as a core course. Other course offerings include:
SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish courses from
17 different options (including ART/SPA 231 which meets the LAF in Fine Arts). A Lifetime Activity
course (Latin Dance) is also available for no credit.
Prerequisites: approval of the Social Work Department, and one college-level Spanish course or
the equivalent (students may choose to study Spanish in Mexico during the month of January prior to
the start of the semester).
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican
instructors. (No prerequisite for SPA 111. Placement level determined by placement test or
completion of prerequisite for SPA 112.)
SPA 206
Spanish for Healthcare Professionals
This course aims satisfy the needs of students in nursing, pre-med students, and others in
healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus
will be on developing specialized vocabulary and learning grammar within the context of daily
situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission.
Taught in Mexico.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual
growth and promote cultural understanding students review all of the basic structures of Spanish and
build conversational skills through class discussions. Taught by Mexican instructors. (Placement level
determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
SPA 220
Business Spanish
Aims to enable intermediate and advanced Spanish language students develop proficiency in
the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in
Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or
instructor’s consent.)
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SPA 225 and 325
Topics: Spanish for Heritage Speakers
This course is for you if you grew up hearing Spanish and can communicate your ideas but
are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or
speaking it. The goal is to help you gain fluency and confidence in your native language. (No
prerequisites. 225 or 325 level available according to proficiency)
SPA 231/ART 231
Mexican Art
This course aims to develop an understanding and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist
movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will
participate in numerous excursions to many museum as well as archaeological and historical sites.
(Prereq.: SPA 212. Taught in Mexico).
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice
in correct expression. This course is a prerequisite for all upper division courses except for SPA 316.
Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction, discussions,
debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only
offered in Mexico and Central America and is taught by local instructors. (Prereq.: SPA 212 or
equivalent or score at minimum of 311 level on placement exam.)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the pre-Columbian
civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent).
SPA 334
Contemporary Mexican Literature
This course examines short stories by the most important contemporary Mexican authors,
focusing particularly on the second half of the 20th and the first few years of the 21st century. You will
learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and
literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.)
SPA 335
Contemporary Latin American Women–Texts and Voices
This course examines the social construction of gender in Latin American countries and
addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts
of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help
students develop an appreciation for the complexity of diversity of Latin American women’s
experiences. (Prereq.: SPA 311. Taught in Mexico.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin American writers.
Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women,
and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
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Emphasizes increasing facility and correctness of written and oral expression through
conversations, discussions, reports, debates, written compositions, and grammatical exercises.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.)
SWK 294
International Social Welfare: The Mexican Context
Develops students’ understanding of current social, economic, political, and cultural realities in
Mexico through an exploration of Mexican culture and history. Emphasis on intercultural
communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of
contemporary social welfare and social work practice with migrants and immigrants in the Minnesota
and the United States at large.
SWK 316
Social Work Practice II: With Families and Groups
Develops student understanding and working knowledge of human behavior in families and in
groups. The Mexican context of family and group work will be examined and uniquely Mexican
models will be explored and discussed in relation to current family and group theory. Groups can be
used to accomplish individual, family, organizational, and/or community goals. Students will practice
skills needed to be an effective group member and facilitator in class. A six-week home stay with a
Mexican family will provide an opportunity to learn about Mexican family structure through personal
experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent participants in
efforts to achieve change in social policies and programs. This course in comparative social policy
uses Mexico and the United States as a context for studying policy formation, implementation,
analysis, and the influence of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same field setting for both
courses. Roles and responsibilities of generalist social workers and citizens in formulating,
implementing, and evaluating policy responsive to social needs are addressed. United States and
Mexican immigration and migration policies will be used a primary vehicle for this critical analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience including work with
individuals, families, groups, and communities in a social service agency. A total of 120 hours,
continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the
practicum hours required for the BSW degree for those students with Spanish-language oral
competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.:
intermediate Spanish, candidacy status; concurrent with SWK 316).
Social Change in Central America: Exploring Peace, Justice and Community Engagement
This multi-country program, defined by an experiential methodology and unique approach to
community engagement, offers students a provocative and inspiring experience that develops
Spanish language skills while immersing participants in the lives of host families, urban and rural
communities, and grassroots organizations dedicated to work on issues related to conflict,U.S. foreign
policy, gender, and economic and social justice.
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final
six weeks in Nicaragua. All students will take the following four courses: 1) one Spanish course, 2)
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REL 366, 3) HIS/WST 355, and 4) POL 310.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican
instructors. (No prerequisite for SPA 111. Placement level determined by placement test or
completion of prerequisite for SPA 112.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual
growth and promote cultural understanding students review all of the basic structures of Spanish and
build conversational skills through class discussions. Taught by Mexican instructors. (Placement level
determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice
in correct expression. This course is a prerequisite for all upper division courses except for SPA 316.
Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction, discussions,
debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only
offered in Mexico and Central America and is taught by local instructors. (Prereq.: SPA 212 or
equivalent or score at minimum of 311 level on placement exam.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin American writers.
Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women,
and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression through
conversations, discussions, reports, debates, written compositions, and grammatical exercises.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.)
HIS/WST 355
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history with special
emphasis on the role of women in history. Focuses on the development of gender, class-based, and
racial/ethnic oppression and the history of resistance and social change in Latin America from the
Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods,
and concludes with the post-war period in Central America.
POL 310
Topics in Comparative Politics: Citizen Participation in Policy Formulation within a
Globalized Economy — A Nicaraguan Case Study
This course exposes students to key debates shaping the contemporary political economy of
development in Nicaragua and the rest of Central America. The course aims to help students
understand the interplay between global processes and political and economic factors that define
development policy formulation and implementation at the national level today.
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REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to social/
political transformation. Examines key theological concepts, critiques, and practical implications.
Nation Building, Globalization, and Decolonizing the Mind: Southern African Perspectives
(Namibia)—Fall or Spring
This program examines the crucial issues of nation building, globalization, and decolonizing
the mind from the perspectives of the new democracies of southern Africa. Namibia won its
independence in 1990 after decades of apartheid South African colonization. South Africa had its
first democratic election in 1994. As these nations struggle to build nationhood and deal with the
legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process
of globalization in today’s world; the challenges posed by under and unequal development; and the
long-term project of decolonizing the mind.
INS 312
The Development Process — Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger,
injustice, and human rights, with special emphasis given to the experience of women. The course
examines basic theories of development.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the political
transformations of southern Africa. Students meet with people representing a variety of religious
perspectives and roles within churches and religious organizations.
POL 353
Political and Social Change in Namibia: A Comparative Perspective
This course is an integrative seminar for the semester and examines the legacy of apartheid in
Namibia with particular focus on the social and political movements that have evolved in the struggle
for independence.
Racism and Resistance in Southern Africa and the United States: Struggles Against
HIS 327
Colonialism, Apartheid, and Segregation
This course explores historical parallels of the development in southern Africa and in the
United States, strategies of resistance, the successes and limitations of political victories over
apartheid and racism, and the lingering economic, social, political, and psychological effects of
racism.
HIS/INS/POL 399 Internship
A limited number of internships will be available to provide students with the opportunity to
gain hands-on work experience in a development agency.
HIS/INS/POL 499 Independent Study
Students may design a proposal to conduct an independent study of a topic related to their
major or minor.
HECUA Courses
Scandinavian Urban Studies Term: Norway (SUST)—Fall and Spring
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In less than 50 years, Norway has become one of the richest nations in the world and increasingly
multicultural. Twenty-five percent of Oslo residents, for example, are not ethnic Norwegian. The
program investigates dramatic changes in Northern Europe by analyzing the development of the
Norwegian welfare state through a wide range of topics such as globalization theories, nation-building
and national identity, governance and political party systems, European integration, racial thinking,
histories of racialization, international aid politics, sexuality, and environmentalism. Students study
Norwegian language or do an independent research project, and also intern with a leading NGO.
INS 372
Norwegian Language
INS 377
Challenges of Globalization to the Scandinavian Welfare State
INS 393
Scandinavian Art, Film, and Literature
INS 394
Urbanization and Immigration
INS 499
Independent Study (Students may choose either INS 372 or 499)
Community Internships in Latin America: Ecuador (CILA)—Fall and spring
The Community Internships in Latin America program offers a semester of study experience with
a focus on community participation and social change. A hands-on internship designed to meet the
learning goals of the student is combined with a seminar, independent project, and a home stay for
an intensive immersion into Latin American daily life and culture. Models of community participation,
organization, development, and social change are compared and contrasted. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which communities
are addressing these challenges. All lectures, internships, and field projects are in Spanish, with
discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in
English or Spanish.
INS 366
Community Participation and Social Change
INS 399
Internship (2 course credits)
INS 499
Independent Study
Democracy and Social Change: Northern Ireland—Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political,
and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being
made. Through a seven-week internship, students get hands-on experience with organizations
working for social change. Field seminars focus on human rights, conflict transformation, and
education for democracy. The program is located at the UNESCO Centre at the University of Ulster in
Coleraine.
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship (2 course credits)
Divided States of Europe: Globalization and Inequalities in the New Europe—Spring
276
Ten former communist nation-states have recently joined the European Union. From three
different locations – Norway, Romania, and Hungary – students examine the complex dynamics
of European integration via issues such as labor migration, minority politics, right-wing populism,
prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s
most pressing social justice issues and constitute its primary geographic and cultural bridge between
East and West.
INS 371
Disjuncture and Difference in Europe
INS 376
Challenges and Opportunities of European Integration
INS 399
Internship
INS 499
Independent Study
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg College contributes in
many ways to realizing the College’s mission of providing liberal arts education for service in today’s
world. The department is committed to the view that education should go beyond career preparation
and that familiarity with the language and culture of another people is an essential step in the
development of a truly global perspective.
The department offers language, literature, and culture courses leading to majors in French,
German, Norwegian, and Spanish, as well as an interdisciplinary major in Cross-Cultural studies.
Introductory courses in Ojibwe, Farsi, and American Sign Language are offered at Augsburg, and
courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the
College’s affiliation with ACTC, a consortium of Twin Cities colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in
preparing for careers in second-language education and translation, but also represents a valuable
special qualification in many other professions. Students anticipating careers in international business,
law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a
second major or minor in languages. In addition, a minor in languages is a valuable research tool for
those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Faculty
Frankie Shackelford (Chair), Anita Fisher, Michael Kidd, Diane Mikkelson, Peter Morales, Pary
Pezechkian-Weinberg, Kate Reinhardt, Joseph Towle, Dann Trainer, John van Cleve
Degree and Major Requirements
Major
The language major consists of ten courses above 211 (Norwegian only: 211 and above),
including two courses in culture, two courses in language, two courses in literature, KEY 480, and
three electives (from any of the three areas above). At least seven of these courses must be taught in
the target language of the major and at least four of them must be taken on the Augsburg campus.
The Cross-Cultural Studies major consists of three core courses, a language requirement, a
study-abroad requirement and three electives:
Core: LCS 100, LCS 399, and KEY 480.
Language requirement: Minor in French, German, Norwegian or Spanish or completion of the 212
level in two different languages (in Norwegian only: 211).
Study-abroad requirement: one semester on an approved study-abroad program or two travel
seminars (consult Augsburg Abroad for offerings).
Required electives: Three upperdivision courses in related areas. Courses must be chosen in
consultation with the student’s academic advisor and must include comparative study of a non-English
speaking culture. Seminars, independent study, topics courses, and courses at other colleges
and universities can be considered here. No more than two courses may be counted from a single
department.
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met
by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing
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411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S).
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST
200, MAT 145 or 146, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor
The minor consists of four courses above 211 (Norwegian only: 211 and above), including one in
language and one in literature or culture approved by the department. All of these courses must be
taught in the target language, and at least two of them must be taken on the Augsburg campus. There
is no minor in Cross-Cultural studies.
Other Requirements
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior year. Requirements:
3.50 GPA in the major, 3.50 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper
division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses.
Courses accepted for transfer must have been taken within the past seven years.
Study Abroad
A semester of study abroad is required for language majors and some study abroad is strongly
recommended for minors. See adviser for guidelines on portfolio documentation of coursework
taken abroad. Majors in Cross-Cultural studies must complete a semester abroad or two shortterm international study experiences approved by the department. An advanced-level internship in
the major language (399) or an interdisciplinary internship (INS 199), linking language skills with
community service and career exploration, is strongly encouraged.
Teaching Licensure
Augsburg College no longer offers a licensure program in modern languages.
Languages and Cross-Cultural Studies Courses
LCS 100
Introduction to Cultural Studies
This course is an introduction to the critical study of cultures and cross-cultural difference.
It examines the connections between social relations and the production of meaning. It
sets the stage for global citizenship by revealing how our “position” in the world affects the
way we view, interpret, and interact with other cultures.
LCS 295/495 Topics in Cross-Cultural Studies
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LSC 399
Internship in Cross-Cultural Studies
KEY 480 Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by challenging
them to apply the diverse perspectives acquired while studying abroad and to analyze
issues that transcend national boundaries. In English with readings in a language other
than English. Open to international students and to upper-division students who have
advanced knowledge of a language other than English or have studied abroad for a full
semester (including in English-speaking countries with consent of instructor).
American Sign Language (ASL)
ASL 101, 102
Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students observe the
demonstration of signs, practice their own signing, and learn the facial expressions and
body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall:
101; spring: 102, Prereq.: 101)
Farsi (FAR)
FAR 111/112
Beginning Farsi I, II
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative
skills in understanding, speaking, translating into English, and reading phonetic
transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such
as Afghanistan and Tadjikstan. (Alternating years)
French (FRE)
FRE 111, 112
Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading, and writing.
Through conversations, classroom practice, and readings, these courses work toward the
discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring
112, Prereq.: 111. WEC—additional sessions required)
FRE 211, 212
Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading and writing
French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212,
Prereq.: 211)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy,
and facility of expression in French. Emphasis on vocabulary enrichment, grammatical
refinements, effective organization of ideas. A prerequisite to other upper division courses.
(Fall, Prereq.: 212)
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FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the modern
period. Special attention to cultural manifestations of French intellectual, political, social,
and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In
French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding
of French-speaking people and their contributions to the contemporary scene. Readings,
reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE
311 or consent of instructor. Spring: on rotational basis)
FRE 351, 353
Survey of French Literature I, II
The study of major French authors and literary movements in France through the reading of
whole literary works where possible. Lectures, discussion, oral and written reports in
French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 411
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or political
interest, the student acquires extensive training in key modalities at an advanced level.
Attention to accuracy and effectiveness, characteristic levels of expression, refinements in
style and organization. (Prereq.: FRE 311 or consent of instructor and ENL 111 or 112 or
HON 111. Fall)
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
FRE 199
Internship
FRE 299
Directed Study
FRE 399
Internship
FRE 499
Independent Study/Research
German (GER)
GER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and
reading and writing basic German. Goals: ability to read extended narratives in simple
German, insights into German culture, and participation in short conversations. (Fall: 111;
spring: 112, Prereq.: 111. WEC—additional sessions required)
GER 211, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of basic
structures with emphasis on extending range of vocabulary and idiomatic expression
through reading and discussion of materials representing contemporary German life and
literature. (Fall: 211; spring: 212, Prereq.: 211)
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GER 295 Topics in Literature, Culture, or Linguistics
GER 311 Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic
expressions most common in colloquial German. Intensive practice in speaking is
supplemented with exercises in written composition. (Fall, Prereq.: 212)
GER 331 German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples from the
prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In
German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis)
GER 332 German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the
Age of Enlightenment. The contemporary scene is considered in view of its roots in the
intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In
German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis)
GER 351 Survey of Literature: German Literature from Chivalry to Romanticism
The prose, epic, and poetry readings in this course chronicle the German experience from
Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe,
Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation,
and the Enlightenment.
GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries
The literary, cultural, and scientific background of the new millennium has many Germanspeaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke,
Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and
conflicts that characterized the birth of the modern age. (Prereq.: 311)
GER 411 Advanced Conversation and Composition
Aims at developing and refining the student’s use of German as a vehicle for expressing
ideas and opinions. Emphasis on written composition including control of style. Oral
practice through use of German as classroom language. (Prereq.: GER 311 or consent of
instructor and ENL 111 or 112 or HON 111. Fall)
GER 495 Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
GER 199 Internship
GER 299 Directed Study
GER 399 Internship
GER 499 Independent Study/Research
Norwegian (NOR)
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NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and writing.
Stress is on communication and its cultural context. (Fall: 111; spring: 112, Prereq.: 111.
WEC—additional sessions required.)
NOR 211 Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading,
writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters.
Selected readings in Norwegian are used as a basis for class activities and writing
exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall)
NOR 295 Topics in Literature, Culture, or Linguistics
NOR 311 Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative contexts and
integrated vocabulary. Readings in history, social science, and literature form a basis for
class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring)
NOR 331 Norwegian Civilization and Culture
A two-tiered approach allows students to understand contemporary cultural developments,
such as Norway’s changing role in the global community, within a broader historical
context. Readings in history are supplemented by lectures, newspaper articles, and video
materials. In Norwegian. (Prereq.: NOR 311 or consent of instructor.)
NOR 353 Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the study of
major works from earlier periods, including several in Nynorsk. Readings, lectures,
discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent
of instructor.)
NOR 411 Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and cultural
readings. Students serve as peer-tutors for those registered in NOR 311. Readings,
journals, discussion, role-playing, and written and oral reports in Norwegian. (Prereq.: NOR
311 or consent of instructor and ENL 111 or 112 or HON 111. Spring)
NOR 495 Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
NOR 199 Internship
NOR 299 Directed Study
NOR 399 Internship
NOR 499 Independent Study/Research
Ojibwe (OJB)
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Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the Lanuages and CrossCultural Studies Department and as part of the American Indian Studies major.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on
vocabulary, reading, writing, and conversational skills. Classroom practice will include
linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.: 111)
Spanish (SPA)
Courses in addition to those below are offered through various programs listed under International
Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and writing of
elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and
112; spring: 112, Prereq.: 111. WEC—additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual
growth and promote cultural understanding, students review all of the basic structures of
Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212,
Prereq.: 211)
SPA 248 Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin American societies as
portrayed in the films of major filmmakers with attention to the aesthetic variations across
their works. Films in Spanish with English subtitles; language of instruction is English. (On
demand)
SPA 295 Topics in Literature, Culture, or Linguistics
SPA 311 Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and
facility. Enrichment of vocabulary. This course is a prerequisite for all upper division
courses. (Prereq.: SPA 212 or equivalent. Fall)
SPA 312 Spanish Expression
Intended for students who have a basic command of writing and speaking skills in Spanish
and seek to expand them. Intensive practice aimed at refining grammar skills. Highly
recommended as a continuation of SPA 311. (Prereq.: SPA 311 or consent of instructor.
Spring)
SPA 331 Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world civilization through
historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or
consent of instructor)
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SPA 332 Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the pre-Columbian
civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring:
odd years)
SPA 352, 353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on the
literary movements and development of Spanish literature. Lectures, discussion, written,
and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Fall on a rotational
basis.)
SPA 354 Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in
Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA
356 taught in Mexico may not take 354. Spring: even years)
SPA 411 Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression through
conversations, discussions, reports, debates, written compositions, and grammatical
exercises. (Prereq.: SPA 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall)
SPA 495 Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
SPA 199 Internship
SPA 299 Directed Study
SPA 399 Internship
SPA 499 Independent Study/Research
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Mathematics—MAT
Mathematics is the study of structure and relationships and provides tools for solving a wide
variety of problems. Mathematical language describes our world from the perspectives of the
natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning skills that are increasingly expected of every member of
contemporary society. Moreover, as mathematics has had a formative impact on the development of
civilization, it is an important part of a liberal arts education.
Students majoring in mathematics acquire the skills necessary to serve society through a variety
of careers. In addition to acquiring computational and problem solving skills, mathematics majors
at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and comprehend
precise mathematical writing; to speak and write about mathematical ideas; and to experience
working in teams on mathematical projects. Students can prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students
majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art (through
the B.A. degree) or choose a more focused program of courses (through the B.S. degree). B.S.
focus areas include theoretical mathematics, statistics, teaching mathematics, and the application
of mathematics to science and engineering, actuarial science, computing, business, or economics.
Augsburg’s urban location allows students to gain experience working with mathematics through
internships, service learning, and the colloquium course.
Mathematics Faculty
Jody Sorensen(Chair), Pavel Bělík, Tracy Bibelnieks, Suzanne Dorée, Richard Flint, Matthew Haines,
Kenneth Kaminsky, Catherine Micek, John Zobitz
Degree and Major Requirements
Bachelor of Arts—Mathematics Major
Nine courses including:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical Structures
A “theoretical structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the
department.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are
numbered above 300.
Also required: MAT 491 Mathematics Colloquium during junior and senior years.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
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Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), Writing (W)
are embedded in the MAT courses and are met by completing the major. An additional course in
Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111,
COM 115, student teaching, another speaking skill course approved by the department, or completion
of another major that includes the speaking skill. Students transferring in mathematics course(s) must
consult their MAT advisor about potential additional skills courses needed.
Bachelor of Science—Mathematics Major
Twelve courses including:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical Structures
Four electives chosen from MAT courses numbered above 250, at least three of which are numbered
above 300.
Three additional electives chosen from MAT courses numbered above 250, or the following list of
supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481, BUS 379,
CHM 353, CHM 361, CHM 364, CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC 385,
CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN
331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,
SOC 363. (Not more than one of MAT 163, MAT 248, BUS 379, PSY 215, SOC 362 may count).
These seven electives must include a(n):
• “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by
the department.
• “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses
approved by the department.
• “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, BUS 379, PSY 215, SOC
362, or other courses approved by the department.
At least five of the seven electives must be chosen from a focus area approved by the department.
Sample focus areas:
• Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473, BIO
481; two of MAT 363, MAT 369, MAT 373
• Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, BUS
379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352; MAT
373; MAT 374 or MAT 377. (Only one of BUS 379, MAT 163 and MAT 248 may count).
• Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457;
two of MAT 304, MAT 355, MAT 363, MAT 377.
• Physical Sciences: Two of PHY 121, PHY 122, CHM 353, CHM 361, CHM 364; two of MAT
324, MAT 327, MAT 355, MAT 369; a fifth course from this list.
• Statistics: One of MAT 248, BUS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374;
one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved
by the department.
• Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324
• Theoretical mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT
304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges in Complex
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Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra II, Combinatorics.
Also required: MAT 491 Mathematics Colloquium during junior and senior years.
In addition, an experiential component in the focus area is required, such as an internship,
volunteer or paid work experience, undergraduate research project, student teaching in mathematics,
or other experiences approved by the department. Such experiences may also fulfill the Augsburg
Experience requirement if approved. For an undergraduate research project, the work may build upon
a course-based project, but significant work beyond the course is expected.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), Writing (W)
are embedded in the MAT courses and are met by completing the major. An additional course in
Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111,
COM 115, student teaching, another speaking skill course approved by the department, or completion
of another major that includes the speaking skill. Students transferring in mathematics course(s) must
consult their MAT advisor about potential additional skills courses needed.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers. The state requirements
are subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
At the time of publication, the mathematics requirements for secondary education licensure to
teach mathematics in grades 5-12 are the same as the B.S. major but the electives must include ESE
330 5-12 Methods: Mathematics; MAT 252; Exploring Geometry; MAT 287 History of Mathematics;
MAT 314 Abstract Algebra; MAT 324 Analysis; one of MAT 163 Introductory Statistics, MAT 248
Biostatistics or MAT 373 Probability and Statistics I; and an “Applied Project” course.
At the time of publication, the mathematics requirements for a concentration in mathematics to
teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT
145 Calculus I; one of MAT 163 Introductory Statistics, MAT 248 Biostatistics or MAT 373 Probability
and Statistics I; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and
MAT 287 History of Mathematics. ESE 331 Middle School Methods in Mathematics is also required.
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged
to consult with a mathematics department adviser before enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics
To be considered for departmental honors, a student must be involved with mathematics beyond
the classroom, have a GPA of at least 3.50 in MAT courses numbered above 200, have an overall
GPA of at least 3.00, complete a project with significant mathematical content (usually beginning
before senior year), and obtain the approval of the Mathematics Department. The project may build
upon a course-based project, but significant work beyond the course is expected. The project results
must be presented in a public forum. A proposal to complete departmental honors in mathematics
should be submitted to the Mathematics Department chair at least one year prior to graduation.
Specific requirements are available from the department.
Pi Mu Epsilon
Membership in the Augsburg Chapter of this national mathematics honor society is by invitation.
To be considered, students must have a declared mathematics major, junior or senior status, and a
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GPA of 3.00 in their major and overall.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300.
Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163
or MAT 248, MAT 252, MAT 271, and MAT 287.
Students must earn a grade of 2.0 or better in each course that applies toward the minor.
At least one MAT course numbered above 250 must be taken at Augsburg.
Other Requirements
Math Placement Group (MPG)
Before enrolling in any mathematics course, students must have the required Math Placement.
All students are required to have their Math Placement Group (MPG) determined. In some cases,
students who have transferred in a mathematics course taken at another college may have their
MPG determined by the registrar’s office. Students who have passed the College Board Advanced
Placement Exam in calculus should consult with the Mathematics Department. All other students
must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The
exam is given during College registration sessions and at other announced times during the year.
Practice questions and other information are available from Academic Advising. Students in MPG 1
may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG
3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a
student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term
of enrollment at Augsburg College.
Prerequisites
A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a
mathematics course.
Mathematics Courses
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents,
and an introduction to algebraic expressions and equations with an emphasis on applications to
everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as
a credit toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the
social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to
MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year
of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to
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study calculus. Students who have completed MAT 145 or other calculus courses may register for
credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.:
MPG 3)
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with an emphasis on
quantitative reasoning including an introduction to probability and statistics and topics such as
the mathematics of finance, graph theory, game theory, voting theory, linear programming, or
cryptography. Note: Students who have successfully completed MAT 138, MAT 163, MAT 248, BUS
379, PSY 215, or SOC 362 may not register for credit without consent of instructor. (Prereq.: MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I and II
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability
with an emphasis on the processes of problem solving, reasoning, connections, communication,
and representation. These courses are designed for prospective K-6 elementary school teachers.
(Prereq.: MPG 3)
MAT 140
Calculus Workshop (.25 course)
An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus related
problems and activities that require significant collaborative and creative effort. Emphasis on
strategies for succeeding in college-level mathematics courses. MAT 140 does not satisfy NSM-LAF
requirement. P/N grading only. (Coreq.: MAT 145 or MAT 146 and consent of instructor).
MAT 145-6
Calculus I & II
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations,
and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of counting, probability
distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression.
Note: Students who have successfully completed BUS 379, MAT 248, PSY 215, or SOC 362 may not
register for credit without consent of instructor. (Prereq.: MPG 3)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences, recursion, induction,
formal logic, and combinatorics, with an emphasis on connections to computer science. Students who
have completed MAT 271 may not register for credit. (Prereq.: MPG 3. Also recommended: CSC 160)
MAT 173
Mathematics of Finance
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life
annuities, and life insurance. Provides an introduction to actuarial mathematics. (Prereq.: MPG 3)
MAT 201
Communicating Mathematics
(.5 course)
An introduction to mathematical speaking, typesetting, presentation technology, reading, and
bibliographic resources. This half-credit course does not count as an elective in the mathematics
major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355,
MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement.
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Students with majors other than mathematics should consult their major department before taking this
course. (Prereq.: MAT 146)
MAT 245
Calculus III
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors
and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations,
abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271)
MAT 248
Biostatistics
Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to
scientific studies in Biology, Medicine and other Health Sciences. Material is centered on real studies
in these areas. Other topics include graphing techniques, correlation and regression, experimental
design, combinatorics, probability, point and interval estimation, hypothesis testing and, time permitting,
analysis of variance and nonparametric methods. Credit may not be received for both MAT 163 and
MAT 248. (Prereq.: MAT 145 or MPG 4 and BIO 151)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric
transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT
145)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion
theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical
reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 145 and one of MAT 163, MAT 248,
MAT 252, or MAT 287; and pass CT assessment or GST 100.)
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and
modern mathematics. (Prereq.: MAT 145)
MAT 304
Graph Theory
Concepts of graph theory including standard graphs, classic questions, and topics such as degree
sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics.
Focuses on theoretical structures. (Prereq,: MAT 271, ENL 111 or 112 or HON 111, and a speaking
course. Also recommended MAT 246.)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields.
Focuses on theoretical structures. (Prereq.: MAT 246, MAT 271, ENL 111 or 112 or HON 111, and a
speaking course)
MAT 324
Analysis
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series
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in a theoretical setting. Focuses on theoretical structures. (Prereq.: MAT 146, MAT 271, ENL 111 or
112 or HON 111, and a speaking course. Also recommended: additional MAT course numbered 200
or higher)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical
solution of differential equations, error propagation, practical implementation of numerical methods on
modern computers, and applications. Includes an applied project. (Prereq.: MAT 146, CSC 160, ENL
111 or 112 or HON 111, and a speaking course)
MAT 363
Dynamical Systems
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics,
chaos, and fractals, along with topics such as applications of dynamical systems and/or complex
dynamics including the Mandelbrot set and Julia sets. (Prereq.: MAT 146 and MAT 246, MAT 269, or
MAT 271)
MAT 369
Modeling and Differential Equations in the Biological and Natural Sciences
Concepts of differential equations including quantitative and qualitative methods of linear and nonlinear systems; the application, modeling, and analysis of differential equations to model biological
phenomena. Includes an applied project. (Prereq.: MAT 245, ENL 111 or 112 or HON 111, and a
speaking course)
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random variables, probability
distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation,
hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied
project. (Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373, ENL 111 or 112 or
HON 111, and a speaking course for MAT 374)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems from industrial
settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and
unboundedness with an emphasis on both the mathematical theory and the application to current
business practice. Includes an applied project. (Prereq.: MAT 246, ENL 111 or 112 or HON 111, and
a speaking course)
MAT 395/495 Topics/Advanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, combinatrics, complex analysis,
mathematical biology, topology, or foundations of mathematics. (Prereq.: at least two MAT courses
numbered above 200 and consent of instructor. For 495, an additional upper division MAT course
depending on the particular topic may also be required)
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other interesting ideas in
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mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Internship and Independent Study Courses
MAT 199/399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities
found in the internship. For upper division credit, significant mathematical content and presentation
at a departmental colloquium is required. (Prerequisite for upper division: at least one upper division
MAT course, junior or senior standing)
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a
faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper
division MAT course, junior or senior standing, and consent of instructor.)
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Medieval Studies
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its
diverse history and beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills
necessary for its serious study.
The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since
the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies
find a model context for the pursuit of a liberal arts degree in the modern world.
As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students
for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful
writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or
professional study, as well as employment opportunities that require abilities in communication, critical
and abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy),
Douglas E. Green (English), John Harkness (English), Martha B. Johnson (Theatre Arts), Merilee I.
Klemp (Music), Philip A. Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy), Mark D. Tranvik
(Religion)
Degree and Major Requirements
Major
Nine courses, including:
Four (4) core requirements:
HUM 120
HIS 369
HIS 370
HUM 499
Medieval Connections
Early and Middle Ages
Late Middle Ages
Keystone, Medieval Studies Project
One (1) of the following literature courses:
ENL 330
ENL 332
ENL 360
ENL 361
Shakespeare
Renaissance and Reformation
The Medieval World
The Classical Tradition
One (1) of the following religion or philosophy courses:
HIS 378
PHI 242
REL 361
REL 362
Medieval Church
Medieval and Renaissance Philosophy
Church in the First Four Centuries
Theology of the Reformers
One (1) of the following history of arts courses:
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ART 386
ART 387
MUS 231
THR 361
Medieval Art
Renaissance and Baroque Art
History and Literature of Music I
Theatre History and Criticism I
Two (2) electives from the following courses:
HIS 374
Medieval Crusades
HIS 440
Monks and Heretics
POL 380
Western Political Thought
Any literature, religion/philosophy, or history of arts courses not already taken may be taken as
electives.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. HIS 369 meets the Quantitative
Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor
Five courses including HUM 120. The remaining four courses must be in different disciplines, as
grouped above (history, literature, religion/philosophy, and history of arts).
Other Requirements
Language Requirement
Students must take one year of college-level Latin or other medieval language approved by their
adviser, which will fulfill the Modern Languages Graduation Skills requirement.
Augsburg Experience
As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies
major this might include study abroad, or internships at the University of Minnesota’s Rare Books
Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior
approval of adviser is required for all Augsburg Experiences related to Medieval Studies.
Courses
HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections)
This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to
study European culture during a period known as the High Middle Ages, roughly AD 1100
to 1300. It attempts to examine medieval culture as a complex system of thought and
feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food.
It also takes an experiential approach to this material, for example, by having students and
faculty attend class in academic regalia, just as they did in medieval universities.
(Humanities LAF, Spring)
For other course descriptions, refer to the specific departments elsewhere in the catalog.
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Metro-Urban Studies—INS
Metro-Urban Studies is the study of cities as social, political, economic and cultural entities. MetroUrban Studies brings many different perspectives to the study of urban life. It is an interdisciplinary
major where students use the tools of sociology, political science, history, environmental studies and
architecture to understand metropolitan areas in terms of complex relationships that contribute to both
opportunities and challenges. The major is designed to utilize the city as our classroom,
demonstrating the interplay of theory, policy and lived experience. Metro-Urban Studies coursework
often includes walking tours, field trips and field research. Augsburg College’s Metro-Urban Studies
Program emphasizes the theme of planning metro areas to be more environmentally sustainable and
be places that promote the health and civic engagement of citizens.
The Metro-Urban Studies major helps prepare students for careers and graduate work in urban
planning, public administration, environmental studies, government, community organizing, social
welfare and non-profit work, and architecture. All students participate in internships that reflect their
career interests as part of the keystone experience.
Many students who major in Metro-Urban Studies double-major in related disciplines such as
Environmental Studies, Political Science or Sociology. If you’re interested in double-majoring, please
consult the Director of Metro-Urban Studies about how to best plan your academic schedule to
accommodate both majors.
Metro-Urban Studies Faculty: The following faculty teach courses in the Metro-Urban Studies
Program.
Nancy Fischer (Director, SOC), Kristin Anderson (ART), Andrew Aoki (POL), Kevin Bowman (ECO),
Lars Christiansen (SOC), Keith Gilsdorf (ECO), Michael Lansing (HIS), Garry Hesser (SOC), and
Joseph Underhill (POL).
Degree and Major Requirements
Major
A total of 10 courses, including the following: (please see department descriptions for individual
courses)
ECO 113
POL 122
SOC 111
HIS 316
or ART 249/349
HIS 249/349
SOC 362
or POL 483
SOC 363
or POL 484
SOC 381
INS 399
Principles of Microeconomics
Metropolitan Complex
Community and the Modern Metropolis
U.S. Urban Environmental History
The Designed Environment (art credit)
The Designed Environment (history credit)
Statistical Analysis
Political/Statistics/Methodology
Research Methods
Political Analysis Seminar
The City and Metro-Urban Planning
Internship
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Plus two additional approved urban-related electives. For electives, please see the following list,
which is not exhaustive. Consult the Director of Metro-Urban Studies for other elective possibilities
that suit your career interests, including off-campus study such as ACTC courses, HECUA or study
abroad.
ART243
ART244
ECO365
ENV100
HIS225
HIS335
POL241
POL325
SOC265
SOC295
SOC349
History of Architecture to 1750
History of Architecture after 1750
Environmental Economics
Environmental Connections
History of the Twin Cities (not regularly offered)
American Urban History (not regularly offered)
Environmental and River Politics
Politics and Public Policy
Race, Class and Gender
Special Topics: Sustainable Cities (various locations, study abroad)
Sociology of Organizations
Students who are thinking of careers in urban planning are highly encouraged to take courses in
Geographic Information Systems (GIS) at Macalester College (Geography 225, 364 and 365) or at the
University of St. Thomas (Geography 221, 321 and 322). HECUA off-campus programs are highly
recommended, especially the Metro-Urban Studies Term (MUST) Twin Cities program, described
below.
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing
(W) are embedded throughout the offered courses and are met by completing the major. SOC 381,
taken in conjunction with INS 399, fulfills the Keystone requirement.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor
POL 122, SOC 111, HIS 316/249/349, SOC 381 and one of the following: ECO113 or an approved
Metro-Urban Studies elective.
Metro-Urban Studies Courses
Internships and Independent Study Courses
INS 199 Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit)
on page 64.
INS 299 Directed Study
See description on page 65. (Prereq.: POL 122 or SOC 211)
INS 399 Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit).
Internships place students with sponsoring organizations that provide supervised work
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experience for a minimum of 10 hours a week. Please note that students may also fulfill
their internship requirement through HECUA, Sociology (SOC399) or Political Science
(POL399).
INS 498 Independent Study—Metropolitan Resources
An independently-designed course developed by a student (or group of students), utilizing
the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The
course is designed in consultation with and evaluated by a department faculty member.
(Prereq.: POL 122 or SOC 111 and consent of instructor)
INS 499 Independent Study/Research
(Prereq.: POL 484 or SOC 363)
Urban Studies Options Through HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs.
Through HECUA, Augsburg students have access to interdisciplinary field learning programs of
exceptional quality located in Scandinavia, Latin America, Northern Ireland, and the Twin Cities. The
following programs can be counted towards the Metro-Urban Studies major and minor. Ask the
director of Metro-Urban Studies for more detail.
Also see International Studies listings.
I. Metro-Urban Studies Term: Poverty, Inequality and Social Change —Fall or Spring
This semester-length program delves into the root causes of increasing levels of poverty and
inequality in the United States.To understand these issues, the program focuses on the economy,
housing systems, education, welfare, government policies, urban sprawl, regional race and class
segregation, and institutional discrimination.
INS 358
Theories of Poverty, Inequality and Social Change (Reading Seminar)
INS 359
Social Policy and Anti-Poverty Strategies in Theory and Practice (Field Seminar)
INS 399
Internship
(2 course credits)
II. City Arts—Spring
An interdisciplinary study of the role of art and the artist in working for social justice, and an
exploration of the relationship between art, culture, and identity. Students meet Twin Cities artists,
activists, private and public arts funders, and politicians, and engage in a thorough examination of the
role of art in advocating for social change.
INS 330 Field Seminar: Arts Praxis
INS 331 Creating Social Change: Art and Culture in Political, Social and Historical Context
INS 399 Internship (2 course credits)
III. Environmental Sustainability: Science, Politics, and Public Policy—Fall
Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over
environmental change, and public policy and community-based strategies to achieve sustainability.
Uses social, economic, and environmental sustainability to address themes like the links between
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rural and urban concerns and the way local decisions relate to regional and global trends. Students
gain first-hand experience learning from community organizers, government planners and business
leaders who are rising to the challenges of creating a more sustainable world.
INS 346 Adaptive Ecosystem Management
INS 345 Social Dimensions of Environmental Change
INS 399 Field/Research Methods and Investigation
INS 399 Internship and Integration Seminar
INS 399 Internship and Integration Seminar (2 course credits)
IV. See HECUA under International Studies for programs outside the United States.
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Music—MUS
The Music Department at Augsburg College offers professional music training in the context of a
liberal arts curriculum through three degrees and five music majors. It also offers a variety of music
courses and ensemble experiences that are available to non-music majors and courses that meet
Augsburg’s Liberal Arts Foundation requirements.
Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music,
and the music faculty seek and encourage opportunities that connect the campus and the greater arts
communities. These opportunities allow students to explore the links between theory and applied
knowledge and may take many forms, including internships; community performances; music therapy
practica; community-based learning projects; required off-campus performance and concert
attendance assignments; or travel and study within and outside the United States.
The music department is an institutional member of the National Association of Schools of Music
(NASM) and the American Music Therapy Association (AMTA).
Full-time Faculty
Robert Stacke (Chair), Michael Buck, Jill Dawe, Douglas Diamond, Peter Hendrickson, Roberta
Kagin, Ned Kantar, Merilee Klemp,
Part-time Faculty
Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Garrick Comeaux, Marv Dahlgren,
Bridget Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Nancy Grundahl, Megan
Holroyd, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Kathy Kienzle, Rena Kraut, Erick Lichte,
Steve Lund, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan Milenkovic, Rick Penning, O.
Nicholas Raths, Shannon Sadler, Andrea Stern, Sonja Thompson, William Webb, Matthew Wilson,
Yolanda Williams
Fine Arts Coordinator
Cathy Knutson
Fine Arts Facilities Manager
Karen Mulhausen
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
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Music Therapy Equivalency Certificate
Offers students with an undergraduate degree the preparation necessary to meet the AMTA
requirements for becoming a Board Certified Music Therapist.
Music Minors
Music
Music Business
Degree and Major Requirements
Students intending to pursue a music major in any of the three music degree programs must
declare their major; perform a sophomore/transfer music major jury/audition; and complete the music
department degree application by the end of their fourth semester of study. More detail is included in
the Music Department Student Handbook posted on the Music Students site on Moodle.
Because of the heavy curricular demands inherent in any single music-department degree
program, students are strongly encouraged to avoid declaring double majors entirely within the
department, i.e. attempting two music degree programs simultaneously. In those rare cases where
such a scenario seems both warranted and feasible, students are required to petition the department
for acceptance of their proposed degree plan prior to formally declaring their double majors.
Music Core
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 201 Materials of Music III
MUS 211 Aural Skills III
MUS 202 Form and Analysis
MUS 212 Aural Skills IV
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music II
MUS 331
Music of the Baroque Era (0.5 credit)
or MUS 332 Music of the Classical Period (0.5 credit)
or MUS 333 Music of the Romantic Period (0.5 credit)
or MUS 334 Music of the 20th Century (0.5 credit)
MUP 1xx Performance Studies (.25 or .5 credit, according to degree requirement) Four semesters
MUP3xx
Performance Studies (.5 credit) Four semesters
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music
One to four semester(s) on the major instrument in accordance with degree requirement (0.0 credit)
MUS 358 Junior Recital and/or
MUS 458 or MUS 459 Senior Recital
MUE 111 or 112 or 114 or 115 or 121 or 141: Large Augsburg Ensemble (0.0/.25 credit)
Four to eight semesters in accordance with degree requirement
Additional requirements (refer to the Music Department Student Handbook for detail):
Piano Proficiency Test
Sophomore/Transfer Music Major Jury & music department degree application
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Music Repertoire Tests
Graduation Skills for Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of
Music Performance: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The graduation skills in
Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Graduation Skills for Bachelor of Science in Music Therapy: Graduation skills in Critical Thinking
(CT) and Writing (W) are embedded throughout the offered courses and are met by completing the
major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing
the following courses:
S: MUS 363
QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372
Graduation Skills for Bachelor of Arts in Music with Music Business Concentration: Graduation
skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered
courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is
met by completing the following courses:
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Transfer Students and Graduation Skills: Transfer students must consult an adviser about
potential adjustments to their course requirements to fulfill each of these skills.
Bachelor of Arts
Music Major
Offers the broadest education in liberal arts and prepares the student for the greatest range of
graduate, business, and professional opportunities. Students who intend to pursue non-performance
graduate study or desire to enter one of the many music related business fields most often choose
this course of study.
Faculty Adviser: Douglas Diamond
Requirements
Music core and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
Two music course electives
MUP 1xx Performance Studies (.25 credit) Four semesters of half hour lessons in major
instrument/voice
MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 125 or 131 or 142or 143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small ensemble courses on the major instrument/voice
Additional requirements:
302
Pass piano proficiency test
Complete sophomore/transfer music major jury & music departmental degree application
Pass three music repertoire tests
Music Business Major
The music business major prepares students to enter today’s music industry and to pursue career
opportunity where the arts and commerce intersect. Courses in music, performing arts, and business
combine with field observations and internships. These experiences prepare students for careers in
fields such as arts management, promotion, the record industry, and general music business. The
program affords both the performing artist and the business student the opportunity to pursue music
business studies. The music business major has two tracks: the Bachelor of Arts in Music with Music
Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business
Administration with Specialization in Music Business (designed with business emphasis).
Augsburg College full-time students may elect to take one course each semester at McNally Smith
College of Music providing that they meet all McNally Smith College of Music requirements. A list of
approved electives from MSCM for the music business major is available in the Augsburg music
office. McNally Smith courses cannot be used as a substitute for any required Augsburg course
specifically listed within a degree program. This program is open to sophomores through seniors.
There is no additional fee for this program.
Faculty Adviser: Ned Kantar
B.A. in Music with Music Business Concentration
Requirements:
Music core and:
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving
ACC 221 Introduction to Financial Accounting
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as Vocation
MUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
MUS/BUS Elective (Augsburg or MSCM course, 1.0 Augsburg credit)
MUS 458 Senior Recital
MUP 1xx Performance Studies (.25 credit) Four semesters of half hour lessons on major
instrument/voice
MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit)
Eight semesters in a major Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small ensemble courses on the major instrument/voice
Additional requirements:
303
Pass piano proficiency test
Complete sophomore/transfer music major jury & music departmental degree application
Pass three music repertoire tests
B.A. in Business Administration with Specialization in Music Business
Requirements:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Introduction to Financial Accounting
ACC 222 Introduction to Managerial Accounting
BUS 242 Principles of Management
or BUS 254 Entrepreneurship
or BUS 200 Exploring Business as Vocation
MKT 252 Principles of Marketing
FIN 331 Financial Management
MUS/BUS 105 Music Business
MUS/BUS 245 Arts Management
MUS/BUS 399 Internship
MUS/BUS Elective (Augsburg or MSCM course, 1.0 Augsburg credit)
3 MUS credits — OR — 2 MUS credits and 1 MUE/MUP credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(Other MUS courses as approved by adviser)
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to
fulfill the Augsburg Core Curriculum Senior Keystone Requirement.
Music Minor
Requirements: 7-8 credits
MUS 101, 102
MUS 111, 112
MUS 341
either MUS 231
or MUS 232
Materials of Music I, II
Aural Skills I, II
Basic Conducting
History and Literature of Music I
History and Literature of Music II
One additional course (.5 or above) in music history or conducting. Other courses may be approved
by departmental petition.
MUE 111 or 112 or 114 or 115 or 121 or 141 Four semesters in a large Augsburg ensemble
304
MUP 1xx Performance Studies (.25 credit) Four semesters of performance studies in the major
instrument/voice
Additional requirements
Pass one music repertoire test
Submit a music departmental application for minor by spring semester, sophomore year
Music Business Minor
The music business minor is a course of study designed both for the music major desiring
additional preparation in business and for the non-music major interested in pursuing a career in the
music industry. With the music business minor, students are given the opportunity to enroll in
coursework and participate in on-site field experiences that address specific professional skills
necessary to enter today’s music industry. The minor is a collaborative program between the music
and business departments.
Requirements: 8 credits
MUS 105 The Music Business
ECO 113 Principles of Microeconomics
MIS 260 Problem Solving for Business
ACC 221 Introduction to Financial Accounting
MUS/BUS 399 Internship (approved for the Music Business Minor)
One of the following:
MUS/BUS 245 Arts Management and Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245
(maximum of 1 credit in MUE and/or MUP courses)
Bachelor of Music
Music Education Major
A fully accredited program (National Council for Accreditation of Teacher Education & MN Board
of Teaching), the music education major offers students the preparation necessary to become music
teachers in public schools. This coursework and preparation includes certification to teach at the
elementary through the secondary levels, with either a vocal/general or instrumental/general
emphasis. In addition to applying to the Music Department, Bachelor of Music education major
candidates must apply to the Department of Education for acceptance to the music education
licensure program which is granted only to students who successfully complete the requirements for
the Bachelor of Music education major. All music requirements must be completed prior to student
teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education
licensure program.
Faculty Adviser: Michael Buck
Requirements
Music core and:
MUS 311
Composition I
305
MUS 341 Basic Conducting (.5)
MUS 358 Half Junior Recital
MUS 459 Full Senior Recital
HPE 115 Health and Chemical Dependency Education
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 211 Minnesota American Indians
EDC 220 Educational Technology
EDC 310 Learning and Development
ESE 300 Reading/Writing in Content Area
ESE 325 Creative Learning Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485, 487 Student Teaching
MUS 359 Music Methods: Choral/Vocal (.5)
MUS 356 Music Methods: Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds (.5)
MUS 355 Music Methods: Strings (.5)
Choose one of the following two areas of emphasis:
either Vocal Emphasis:
MUS 251-254
MUS 342
MUS/THR 235
Diction (.25 credit each=1.0)
Choral Conducting (.5 credit)
Skills of Music Theatre (.5 credit)
or Instrumental Emphasis:
MUS 344 Instrumental Conducting (.5 credit)
Music elective or approved course (1.0 credit)
Performance Studies and Ensembles: Students should choose the following courses in accordance
with their area of emphasis.
MUP 1xx Performance Studies (.25credit)
Two semesters of half hour lessons in the major instrument/voice (first year)
MUP 1xx Performance Studies (.5 credit)
Two semesters of hour lessons in the major instrument/voice (second year)
MUP 3xx Performance Studies (.5 credit)
Four semesters of hour lessons in the major instrument/voice (third and fourth year)
A Music Education major whose major instrument is piano, organ, or guitar is required to take a
minimum of four additional semesters of lessons on an instrument/voice that corresponds with their
large ensemble requirement.
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice .
MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit)
306
Two semesters in a chamber music course on the major instrument/voice
Additional requirements:
Pass piano proficiency test
Complete sophomore/transfer music major jury & music departmental degree application
Pass three music repertoire tests
Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice
Bachelor of Music
Music Performance Major
This major is a focused classical training program designed to develop the skills, artistic voice and
performing ability of the individual musician. This degree best prepares students who are interested
in graduate school, professional performance opportunities, or private studio teaching. Acceptance to
the program requires a half-hour formal audition and interview (see the Music Department Student
Handbook).
Faculty Adviser
Jill Dawe
Requirements
Music Core and:
MUP 1xx Performance Studies (.25credit)
Two semesters of half hour lessons in the major instrument/voice (first year)
MUP 1xx Performance Studies (.5 credit)
Two semesters of hour lessons in the major instrument/voice (second year)
MUP 3xx Performance Studies (.5 credit)
Four semesters of hour lessons in the major instrument/voice (third and fourth year)
MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit)
At least four semesters Chamber Music playing on major instrument (see Handbook)
MUS 358 Junior Recital (.0 credit)
MUS 459 Senior Recital (.0 credit)
MUE 111 or 112 or 114 or 115 or 121or 141 (0.0/.25 credit)
Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters
of large ensemble and four additional semesters of chamber music or other assignment in
consultation with adviser.
Additional coursework as follows:
Voice Majors:
MUS 251-254 Diction (0.25 credit each)
MUS 435 Voice Repertoire (0.5 credit)
MUS359 Music Methods: Voice/Choral
MUS Elective (0.5 credit)
Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or
MUE 294 or 494 Opera Workshop.
Keyboard Majors:
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MUS 436 Piano Repertoire
MUS 456 Piano Pedagogy
MUS Elective (0.5 credit)
Instrumentalists:
MUS356 Music Methods: Brass/Percussion (0.5 credit);
or MUS 357 Music Methods: Woodwinds (0.5 credit); or
MUS 355 Music Methods: Strings (0.5 credit)
MUS Elective (1.0 credit)
Additional requirements:
Pass piano proficiency test
Complete sophomore music performance audition; interview; & music department degree application
Pass three music repertoire tests
Bachelor of Science
Music Therapy Major
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board
Certification Examination. The B.S. in music therapy is a four-and-one-half-year degree program,
which includes a six month full-time internship in a clinical facility approved by the American Music
Therapy Association (AMTA). This course of study is chosen by students who wish to become
professional music therapists.
Faculty Adviser:Roberta Kagin
Requirements
Music core and:
MUS 271 Introduction to Music Therapy
MUS 274, 275 Music Therapy Practicums
MUS 363 Expressive and Creative Arts in Healing
MUS 372, 373 Psychological Foundation of Music I, II
MUS 374, 375 Music Therapy Practicums
MUS 480 Music Therapy Senior Seminar
MUS 474, 475 Music Therapy Practicums
MUS 481 Music Therapy Clinical Internship
MUS 458 Senior Recital
EDC 410 The Learner with Special Needs
PSY 105 Principles of Psychology
PSY 262 Abnormal Psychology
BIO 103 Human Anatomy and Physiology
MUS 340 Music Therapy Techniques and Materials I
MUS 345 Music Therapy Techniques and Materials II
One of the following two:
SOC 362 Statistical Analysis
PSY 215 Research Methods: Design Procedure, and Analysis I
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Performance Studies and Ensembles:
MUP 1xx Performance Studies (.25 credit) Four semesters of half hour lessons in major
instrument/voice
MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25)
Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at
Augsburg
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small ensemble courses on the major instrument/voice
Additional requirements:
Pass piano and guitar proficiency tests
Complete sophomore/transfer music major jury & music departmental degree application
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all music therapy courses
Music Therapy Equivalency/Certification Program
The music therapy equivalency program is available to students who already have a bachelor’s
degree and wish to meet the requirements set by the American Music Therapy Association to become
professional music therapists. This equivalency program prepares students for eligibility to take the
Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level,
individual requirements will be outlined by the director of music therapy. There is a minimum two-year
residency requirement, which includes participation in a major ensemble for four terms and successful
completion of a two-year music theory equivalency test.
For acceptance to the degree program, equivalency/certification students must:
• Complete sophomore/transfer music major jury & music departmental degree application
• Complete the piano and guitar proficiency requirements during the first semester of
residence
Departmental Honors
Senior music majors with a cumulative GPA of 3.5 or higher in music courses may apply for music
departmental honors by completing extended original work in their area of interest. Such work could
include, but is not limited to, one of the following: defending a senior thesis, presenting an additional
recital, composing a substantial piece(s), conducting a program, presenting a research paper, or
some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project
title, a transcript, and a brief music resume to be submitted to the music faculty by November 1 of the
senior year.
Examinations
Piano Proficiency
All Augsburg music majors are required to have basic piano skills that meet the standard required
by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a
wide variety of prior training and experience in piano, and therefore can elect to develop their piano
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skills and prepare for the proficiency test in several ways. Students with extensive training may be
able to simply pass the test; those with some training may register for private piano lessons; the
majority of students are advised to take a piano placement test that determines their appropriate
placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach
the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that
piano training is started during the freshman year, when piano study will complement and strengthen
the student’s experience in the music theory and aural skills curriculum. Consult the Music Student
Handbook for piano major and non-piano major requirements and test dates.
Music Repertoire Tests
These four tests are intended to encourage students to become lifelong listeners by requiring
students to familiarize themselves with many of the masterpieces of the classical music repertory from
the Middle Ages to today. Consult the Music Student Handbook for the lists of pieces required by all
four repertoire tests and the call numbers for the repertoire test CDs at Lindell Library. Each
academic year a specific repertoire test is offered twice: once at the end of the fall semester, and
again at the end of the spring semester. Music majors are required to pass three music repertoire
tests, transfer students must pass two, and music minors must pass one.
Music Courses
Many music courses are offered alternate years. Consult the registrar’s website for up to date
information www.augsburg.edu/enroll/registrar or the Music Department for course offerings in each
term.
Theory and Musicianship
MUS 101 Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be
taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently
with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0)
MUS 111
Aural Skills I
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic
dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
MUS 112
Aural Skills II
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102. To be taken
concurrently with MUS 102. (Prereq.: MUS 111)
MUS 160 Fundamentals of Music
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter,
intervals, major and minor scales, key signatures and chords). Students will develop basic
aural and keyboard skills, identify typical compositional forms in popular and classical
music. Students write their own composition for the final project.
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MUS 201
Materials of Music III
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be taken
concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of
2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century practice. To
be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal
grade of 2.0 and pass CT assessment or GST 100.)
MUS 211
Aural Skills III
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken
concurrently with MUS 201. (Prereq.: MUS 112)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be taken
concurrently with MUS 202. (Prereq.: MUS 211 and pass CT assessment or GST 100.)
MUS 311
Composition I
(.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation and
score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a
minimal grade of 2.0 and pass CT assessment or GST 100.)
MUS 312
Composition II
(.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality,
serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature
(Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0)
History and Literature
MUS 130
Introduction to Music and the Fine Arts
E. D. Hirsch describes cultural literacy as "the network of information that all competent
readers possess." This course draws students into that information web using the history of
Western art music as the thread that ties culture together from the Middle Ages to the present.
A "top ten of the last millennium" will provide mileposts for understanding music in social
context. Live performance will be a feature of this course. Evaluation of student work will
include short essay papers, several quizzes, and a mid-term and final examination. The ability
to read music is not required.
MUS 220
Worlds of Music
A survey of non-Western music, this course explores diverse musical styles and
instruments from many cultures.
MUS 231
History and Literature of Music I
An intensive survey of the evolution of music from antiquity to 1750, studying music in its
historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101,
102, 201)
MUS 232
History and Literature of Music II
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Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the historical
developments of jazz. Many styles of jazz are examined including early New Orleans
Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz.
MUS 331
Music of the Baroque Era (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
MUS 332
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
The MUS 331-334 sequence provides an opportunity to explore the music, cultural trends, and
composers associated with each of the four main stylistic eras of the Western European classical
tradition. Representative repertoire is studied in conjunction with the cultural forces and ideas that
help shape the music. Music majors will have an opportunity to integrate their liberal arts education,
knowledge of music theory and history, and writing skills through a major research paper required in
each course.
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary worship
practices. Designed for the general as well as the music and theology student.
MUS 435
Voice Repertoire
(.5 course)
A survey of standard art song repertoire from Eastern and Western Europe, Russia,
Scandinavia, and the Americas. Includes listening, writing, and performance. Required for
vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or permission from
instructor)
MUS 436
Piano Repertoire
(.5 course)
This course introduces students to a wide variety of music written for keyboard instruments
from the 17th--century to the present. The changing role of the piano as a cultural symbol
is emphasized as the piano, and its music, is inextricably linked to important compositional
and social trends in western culture over the last three hundred years. (Prereq.: MUS
231, 232)
Music Therapy
MUS 271
Introduction to Music Therapy
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music
activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus
practicum with children.
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MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human identity, with
an emphasis on psychological, cultural, and biological aspects of musical behavior. An
understanding of the relationships of the creative therapies of art, music, drama, and
movement.
MUS 274, 275 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and
functional music skills including improvisation. Two hours per week. No course credit.
MUS 340
Music Therapy Techniques and Materials I
This course will introduce students to primary instruments used in MT sessions, i.e. guitar,
keyboards and drums/percussion. Classes will focus on skill development in accordance
with AMTA standards. The course will emphasize functional playing skills as well as song
composition and group leading. The class is open for freshmen, sophomores and transfer
students.
MUS 345
Music Therapy Techniques and Materials II
This experiential course includes an introduction to musical improvisation, making use of
the skills acquired in Techniques and Materials Pt. I. These include the use of modes,
various song forms, harmonic relationships and rhythm based exercises. The course will
explore the student’s own personal relationship to music while introducing them to clinical
improvisation methods.
MUS 363
Expressive and Creative Arts in Healing
An experiential approach to healing through music, art, drama, dance, and movement.
Consultants will describe and demonstrate specific specialties in expressive and creative
arts, as used in therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on acoustics
and sociopsychological aspects of music. An understanding of the research process and
development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary
approach to music therapy. Theories of learning music, musical talent, and performance.
(Prereq.: ENL 111 or 112 or HON 111)
MUS 374, 375 Music Therapy Practicums
(.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and
functional music skills including improvisation. Two hours per week. No course credit.
MUS 474, 475 Music Therapy Practicums
(.25 course each)
Volunteer work under the supervision of a Board Certified Music Therapist, requiring more
advanced clinical and musical skills, including improvisation. Two hours per week.
(Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal proficiency
test)
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MUS 481
Music Therapy Clinical Internship
(.0 course)
Full-time placement in an AMTA-approved internship site for six months (minimuym 1,020
hours toward the AMTA required total of 1,200 hours). Application for internship must be
made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all
other graduation requirements, including all proficiency exams and music repertoire tests)
MUS 480
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings, including
discussion of professional ethics. A holistic approach to therapy with music. This course
satisfies the Keystone requirement.
Music Business
MUS 105
The Music Business
An introduction to the music industry. Topics include copyright, licensing, contracts,
publicity and marketing. Other topics include the record industry, agents and managers.
Musical genres and historical periods are compared and analyzed.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts administrator
in the management of performing arts projects and organizations. Factors affecting trends
and earnings, challenges within the industry, and differentiation between the for-profit and
non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary
of industry topics and in benefiting from practical field experience. (Prereq.: MUS 105)
Methods and Pedagogy
MUS 355
Music Methods: Strings
(.5 course)
This methods course introduces string instrument performance techniques and problems.
Students will perform on violin/viola, cello and double bass. Other topics include
performance practice, instructional pedagogy, instructional materials, solo and ensemble
repertoire, and integration of music technology.
MUS 356
Music Methods: Brass/Percussion
(.5 course)
This methods course introduces brass/percussion performance techniques and problems.
Students will perform on at least one brass instrument and snare drum. Other topics
include performance practice, instructional pedagogy, instructional materials, solo and
ensemble repertoire, and integration of music technology.
MUS 357
Music Methods: Woodwinds
(.5 course)
This methods course introduces woodwind performance techniques and problems.
Students will perform on flute, one single reed instrument, and one double reed instrument.
Other topics include performance practice, instructional pedagogy, instructional materials,
solo and ensemble repertoire, and integration of music technology.
MUS 359
Music Methods: Vocal
(.5 course)
This methods course introduces choral/vocal performance techniques and problems.
Students will perform vocal solo and ensemble repertoire. Other topics include
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performance practice, instructional pedagogy, physiological mechanics of singing and
instructional materials.
MUS 456
Piano Pedagogy
(.5 course)
This course introduces students to various ideas, tools, methodologies and resources
associated with piano teaching. Students will apply what they learn in class to actual
teaching experiences through a community service-learning requirement that pairs
Augsburg teachers with piano students from our neighborhood. This course fulfills the LAF
Augsburg Experience requirement.
Applied Skills and Group Lessons
MUS 135: Class Piano 1
This course is designed for beginning pianists with minimal piano training. The course will
teach basic piano skills in the areas of sightreading; scales and chords progressions;
improvisation; and repertoire from a variety of styles. The class will use and apply many of
the concepts, terms and ideas taught in MUS 101/111. Co-req. or prereq.: MUS 101 and
MUS 111; placement test and/or permission of the instructor.
MUS 136: Class Piano 2
This course is a continuation of MUS 155A: Class Piano 1 and MUS 135: Class Piano 1,
and will build on the skills introduced in these classes. The course is designed for students
with some prior piano and music theory training and/or students who have completed a
class piano course. Prereq.: MUS 155 or MUS 135; or placement test and/or permission of
the instructor
MUS 237: Class Piano 3
This course is a continuation of Class Piano 1 and 2 and is designed for students with
piano training prior to Augsburg and/or students who have completed MUS 155, MUS 135
and MUS 136. Class Piano 3 will cover all the skills and requirements of the piano
proficiency test and is designed to provide opportunities for students to apply their piano
skills to practical ‘real life’ situations such as score reading; transposing; improvising;
playing simple accompaniments; and learning repertoire in a variety of styles. Prereq.:
MUS 155; MUS 135; MUS 136; or placement test and/or permission of the instructor.
MUS 238: Class Piano 4
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course
students should have a command of the skills required for the piano proficiency exam.
Prereq.: MUS 155; MUS 135; MUS 136: MUS 237; or placement test or permission of the
instructor
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
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MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254)
(each .25 course)
This is an intensive introduction to basic singing pronunciation of English, Italian, German,
and French through the study of the art song repertoire. Includes regular class
performances and phoneticization of texts using the International Phonetic Alphabet.
Required for vocal performance majors and music education majors.
MUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis and
preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection, advanced
conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and
MUS 341)
MUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting techniques,
organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS
341)
Performance Courses
Performance Study
These courses provide unique opportunities for Augsburg students to study on an individual basis
with artist/teachers who are active performers in this region. Performance Study is offered for
woodwind, string, brass, percussion, keyboard instruments, electric bass, harp and voice. Lessons
are individualized to fit the requirements of Augsburg’s three music degrees and five majors, and are
also available to qualified liberal arts students.
MUP 1XX Performance Study (0; 0.25; 0.5 credits)
These courses are available for qualified liberal arts students with some prior training in music;
music minors; and music majors in their first and second years of study. MUP 1xx-level courses can
be repeated and are available for .25 credit (half hour lesson); .5 credit (1-hour lesson) and 0 credit (a
half hour lesson). Registration is by Add/Drop form and requires a signature.
MUP 3XX Performance Study (0.5 credit)
These courses consist of a one-hour weekly individual lesson designed for music majors.
Pre-requisites: at least 4 semesters of MUP 1xx or its equivalent; a sophomore/transfer music major
jury; an approved music department degree application.
MUP 111/311
VOICE
MUP 116/316
ELECTRIC BASS
MUP 121/321
VIOLIN
MUP 122/322
VIOLA
316
MUP 123/323
CELLO
MUP 124/324
BASS
MUP 131/331
OBOE
MUP 132/332
BASSOON
MUP 133/333
CLARINET
MUP 134/334
SAXOPHONE
MUP 135/335
FLUTE
MUP 137/337
HORN
MUP 141/341
TRUMPET
MUP 142/342
TROMBONE
MUP 143/343
BARITONE
MUP 144/344
TUBA
MUP 152/352
PIANO
MUP 161/361
GUITAR
MUP 171/371
PERCUSSION
MUP 181/381
ORGAN
MUP 191/391
HARP
MUP 192/392
IMPROVISATION
MUP 193/393
COMPOSITION
Chamber Music
These performance-based courses introduce students to a wide range of music composed for
small groups, usually one person per part. All chamber music courses fulfill the chamber music/small
ensemble requirement for music majors, and are also open to non-majors by permission of the
instructor.
MUE 113
Vocal Chamber Music (.0 course)
MUE 122
String Chamber Music (.0 course)
MUE 125
Guitar Chamber Music (.0 course)
MUE 131
Woodwind Chamber Music (.0 course)
MUE 142
Brass Chamber Music (.0 course)
MUE 144
Percussion Chamber Music (.0 course)
MUE 145
Piano Chamber Music (.0 course)
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Jazz
MUE 129
Improvisation (.0 course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and
vocalists.
MUE 143
Jazz Ensemble (0.0/.25 course)
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of
venues. The literature performed reflects the cultural diversity and historical context of
jazz. Placement is by audition or by arrangement with the director. Preference is given to
Concert Band members.
Vocal Performance
MUS 235
Skills of Music Theatre
This course provides an interdisciplinary approach to the topic using music and theatre
techniques to develop the student’s basic skills of Music Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing, research, class
discussion, exercises, small and large group participation, memorization, and public
performance. Students will attend and review live productions.
MUE 294
Opera Workshop
(1.0 course)
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
MUE 494
Opera Workshop
(.25 course)
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Recitals
Music students must work closely with their Studio Teacher to plan all aspects of degree recitals
including repertoire choice; confirmation of dates, dress rehearsals; selection of an accompanist, etc.
In addition to registering for a recital (i.e. MUS 358/458/459) students must also complete an
Application for Student Recital form to confirm scheduling, hall space and publicity. The form is due in
the Music Office no later than the Add/Drop deadline at the beginning of the semester of the recital.
MUS 358
Junior Recital (.0 course)
This course is required for Bachelor of Music degree candidates. To meet the
requirement, music education majors must complete a one-half hour program of level III
repertoire; performance majors must perform a one hour recital of level IV repertoire. At
the discretion of the studio instructor, students may also be required to perform a recital
preview prior to the public recital.
MUS 458
Senior Recital (.0 course)
This course is required for the Bachelor of Arts and Bachelor of Science degrees. To meet
this requirement students must perform a one-half hour recital of level III repertoire from a
variety of classical style periods. At the the discretion of the studio instructor, students
may also be required to perform a recital preview prior to the public recital.
MUS 459
Senior Recital (.0 course)
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This course is required for the Bachelor of Music degree. To meet the requirement, music
education majors must perform a one-hour recital of level IV repertoire; performance
majors must perform one hour of level V repertoire. At the the discretion of the studio
instructor, students may also be required to perform a recital preview prior to the public
recital.
MUP 159
Piano Accompanying
This offering is an opportunity for music majors to receive individual weekly coaching with
one of Augsburg’s piano faculty or staff accompanists, and is highly recommended for
students preparing for recitals, auditions, or special performance projects. Registration
requires pre-notification/approval from the appropriate coach. MUP fee schedule applies
(see the Music Department Student Handbook)
Large Ensembles
Please note: to fulfill the Liberal Arts Foundation requirement in Fine Arts, students must
participate in a large ensemble for four semesters at the 0.25 credit option. A maximum of two credits
for large ensemble participation may be used towards graduation requirements.
Music majors may choose to take large ensembles for 0.0 or .25 credit, depending on course
load/need. Transfer music majors must participate in a large ensemble for each semester of their
residency at Augsburg.
Auditions for membership in a large ensemble are scheduled during the first week each fall
semester or by contacting the ensemble director.
MUE 111
Augsburg Choir
(0.0/.25 course)
MUE 112
Riverside Singers of Augsburg
MUE 114
Masterworks Chorale
(0.0/.25 course)
MUE 115
Cedar Singers
(0.0/.25 course)
MUE 121
Orchestra
MUE 141
Concert Band
(0.0/.25 course)
(0.0/.25 course)
(0.0/.25 course)
Internships and Independent Study Courses
MUS 199
Internship
MUS 299
Directed Study
MUS 399
Internship
(MUS/BUS 245 is the prerequisite for MUS/BUS 399 Internship)
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department curriculum.
Open only to advanced students upon approval by the faculty.
MUS 499
Independent Study/Research
Open only to advanced students upon approval of the faculty.
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Natural Science Teaching Licensures
The natural science licensure program for teachers is designed to provide strong preparation for
science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a broad, basic background in science and allow for specialization
in an area. The following programs assume that the student will meet the distribution/general
education requirements of the College, the requirements for appropriate majors, the courses required
in the Department of Education and, in the physical sciences, have at least one year of calculus.
Consult with the Department of Education for requirements in education. Early consultation with the
major area coordinator is essential.
Coordinators
Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly
in emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current licensure requirements. All upper division courses
required for the biology major must be completed before student teaching.
Licensure Requirements
Broad Base Requirements (also for 5-8 general science licensure)
GEO XXX Introductory Geology (taken off-campus)
SCI 106 Introductory Meteorology
BIO 121 Human Biology and Lab
BIO 102 Biological World
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I, II
Biology Major—B.A. in Life Sciences
(for licensure in biology 5-12)
Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following
differences:
Only four (rather than five) upper division biology courses are required, along with:
Additional science courses required for 5-12 include:
PHY 116
Introduction to Physics
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116
General Chemistry I, II
SCI 106 Meteorology
An introductory geology course
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A grade of 2.0 or above is required for all supporting courses and upper division biology courses
applied to the major. Upper division biology requirements must be traditionally graded. A GPA of 2.50
in upper division biology courses is required for all life sciences majors.
Post-baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure
at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg
with grades of 2.5 or higher. Required or elective courses are determined by the department following
review of transcripts and prior to matriculation.
Chemistry Major
(for licensure in chemistry 9-12)
Broad Base Requirements, plus Graduation major in chemistry:
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I, II
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry II
CHM 353 Quantitative Analytical Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, II
Two courses from:
CHM 364, 367, 464, 470, 481, 482 or BIO 367
One year of general physics — PHY 121, 122
General Science
(for licensure for grades 5-8)
If added to life science Chemistry or Physics, will expand license to 5-12
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I, II
PHY 116 Introduction to Physics
or PHY 121, 122 General Physics I, II
BIO 102 Biological World
BIO 121 Human Biology
SCI 106 Introduction to Meteorology
GEO XXX Introductory Geology (taken off-campus)
Physics Major (for licensure in physics 9-12)
Broad Base Requirements, plus Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields II
PHY 395 Comprehensive Laboratory
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PHY 396 Comprehensive Laboratory
Two additional physics courses above 122; PHY 261 recommended
MAT 145, 146, 245 Calculus I, II, and III
PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equivalent)
CHM 105, 106 Principles of Chemistry I, II
or CHM 115, 116 General Chemistry I, II
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Nordic Area Studies—NAS
Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark,
Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social, and economic
interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context
in which to appreciate the differences between the five individual countries and to understand the
complexity of their interactions among themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper division.
Minor
Four upper division courses.
Other Requirements
At least four of the courses required for the major must be Augsburg courses. The remainder may
be transfer credits included in the major on approval of the program coordinator. Students graduating
with a major or minor must also present the equivalent of intermediate level competence in a
Scandinavian language. See Norwegian language course listings under the Department of Languages
and Cross-Cultural Studies.
Recommended supporting preparation: Study abroad through International Partners, or
SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term);
independent study in Denmark, Norway, Sweden, Finland, or Iceland; elective courses or a
second major such as Norwegian, history, political science, urban studies, business administration,
international relations, sociology, or social work.
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by completing one of the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course
requirements to fulfill each of these skills.
Nordic Area Studies Courses
Additional course offerings are available through the Scandinavian Urban Studies Term. (See
International Studies)
NAS 121 Fire and Ice: Introduction to Nordic Literature
This course provides an introduction to Nordic culture via the medium of literature.
Readings foreground issues of personal, ethnic, and national identity against the broad
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backdrop of Scandinavian history, social democratic values, and globalization.
NAS 230 Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and developments in
the 20th century. No knowledge of Scandinavian language required.
NAS 351 The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is based on
reading selected works in translation from all five Nordic countries. Norwegian majors will
be required to do appropriate readings and written work in Norwegian. (Spring: alternate
years)
NAS 352 The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century
dramatists. Lectures provide a context for understanding the development of Nordic drama.
Norwegian majors will do appropriate readings and written work in Norwegian. (Spring:
alternate years)
ART 382 Scandinavian Arts
(See Department of Art)
Internships and Independent Study Courses
NAS 199 Internship
NAS 299 Directed Study
NAS 399 Internship
NAS 499 Independent Study/Research
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Nursing—NUR
The Augsburg Department of Nursing is designed exclusively for registered nurses want to
advance their education, increase their career opportunities, and practice nursing to the full extent of
their education.
A bachelor’s degree prepares nurses for the rapidly changing health care arena. No longer do
nurses practice only in hospitals. They are moving into communities, corporations, parishes, and
schools, as well as their own private practices. Wherever they work, nurses are making a difference
in community health and well-being by providing comprehensive health care for diverse groups of
persons across the life span.
The BSN program at Augsburg equips nurses to synthesize knowledge from the liberal arts
with the art and science of nursing. Educational opportunities are provided to challenge students’
interests and engage their creativity as they increase skills in critical thinking, community assessment,
leadership and decision-making. Classes that combine short-term study away and abroad are woven
into the BSN curriculum and students are invited to participate in these exciting endeavors as they are
able.
Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing Education
(CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate
through the Minnesota State Board of Nursing.
Nursing Faculty
Cheryl Leuning (Chair), Marty Aleman, Katherine Baumgartner (Coordinator BSN program in
the Minneapolis/St. Paul), Ruth Enestvedt, Joyce Miller, Sue Nash (Coordinator BSN program in
Rochester), Joyce Perkins, Pauline Abraham, Kathleen Welle (Coordinator of Augsburg Central
Nursing Center)
Degree and Major Requirements
Major
Seven courses including:
NUR 300
Trends and Issues in Nursing
NUR 305
Communication
NUR 306
Paradigms in Nursing
NUR 403
Families and the Life Cycle
NUR 410
Community Health Nursing I
NUR 411
Community Health Nursing II
NUR 490
Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are required.
Students also must complete Augsburg’s residence and general education requirements.
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W)
graduation skills are embedded throughout the required courses in the nursing major and are met by
completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to meet
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requirements in the nursing major at Augsburg must consult an adviser about potential adjustments to
their course requirements to fulfill each of these graduation skills.
The program has been planned so that courses in the nursing major can be completed over 15
months (full-time study, two courses per term) with a summer break; however, students may pursue
their studies at a slower and more flexible pace.
Courses in the nursing major are offered on weekday evenings with a practicum course (NUR
411) requiring additional weekday time. More time may be required to complete the total course of
study depending on the number of liberal arts (general education) courses needed to complete the
BSN degree, and the number of credits transferred from other colleges or universities. Students in
nursing may take non-nursing courses in both day school and Weekend College. Students interested
in pursuing the nursing major should consult with BSN admissions staff in the Adult and Graduate
Admissions Office for program planning.
Departmental Honors
Admission to the honors major requires: a GPA of at least 3.60 in the major and 3.30 overall,
application to the department chair by November 1 of the senior year, recommendation by nursing
faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register
for NUR 499 to complete the honors requirement.
Note regarding Latin honors: To be eligible for Latin honors, a student must meet minimum GPA
standards as well as complete a minimum of fourteen traditionally graded credits at Augsburg and
have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/
N by the department will not be counted, nor will “N” grades). For further information, see the Latin
honors section on page 61.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg College, admission to the nursing
major requires the following:
• Completed application
• Cumulative GPA of 2.5 or higher in the basic nursing program
• Unencumbered RN license – must be a registered nurse who is licensed and currently
registered to practice in Minnesota prior to beginning the nursing major
• Evidence of HIPAA training
• Up-to-date immunization records
• Federal criminal background check
Special conditions:
• Students may be provisionally admitted to the bachelor of science in nursing program at
Augsburg due to a cumulative GPA of less than 2.50 in their basic nursing program. Full
admission to the program requires students to achieve a GPA of 3.00 or better in two liberal
arts courses at Augsburg.
• Students may apply to Augsburg College prior to completion of their degree program
provided all admission requirements are met prior to enrolling at Augsburg.
Credit for Previous Nursing Courses
Registered Nurses (RNs) transferring into Augsburg College’s BSN Completion program will be
granted six (6) course credits (24 semester credit hours) in recognition of their previous lower division
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nursing coursework if the following standards are met:
• Prior nursing education in the United States is taken in an Associate Degree in Nursing
(ADN) program or a Diploma in Nursing program. Both must be a state board-approved
program.
• Nursing coursework taken outside of the United States is submitted for evaluation to the
World Education Service (WES), an agency approved by Augsburg College to evaluate
foreign transcripts. Reports should be sent directly to Augsburg College. In addition, nursing
coursework must be verified for authenticity by the Commission on Graduates of Foreign
Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the
educational credentials report to the Minnesota State Board of Nursing. Once their
credentials are verified, applicants must apply for licensure and demonstrate successful
passing of the National Council Licensure Examination (NCLEX). Nurses who have
previously submitted CGFNS credential verification in a state other than Minnesota, who
have passed the NCLEX, will be considered for admission and must meet the same
residency requirements expected of all students.
Students who change their major and transfer out of the B.S. in Nursing completion program will
lose the six-credit block grant and their transfer credit evaluation will be reassessed. The six credit
block grant will be applied toward a Bachelor of Science degree in Nursing only.
Options for Completing the Degree
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and
work demands that must be taken into account in any decision to work toward a college degree. For
this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a nursing degree.
Nursing courses at Augsburg are available evenings and weekends. Nursing classes usually meet
on alternate weekday evenings for four-hour time blocks. Clinical practicum requirements usually
occur on weekdays. Optional immersion practicums abroad are scheduled throughout the year. Check
with the Department of Nursing for details.
It is recommended that most liberal arts courses be taken before starting the nursing major.
Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus and in
Rochester, Minn.
Nursing Courses
NUR 300 Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the professional
nurse. Economic, social, political, and professional trends and issues are explored in
relation to their implications for a changing practice.
NUR 305 Communication
Explores the components of the professional role and continues the professional
socialization process. Theories about how individuals and groups communicate are applied
to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment, ENL 111 or
112 or HON 111.)
NUR 306 Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory and
conceptual models for nursing practice are studied and applied to practice and research.
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(Prereq.: NUR 300 or concurrent enrollment.)
NUR 403 Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and explores
theories related to family structure and function throughout the life span. (Prereq.: NUR 305
and 306, or consent of instructor.)
NUR 410 Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve the health of
culturally diverse individuals, families, groups, and communities. (Prereq.: Math Placement
3 or MAT 105, completion of NUR 300-level courses.)
NUR 411 Community Health Nursing II *
Provides clinical experience in community-based health care delivery systems. Students
will apply nursing process, teaching/learning theory, and public health principles with
culturally diverse clients. (Prereq.: NUR 410)
NUR 490 Leadership/Management
The capstone course for the nursing major. Integrates concepts from nursing and the liberal
arts. Examines the professional nurse roles of leader and manager. Concepts of change,
conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the
leader-manager role are studied. Application of theory occurs in selected practice settings
with a professional nurse preceptor. This course satisfies the Keystone requirement.
(Prereq.: Senior status and completion of 300 level nursing courses and REL 300.)
NUR 495 Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects
studied will vary depending upon the interests of the faculty and students.
NUR 499 Independent Study/Research (optional)
Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult
with faculty prior to registration regarding review of the theoretical content. Students who decelerate
for more than five years may be asked to audit courses already taken. There is a fee to audit courses.
* This course involves an additional clinical tuition and 48 clinical practicum hours.
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Philosophy—PHI
Philosophy is in an important sense the most fundamental of the disciplines. All of the sciences
and most other disciplines arose out of it. Moreover, philosophy is concerned with asking and
answering the “big” questions that are the most basic. For example, Is there a God? Is there life after
death? Are there absolute moral standards? What kind of life is the best? What is knowledge and
what are its sources?
Students learn to ask and answer these and other similar questions for themselves through the
development and use of critical reasoning, assisted by the study of philosophers from the past and
present.
The philosophy major has been carefully planned so that students can easily graduate with two
majors. Some majors continue on to graduate school in philosophy, while others use the major to
prepare for other professional studies such as law, medicine, religious ministry, or journalism.
Philosophy Faculty
Markus Führer (Chair), David Apolloni
Degree and Major Requirements
Philosophy Major
Eight courses including:
PHI 230
Logic
or PHI 385 Intro. to Formal Logic and Computation Theory
PHI 241
History of Philosophy I: Ancient Greek Philosophy
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343
History of Philosophy III: Early Modern and 19th Century Philosophy
PHI 344
20th-21st Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The Quantitative Reasoning
(QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Major in Computational Philosophy
In addition to a major and minor in philosophy, the philosophy department also offers a crossdisciplinary major in conjunction with the computer science department emphasizing areas of interest
in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science,
philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical
skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result
is a degree that is very marketable in industry and that provides an excellent logical and philosophical
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background for those wishing to pursue graduate study in philosophy. See Computer Science for
course listing.
Departmental Honors
Admission to the philosophy honors program is by recommendation of the philosophy faculty.
Such recommendations will be made at the end of the junior year. The program will consist of an
honors thesis on an approved topic of the student’s choice that involves research above the course
level, and a defense of this thesis before the faculty of the department.
Philosophy Minor
Five courses, including two from PHI 241, 242, 343, and 344.
Philosophy Courses
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we know, if we can
have certain knowledge, if there are universal moral principles, whether God exists, the
nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it
means to view the world philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they use to make
moral judgments. The course explores major philosophical approaches to evaluating moral
actions and then applies them to contemporary issues. The Christian tradition will inform
the considerations. Students who receive credit for PHI 120 may not receive credit for PHI
125. (Prereq.: Pass CT assessment of GST 100)
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and action with
respect to the pursuit of happiness. We begin by asking what the end or purpose of human
life is, students then learn about the moral and intellectual virtues required to reach the end.
Topics of friendship and human love are followed by an analysis of human happiness.
Students who receive credit for PHI 125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the
institution of monogamy, and homosexuality are considered.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the rules that
govern valid arguments and develop their ability to recognize and construct sound
arguments. The last part of the course focuses on informal logic and inductive reasoning.
(Prereq.: MPG3 and pass CT assessment or GST 100)
PHI 241
History of Philosophy I: Ancient Greek Philosophy
Central philosophical questions that concerned the Greek philosophers from Thales to
Plotinus and still concern us today: the nature of reality and its relationship to language and
reason, the immortality of the soul, the nature of truth and human knowledge, and the
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nature of the good life.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers in order to
understand the process of philosophical assimilation involved in constructing a Christian
philosophy. Topics include: the nature of being, human understanding in relation to faith,
and the place of the image of God in the human condition. (Prereq.: ENL 111 or 112 or
HON 111. Suggested prior course: PHI 241. Spring)
PHI 260
Philosophy and the Arts
Philosophical issues raised and illustrated by painting, sculpture, literature, music,
architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art;
the nature of aesthetic experience, the evaluation of art, creativity, the relation between the
artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts
majors and students with a strong background in the arts. (Prereq.: Pass CT assessment or
GST 100)
PHI 343
History of Philosophy III: Early Modern and 19th-Century Philosophy
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major
empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and
empiricism, and 19th-century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche
and Mill). (Suggested prior course: PHI 241)
PHI 344
History of Philosophy IV: 20th-21st Century Philosophy
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic
philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy.
Focus of study is on major texts of these movements. Students are strongly encouraged to
take PHI 343 before taking PHI 344.
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What is the
relation between faith and reason? Does God exist, and if so, what can be said about God?
Can God’s goodness be reconciled with human suffering? Are miracles and life after death
possible? (Prereq.: Pass CT assessement or GST 100)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism, Buddhism,
Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, ways of
knowing, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist’s knowledge of the
world is profoundly different and better than that of the non-scientist, and what degrees of
certainty are yielded by scientific methods. (Suggested prior course: one course in natural
science)
PHI 370
Existentialism
Studies in the writings—both philosophical and literary—of prominent existentialist authors.
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The course examines what it means to be a being-in-the-world and explores such themes
as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in
philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
The course discusses some fundamental ethical theories, which it then carefully applies to
problems that arise in the areas of health care and delivery, allocation of scarce resources,
human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory,
and quantification. Formal models of computation including finite state automata, pushdown
automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI
385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 388
Seminar in Philosophy
This course focuses on one philosopher, one philosophical writing, and/or on one topic in
philosophy. Students work on preparing an in-depth thesis paper on some aspect of the
course through discussion of the course material. Short lectures are used to introduce
students to the material followed by discussion and debate to move students into the
depths of the material.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic in philosophy,
such as philosophical movements, the history of an idea or specific problems. Seminar
format. May be taken more than once for credit. (Suggested prior courses: any course from
PHI 241, 242, 343, 344, or consent of instructor, and ENL 111 or 112 or HON 111. Offered
annually)
PHI 490
Keystone
This course integrates the student’s general education experience with an overview of
specific philosophical ideas or philosophers.
Internships and Independent Study Courses
PHI 199
Internship
PHI 299
Directed Study
PHI 399
Internship
PHI 499
Independent Study/Research
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Physical Education
See listing under Health, Physical Education, and Exercise Science.
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Physics—PHY
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental
principles that describe and govern all physical aspects of the universe. Historically called “natural
philosophers,” physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest
galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays
an important role in many of the liberal arts disciplines and contributes to society’s understanding
of such areas as energy, weather, medical science, and space exploration. A good background
in physics (and the associated problem solving skills obtained therein) will prepare you well for a
multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of
rapid technological advances, the department strives to give students not only an understanding
of basic concepts, but also insights into recent developments. A rigorous major provides students
with the preparation required for graduate study in physics. It also provides flexibility, serving as a
stepping stone to advanced work in related areas such as astronomy, engineering, materials science,
atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for nonscience students that enable them to attain a general understanding of a particular area of science.
These courses provide the basis for further study and enable students to follow new developments in
science with heightened awareness and comprehension.
The department supervises the pre-engineering program, with degree programs available
at cooperating universities at both the bachelor’s and advanced degree levels, and administers
Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium,
funded by NASA. It also maintains active research programs through its Center for Atmospheric
and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National
Science Foundation, NASA, and other private and public sources. Several students work as research
assistants in these efforts during the academic year and in the summer. Cooperative education,
internship, and undergraduate research programs provide opportunities for students to apply their
knowledge and problem-solving skills in practical situations in industrial, governmental, and academic
settings.
Physics Faculty
Stuart Anderson, Mark Engebretson, Jeffrey Johnson, David Murr, Ben Stottrup, David Venne, Kevin
Landmark
Physics Research Staff
Jennifer Posch
Degree and Major Requirements
Bachelor of Arts
Major
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Thirteen courses including:
PHY 121
General Physics I
PHY 122
General Physics II
PHY 245
Modern Physics
PHY 351
Mechanics I
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, II
MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics
or MAT 245, 369 Calculus III and Modeling and Differential Equations in Biological and Natural
Sciences
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are
embedded throughout the offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing the following course:
S: COM 111, COM 115, or MAT 201
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science
Major
Seventeen courses including:
PHY 121
General Physics I
PHY 122
General Physics II
PHY 245
Modern Physics
PHY 261
Electronics
PHY 351
Mechanics I
PHY 352
Mechanics II
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395
Comprehensive Laboratory I
PHY 396
Comprehensive Laboratory II
PHY 486
Quantum Physics
One physics course above PHY 122
CHM 105, 106
Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146
Calculus I, II
MAT 245
Calculus III, PHY 327 Special Functions of Mathematical Physics
or MAT 245, 369
Calculus III and Modeling and Differential Equations in Biological and Natural
Sciences
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered
courses and are met by completing the major. Consult your department chair or academic adviser for
requirements for meeting the Quantitative Reasoning (QR) graduation skill.
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The graduation skill in Speaking (S) is met by completing the following course:
S: COM 115
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science
Physics Major With Concentration in Space Physics
Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY
420, and the omission of the elective physics course.
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic
in physics with an oral presentation and written report. Project proposals should be made to the
department by Sept. 30 of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the
physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first
year, and MAT 245 and 369 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly
in emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Minor
Seven courses including:
PHY 121
General Physics I
PHY 122
General Physics II
Three elective physics courses above PHY 122
MAT 145, 146
Calculus I, II
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities
of membership in a national physics society and of participating in the physics community on a
professional basis. Membership in the society is open to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those
students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and
overall, and rank in the upper third of their class.
Physics Courses
PHY 101 Introductory Astronomy
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A descriptive course covering our solar system, stars, and galaxies. In addition the course
traces the development of scientific thought from early civilization to the present day. Night
viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring)
PHY 103 Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the applications,
problems, and experiments are selected to illustrate fundamental principles of physics.
(Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include winds,
fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate
and climate change, global warming, and ozone depletion. (Three one-hour lectures, one
two-hour laboratory. Prereq.: MPG 2 and pass CT assessment or GST 100. Fall, spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses on the
nature of science and major concepts of physics and chemistry. Laboratory work stressing
experimentation and measurement will include the use of computers and electronic
sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course focuses on
major concepts of earth science and biology. Laboratory work will complement lectures and
will include the use of computers and electronic sensors. (Three one-hour lectures, one
three-hour laboratory. Prereq.: SCI 110)
PHY 116 Introduction to Physics
An algebra-based introductory course in which the applications, problems, and experiments
are selected to illustrate fundamental principles and provide a broad survey of physics.
(Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall)
PHY 119 Physics for the Fine Arts
A scientific study of sound, light, and the mechanics of structures and the human body
relating to music, the visual arts, and theatre. Explores the physics of phenomena and
perception fundamental to these disciplines. (Three one hour lectures, one three-hour
laboratory. Prereq.: MPG 3. Fall)
PHY 121 General Physics I
A rigorous study of classical physics including mechanics and wave motion. Designed for
physics, pre-engineering, and other specified majors. (Three one-hour lectures, one threehour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122 General Physics II
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and
optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour
lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111 or 112 or HON 111, MAT
146 or concurrent registration. Spring)
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PHY 245 Modern Physics
An introduction to modern physics from a historical and experimental perspective.
Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the
experimental foundations and need for quantum mechanics. (Three one-hour lectures, one
two-hour laboratory. Prereq.: PHY 122. Fall)
PHY 261 Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of
microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour
laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer
science)
PHY 320 Introduction to Space Science
A survey of Earth’s space environment including solar, planetary, magnetospheric,
ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle
precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245.
Spring)
PHY/MAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, partial differential
equations, Fourier series, series solution of differential equations, Legendre, Bessel, and
other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix
multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming in IDL. (Three one-hour
lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: crosslisted with mathematics)
PHY 351 Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms.
Topics include conservation principles, single particle motion, gravitation, oscillations,
central forces, and two-particle kinematics. (Three one-hour lectures. Prereq.: PHY 122,
MAT 369 or PHY 327, and pass CT assessment or GST 100. Fall)
PHY 352 Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms.
Topics include dynamics of rigid bodies, systems of particles, coupled oscillations, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT
369 or PHY 327. Spring)
PHY 362 Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus. Topics
include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties
of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 369 or PHY 327. Fall)
PHY 363 Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus. Topics
include magnetostatics, magnetic properties of materials, and electromagnetic radiation
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based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 369 or
PHY 327. Spring)
PHY 395 Comprehensive Laboratory I
(.5 course)
Students work in small groups on advanced experiments from various physics subfields
(including modern physics, electronic instrumentation, magnetism, and optics) with a focus
on the role of experiments, interpretation of data, and scientific communication.
Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per
week. Prereq.: junior or senior standing or consent of instructor and ENL 111 or 112 or
HON 111. Fall)
PHY 396 Comprehensive Laboratory II (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and software
design (LabVIEW) for computer-controlled experiments followed by application of these
techniques to advanced experiments in high vacuum physics and technology, modern
optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour
seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor, and
ENL 111 or 112 or HON 111. Spring)
PHY 420 Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle
motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics,
transport, and applications to laboratory and space plasmas. (Three one-hour lectures.
Prereq.: PHY 362, 363 or concurrent registration)
PHY 430 Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band
structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions
and consequences of the solid state of materials will be explored at a very detailed level,
taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.:
PHY 351, PHY 362; PHY 486 strongly recommended. Fall)
PHY 486 Quantum Physics
A development from first principles, including de Broglie’s postulates, the Schroedinger
equation, operators, wave functions, expectation values, and approximation methods.
Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen
atom. (Three one-hour lectures. Prereq.: PHY 245, 351. Spring)
Internships and Independent Study Courses
PHY 199 Internship
PHY 299 Directed Study
PHY 399 Internship
PHY 499 Independent Study/Research
Open to juniors and seniors with departmental approval.
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Political Science—POL
Students studying political science at Augsburg College are provided with the intellectual tools
for understanding and taking effective action in regard to the pressing political issues of the day.
The role and significance of authority and power in human affairs establish the focus of political
science. Augsburg political science students have the benefit of experienced faculty that teach
courses in all major areas of political science, and also possess special expertise in campaigns and
elections, immigration and ethnic politics, urban and environmental politics, economic development,
comparative and international politics, mass communications and other information technology, and
American public law. Grounded in the diverse and international community around our college, the
department directly engages the world and issues around us.
Political scientists use systematic inquiry and analysis to shed light on the dynamics of a whole
range of phenomena, including elections, wars, poverty, human rights, regime change, and migration.
Our majors explore political ideas and values, investigate political cooperation and conflict, analyze
and compare political systems, and develop perspectives on international relations. In the process,
our students are encouraged to relate insights from other liberal arts disciplines such as philosophy,
psychology, economics, history, and sociology to the study of politics.
Providing work in several subfields of political sciene, the major supplies the breadth appropriate
for graduate work in political science, public administration, public policy analysis, law, and other
professions. It also serves as a foundation on which to develop careers in public service, business,
communications, and other fields. Legislative and other internships, as well as significant independent
research projects, are within easy reach of Augsburg political science students in the Twin Cities area.
Combined with broad, balanced, and flexible course offerings, these special opportunities enhance
the student’s potential for graduate study and a successful career.
Political Science Faculty
Joseph Underhill (Chair), Andrew Aoki, Sarah Combellick-Bidney, Milda Hedblom, Elizabeth Klages,
Norma Noonan
Degree and Major Requirements
Political Science Major
Ten courses:
POL 158
POL 483
POL 484
Political Patterns and Processes
Political/Statistics/Methodology
Political Analysis Seminar
Required elective—one of the following:
POL 121
American Government and Politics
POL 122
Metropolitan Complex
POL 160
World Politics
POL 170
Law in the United States
Also at least five other upper division courses in four out of five political science areas. A seminar
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in one of the five areas may be counted for that area. Only one internship may count for an upper
division area. Also one other political science course in any area, upper or lower division.
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skill is
embedded throughout the offered courses and is met by completing the major. The graduation skill in
Speaking (S) is met by completing one of the following courses:
S: POL 325, POL 326, or POL 380
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Pre-Law Concentration in Political Science
Major: 11 courses required
Specific Required Courses — six total
POL 121
POL170
POL 483
POL 484
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223 and ENL 220)
PHI 230
COM 111
Electives—five total
Three courses from the choices below:
POL 350
POL 370
POL 371
POL 380
POL 381
Plus two additional upper level courses in Political Science (can come from the list above, or be any
other upper level Political Science course).
Public Policy and Political Change Concentration in Political Science
Major: 11 courses required.
Six Specific Courses:
ECO 112 or 113
POL 121 or 122
POL 325 OR 326
POL 399 (internship must be approved by political science adviser)
ECO 490, POL 483, or SOC 362 (only one can be used for this requirement)
POL 484
One Course from the Following:
POL 121
POL 122
POL 124
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POL 140
POL 158
POL 160
POL 170
Four Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 370
POL 371
POL 381
POL 421
POL 461
ECO 312, 313, 413 (only one of these can be used for this requirement)
SOC 381
Notes
1. POL 140 can be substituted for POL 122, with adviser approval.
2. If both POL 121 and 122 are completed, one can count for section I and one for section II. The
same course cannot fulfill requirements in both sections.
3. If both POL 325 and 325 are completed, one can count for section I and one for section III. The
same course cannot fulfill requirements in both sections.
4. Only one economics course (either 312, 313, or 413) can be counted toward the four courses
required in Section III.
Departmental Honors
The honors major in political science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors
independent study and a seminar, and must submit an honors thesis to be defended before a faculty
committee. Students may work with any member of the department on their honors thesis. For
specific requirements, consult the department chair. Students should apply for the honors major no
later than the junior year.
Minor
Five courses, including POL 121 or 122 or 170; POL 158; and at least three upper-division
courses in three out of five political science areas. POL 483 may not usually be used for a minor.
Pre-Law Minor: six courses required
Four Required Courses:
POL 121
POL170
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223 and ENL 220)
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PHI 230
COM 111
Two Electives:
Two courses from the choices below:
POL 350
POL 370
POL 371
POL 380
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be
canceled).
Public Policy and Political Change Minor: Six courses required
Three Specific Courses:
POL 121 or 122.
POL 325 OR 326
POL 399 (internship must be approved by adviser)
Three Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 381
POL 421
POL 461
ECO 312, 313, or 413
SOC 381
Notes
1. POL 140 can be substituted for POL 122, with adviser approval.
2. If both POL 325 and 325 are completed, one can count for section I and one for section II. The
same course cannot fulfill requirements in both sections.
3. Only one economics course (either 312, 313, or 413) can be counted toward the three courses
required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two
courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies
core; education courses also fulfill licensure requirements for secondary education.
Economics Courses:
ECO 112
Principles of Macroeconomics (elective for social science core)
ECO 113
Principles of Microeconomics (elective for social science core)
ECO 312
Intermediate Macroeconomics
or ECO 315 Money and Banking
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ECO 313
Intermediate Microeconomics
One other upper division economics course
Education Courses:
EDC 200
ESE 310
Orientation to Education (required for licensure)
5-12 Methods: Social Studies — Capstone course (required for licensure)
Political Science Courses:
POL 121
American Government (social science core course)
Two upper-level political science courses (must be in two different areas)
Two other political science courses
In addition, in order to graduate with this major, a student must have been admitted into the
Department of Education. To be licensed in social studies, additional education courses and the social
studies core are required.
Political Science Areas
(I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International
Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one
area may be counted in only one area toward major or minor requirements.
Note: Students interested in secondary education may take a political science major or the
teaching major in economics and political science. Either option requires that the student also take
courses required for the social studies core. For more information, see the department chair.
See the class schedule for precise listing of terms in which courses are offered.
Political science Courses
I. American Government and Politics
POL 121 American Government and Politics
Surveys major parts of American national government—including Congress, the
presidency, and the courts—as well as campaigns and elections, federalism, interest
groups, and political parties.
POL 122 Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on
influences on urban public policy. Includes case studies of the Twin Cities metro area.
POL 124 American Women and Politics
Investigates the roles women play in the political system. Political, economic, and social
issues will be explored from contemporary and historical perspectives.
POL 241 Environmental and River Politics
This course explores the politics of the communities and ecosystems of the Upper
Mississippi River watershed, including controversies about river pollution, the lock and dam
system, regional water supply, flood control, and farming practices. Includes 10-day canoe
trip down the river to see how local policy-makers and stakeholders are trying to achieve
sustainability in the watershed.
POL 323 Social and Political Change
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Examines interaction between cultural, social, and political change, looking primarily, but
not exclusively, at the United States. Also looks at how individuals can try to effect political
change. (Prereq.: one previous course in political science, or junior or senior status or
consent of instructor)
POL 325 Politics and Public Policy
The domestic policy making process, emphasizing how elected officials, bureaucrats, and
interest groups shape government policies in various areas, including taxes, the
environment, and social welfare policy. How public policies are formulated and
implemented.
POL 326 Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral process. Field work
with political parties, interest groups, and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in political science or consent of
instructor. Fall term of election years)
POL 342 Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the traditional
electronic media. Covers uses of technology and media for newsmaking, selling,
entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing)
POL 370 Constitutional Law
(See Section IV for description.)
POL 375 Media Law
(See Section IV for description.)
POL 421 Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can
include focus on national, state, or local level. (Prereq.: one course in political science or
consent of instructor)
II. Comparative Politics and Analysis
POL 158 Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making process with some
comparison of major political systems and discussion of contemporary issues.
POL 350 Topics In European Politics
Study of the political behavior, institutions, and processes of European states. The course
will focus on either European community law and politics or domestic politics in European
states. (Prereq.: one course in political science or consent of instructor)
POL 351 Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/post-communist states in terms
of political behavior, evolution, institutions, and political processes. (Prereq.: one course in
political science or consent of instructor)
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POL 359 Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes and countries
vary. (Prereq.: one course in political science or consent of instructor)
POL 459 Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons of political
processes such as political participation, political development, political change, and
revolution. Topic to be included in subtitle. (Prereq.: one course in political science or
consent of instructor)
III. International Politics
POL 160 World Politics
Introduction to the processes and issues of international politics, including the dynamics of
the international system, theories of international relations, and a focus on recent problems.
POL 363 Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the former USSR)
and China. (Prereq.: one course in political science or consent of instructor)
POL 368 Model United Nations
This course provides students with in-depth understanding of the United Nations and
international diplomacy through the process of preparation for attending the National Model
United Nations Conference which is held each spring in New York City. Students research
a country and set of issues for the committee on which they will serve. (Prereq.: POL 160 or
equivalent and consent of instructor.)
POL 461 Topics in International Politics
Selected themes including interpretations of international politics, foreign policy decisionmaking, simulations of international problems. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
POL 490 Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of some
methods for studying international relations; analysis of major trends; senior thesis. Open to
other students by consent of instructor. This course satisfies the Keystone requirement for
International Relations majors. (Prereq.: four courses in the international relations
sequence and ENL 111 or 112 or HON 111)
IV. Public Law
POL 170 Law in the United States
A survey of American law and legal process. Theories of law; law and society; roles of
courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as
politics; historic and contemporary legal issues.
POL 370 Constitutional Law
The legal-political-philosophical role of the Supreme Court in the American political system
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in significant decisions affecting the allocation of powers in the national government and in
the federal system. (Prereq.: POL 170 or at least junior status and one previous course in
political science)
POL 371 Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle of the course.
(Prereq.: POL 170 or consent of instructor)
POL 375 Media Law
Study of key issues and contemporary conflicts in media law and regulation, including the
uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.:
one course in political science, POL 342, or consent of instructor)
V. Political Theory and Analysis
POL 140 Social Justice in America
Examines social justice in urban policies such as housing and education (issues may vary).
Students develop their own arguments about social justice. Emphasis on class discussion;
substantial participation required.
POL 158 Political Patterns and Processes
(See Section II for description.)
POL 282 Understanding Asian America
Asian Americans and their place in American politics and society. Includes some coverage
of Asian American history and looks at the struggle to define Asian Americans.
POL 380 Western Political Thought
A study of influential political philosophers, emphasizing the values, goals, and
assumptions that continue to inform and to rationalize human governance. (Prereq.: one
course in political science or consent of instructor and ENL 111 or 112 or HON 111)
POL 381 Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative perspective
and American political thought. Topic to be included in the subtitle. (Prereq.: one course in
political science or consent of instructor, ENL 111 or 112 or HON 111, and pass CT
assessment or GST 100)
POL 484 Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an
examination of the requirements of science as a model for political study. Major research is
required. This course satisfies the Keystone requirement. (Prereq.: POL 158 and two upper
division courses, or consent of instructor)
VI. Seminars, Independent Study, and Internships
POL 295 Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter. (On demand)
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POL 483 Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design, descriptive
and inferential statistics, computer methods, and issues in the construction and execution
of political surveys. (Prereq.: MPG 3)
POL 495 Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses
POL 199 Internship
P/N grading unless internship supervisor grants exception.
POL 299 Directed Study
POL 399 Internship
POL 499 Independent Study/Research
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Psychology—PSY
Psychology is an exploration of behavior and mental processes. As an integral part of a liberal
arts education, psychology contributes to the understanding of individual and group behavior. The
study of psychology equips students to understand and use the scientific method to think creatively
and critically beyond the classroom. To prepare students for graduate study and work in psychology,
the major emphasizes the complementary components of a strong foundation in research and
theoretical work with the application of knowledge and skills in coursework, research experiences,
and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in
many settings including business, education, social services, research, law, government, church, and
medicine.
Faculty members in the Department of Psychology have varied professional specializations
including clinical, counseling, physiological, developmental, social, cognitive, and industrial/
organizational psychology as well as expertise in psychological applications to health, law, and public
policy. Students may tap this expertise through a variety of learning experiences including group and
individual projects, Psi Chi Honor Society, and faculty-student research teams.
Psychology Faculty
David Matz (Chair), Grace Dyrud, Stacy Freiheit, Bridget Robinson-Riegler, Nancy Steblay, Henry
Yoon
Degree and Major Requirements
Major
The major is 10 courses.
Foundations of Psychology
PSY 105
PSY 215
PSY 315
Principles of Psychology
Research Methods and Statistics I
Research Methods and Statistics II
At least one course from the following:
PSY 325
PSY 354
PSY 355
Social Behavior
Cognitive Psychology
Biopsychology
At least one course from the following:
PSY 491
PSY 493
Advanced Research Seminar
Seminar: Contemporary Issues
Professional Perspectives
PSY 400
Keystone Internship
At least one course from the following:
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PSY 201
PSY 235
PSY 263
PSY 357
PSY 359
PSY 373
PSY 385
PSY 410
Health Psychology
Psychology and Law
Sports Psychology
Behavioral Analysis
Assessment
Industrial/Organizational Psychology
Counseling Psychology
Clinical Neuropsychology
Electives (three courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from among
PSY 199, 299, 399/396, 400 and 499 may be counted.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing
(W) are embedded throughout the offered courses and are met by completing the major. Transfer
students should consult an adviser about potential adjustments to their course requirements to fulfill
each of these skills. All psychology majors must have an adviser in the psychology department.
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses,
must be approved by the chair. Only those psychology courses successfully completed (2.0 or above)
within the last 10 years will be considered. In general, courses that meet the transfer guidelines may
only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly
in emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Concentration in Clinical Psychology
The clinical psychology concentration is designed to prepare students for careers and graduate
education in mental health care fields. Students will learn about the biological, psychological, and
social factors related to defining, understanding, and treating abnormal behavior. Emphasis is
placed on developing knowledge and skills related to both the science and practice of psychology.
Experiential learning opportunities include collaborating on faculty-student research projects and
completing an internship in a real-world mental health setting. See the department chair for specific
requirements.
Concentration in Psychology and Law
The field of psychology and law involves the application of scientific and professional aspects
of psychology to questions and issues relating to law and the legal system. This field encompasses
contributions made in a number of different areas — research, clinical practice, public policy, and
teaching/training among them — from a variety of orientations within the field of psychology, such as
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developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will
participate in at least three experiential learning venues: laboratory research, a community-based
internship, and study tours to Hennepin County Courts.
See department chair for specific requirements.
Concentration in Social Psychology
Both the sociology and psychology departments offer courses relevant to students with interests
in social psychology. The intent of the social psychology concentration is to provide students with
a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary
social psychological perspective. Coursework will emphasize research skills, theoretical analysis,
and applied work in areas intended to prepare students for careers in law, consulting, research, and
social policy, as well as many other areas. In addition, the social psychology concentration is ideal for
graduate school preparation. See department chair for specific requirements.
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal
application must be made during the junior year. Consult the department chair for more detailed
requirements.
Minor
Five courses, including PSY 105, and four electives. A minimum of two courses must be from
Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400 and 499 may be
counted.
Psychology Courses
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications of psychological
concepts to everyday situations are emphasized. Research participation is required.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological interactions
on health. (Prereq.: PSY 105)
PSY 215
Research Methods and Statistics I
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit
without taking PSY 315. Scientific method as practiced in psychology. This sequence
emphasizes skills of bibliographic research, research design and data collection, statistical
analysis and interpretation, and APA-style presentation of research findings. (Prereq.: PSY
105, MPG 3, and sophomore status; pass CT assessment or GST 100)
PSY 235
Psychology and Law
Application of psychological principles and research to legal processes, policy, and
problems. Emphasis on three content areas: eyewitness memory, courtroom procedures,
and forensic clinical practice. (Prereq.: PSY 105)
PSY 250
Child Development
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Theory and scientific methods of examining development and behavior. Practical
implications of data and theory are stressed. (Prereq.: PSY 105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and
young adult years. (Prereq.: PSY 105)
PSY 253
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive and negative
aspects of aging. Content is especially relevant to those who study and work with the
largest growing segment of our population—the elderly. (Prereq.: PSY 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of both the natural
and built physical environment on human behavior. (Prereq.: PSY 105)
PSY 261
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and development of
personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.:
PSY 105)
PSY 262
Abnormal Psychology
Applying psychological science to understanding the causes and treatments for
psychological disorders. Topics include depression, anxiety, schizophrenia, substance use,
and eating disorders. (Prereq.: PSY 105)
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports and
enhancement of athletic performance. Topics include motivation, team development,
leadership, psychological skills training, and goal setting. (Prereq.: PSY 105)
PSY 271
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and behavior of
individuals. (Prereq.: PSY 105)
PSY 295
Topics in Psychology
Specific topic will be published prior to registration; e.g., Positive Psychology, Close
Relationships, Psychology and Religion. (Prereq.: PSY 105)
PSY 315
Research Methods and Statistics II
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term
immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher and ENL
111 or 112 or HON 111)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory
settings. Topics include social cognition, group behavior, social influence, attitudes
formation, and change. (Prereq.: PSY 215, or PSY 105 with consent of instructor)
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PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention,
perception, pattern recognition, memory, mental imagery, problem-solving, decisionmaking, and language. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 355
Biopsychology
Relationship between biology and behavior. Considers biological bases of learning and
cognition, emotions, abnormal psychology, personality, normal and altered states of
consciousness. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 357
Behavior Analysis
Principles of learning/behavior change and their application to self-management, family,
work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215 or PSY 105 with
consent of instructor and ENL 111 or 112 or HON 111)
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement, personality,
abnormal behavior, vocational interests, and impacts of the environment on behavior.
Examination of a variety of tests, concepts of reliability and validity, and legal and ethical
issues. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member. Concurrent or
previous enrollment in a full credit course in the faculty member’s area of expertise and
approval by that faculty member are required. (Prereq.: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include: the individual, group and
organizational structure/process and change. (Prereq.: PSY 105)
PSY 381
Historical Perspectives
Focus on the people in psychology’s history, their questions and positions, from the early
Greek period to the present. Emphasis on the 20th century, inclusions of women and
minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 385
Counseling Psychology
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis,
person-centered therapy, cognitive behavioral therapy, and post-modern approaches).
Topics include counseling diverse clients, evidence based practice, and ethical guidelines
for the counseling relationship. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 390
Special Topics in Psychology
Specific topic will be published prior to registration; e.g., Individual Differences, Evolutionary
Psychology. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 400
Keystone Internship
Students work 80 hours at an internship site of their choosing and attend weekly (or
weekend) class sessions. A series of papers/assignments address career and personal
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goals as well as the relationship between the internship work and concepts learned in the
psychology major. PSY 400 satisfies the Keystone requirement but must involve an offcampus internship to satisfy the Augsburg Experience requirement. (Prereq.: PSY 315)
PSY 410
Clinical Neuropsychology
The exploration of human behavior when the brain is altered by traumatic brain injury and
diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to
relate brain systems to attention, perception, memory, language, personality, and
awareness. Address clinical issues, including neuropsychological assessment and
interviewing. (Prereq.: PSY 315 or consent of instructor)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of
instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students’ knowledge of
statistical and methodological techniques and to explore contemporary professional issues
and implications for social policy. Recommended for students headed for graduate school
and those electing an honors major. (Prereq.: PSY 315 or consent of instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary, theoretical, professional, and social policy
issues from a psycho-logical viewpoint. (Prereq.: PSY 315 or consent of instructor)
Internships and Independent Study Courses
PSY 199
Internship
(Prereq.: PSY 105 and one other psychology course)
PSY 299
Directed study
(Prereq.: PSY 105)
PSY 399/396
Internship
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship.
(Prereq.: PSY 315 and ENL 111 or 112 or HON 111)
PSY 499
Independent Study/Research
(Prereq.: PSY 315)
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Religion, Youth and Family Ministry—REL,
YFM
In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious
beliefs and values. The study of religion at Augsburg College invites students on a search for
meaning, challenging them to explore their own religious beliefs and those of their neighbors, gain a
broader view of the role of faith in public life, and better understand our global context.
As an academic discipline, religion probes many of life’s critical questions:
• Who are we as human beings and where did we come from?
• Why do bad things happen?
• How can we live meaningful lives?
• What happens after we die?
• How do our values shape our choices?
• What is our responsibility to others?
• What texts are sacred and how should we read them?
• How can we encourage cooperation and respect among people of different faiths?
Students begin their search for meaning in the AugCore courses REL 100, 200, or 300. Here they
learn to articulate their own beliefs and understand that what they believe really matters. Students
engage in a close reading of the Bible and other sacred texts, study their historical contexts, and
apply these insights to contemporary social issues. They also explore their own gifts and how they
might be used in service of the broader community as they pursue a life of vocation. Students are
invited to deepen their pursuit of these questions by choosing a major or minor in religion, which offers
a wide range of courses in theology, biblical studies, and world religions.
As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff
are eager to engage in dialog with Christians from all denominations, with people who practice other
faith traditions, and with those who claim no particular beliefs. Faculty in the Religion Department
represent several Christian denominations and model respectful dialogue with students from a variety
of faith perspectives. We challenge all of our students to respect and learn from one another and to
think critically about matters of faith and reason in our lives together.
Religion Faculty
Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary
Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma, Karl Jacobson, Matthew Maruggi, Jeremy
Myers
General Requirements
Majors
The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM).
Prerequisites
Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses.
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Graduation Requirements
Courses designated REL and YFM are offered by the religion department. A maximum of 13 total
REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking
extra electives in REL or YFM may require students to complete more than the minimum 32 courses
required for graduation.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing
by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be
considered. In general, courses that meet the transfer guidelines may only be applied to elective
credit for the major. Students who have taken an approved introductory course in Bible and/or
Christian theology at another college may take REL 300 in place of the College REL 100 and 200
requirement; consult the registrar’s office.
Advising
All majors must have an adviser in the department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and
colloquium with the department. Application must be received by the department by Dec. 30 of the
student’s senior year.
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Religion—REL
A religion major provides a strong foundation in the liberal arts and prepares students for
professional work and graduate studies in a wide range of fields. Since the major requires only eight
courses, students are encouraged to double-major in a related field. Students considering seminary
should attend two Bible courses, and one course in theology or church history. Students planning on
graduate studies in Religion ought to complete one Bible course, a world religions course, and the
Philosophy of Religion course. A religion major also provides strong preparation for graduate studies
in theology, religious studies, sacred scripture, church history, and related fields. The major prepares
students to think critically, read analytically, write clearly, and speak confidently, skills that make our
graduates attractive to graduate schools.
Degree and Major Requirements
Bachelor of Arts
Religion Major
Eight courses including:
REL 200
Christian Vocation and the Search for Meaning II
or REL 300 Bible, Christian Theology, and Vocation
REL 210
Research Methods in Religion
REL 495
Religion Keystone
Five additional electives
Note: Keystone, especially for majors, should be taken in the junior or senior year. One New
Testament Greek course may be applied to the major.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing
(W) are met by completing the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second major
S: REL 302, 386 or consult with your adviser for an approved course outside the major
W: REL 495 and one of the following: REL 362, 370, or 481
Transfer students must consult a Religion adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Religion Minor
Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and
four electives.)
Note for majors and minors: Students are required to have at least a 2.00 GPA in courses counted
toward the major or minor. One or two courses in youth and family ministry (YFM) may count toward
the religion major or minor.
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Religion Courses
REL 100
Christian Vocation and the Search for Meaning I
This introductory course examines how people of faith—Jewish, Christian, and Muslim—
understand their faith and live out their spiritual commitments. In particular, it explores
some of the biblical and theological resources that the Christian tradition, seen through the
lens of vocation, brings to the search for meaning. Not accepted for credit for students who
have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and
family ministry courses.
REL 120
Religion and Science in Popular Culture
This course explores the relationship between religion and science through issues that
emerge in public discussion through news and popular media. Examples of topics include
evolution and intelligent design, genetic engineering and stem cell research, and the social
role of science and science as vocation, along with historical and philosophical
development of science in its relationship to religion.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and positions and
on recognizing and evaluating religious claims in the areas of biblical interpretation and the
historical, cultural, and global contexts of Christianity and other world religions. (Prereq.:
REL 100)
REL 205
Exploring Topics in Religion
This course introduces students to various topics within the field of religion. Students will
explore primary texts on topics such as gender, economics, and politics and investigate and
analyze the contemporary debates involving these complex issues. Students will develop
their own perspectives on the topic under investigation. (Prereq.: REL 100 or 300 and ENL
111 or 112 or HON 111)
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic study of Christianity
(Bible, theology, and church history), including methods and research skills. (Prereq.: REL
100 or 300 and ENL 111 or 112 or HON 111)
REL 260
Self, Sex, and Sin in Christian and Modern Thought
We face complex question about human beings, sexuality, and sin. The Bible and Christian
thinkers have reflected on these topics, but it often seems like traditional claims disagree
with modern views. This course explores how the Christian tradition and modern
anthropology define self, sex,and sin. Prerequisites REL 100 and 200 or 300.
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible, Christian
tradition, and vocation. Students will articulate their own theological questions and positions
and begin to recognize and evaluate religious claims in a world of many religions. Open
only to advanced transfer students. Not accepted for credit for students who have taken
REL 100, 111, 221, or 331.
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REL 301
Interpreting the Old Testament
An investigation of the Torah, Prophets, and Writings, including forms, genres, historical
contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish
and Christian communities. (Prereq.: REL 100 or 300 and pass CT assessment or GST
100)
REL 302
Interpreting the New Testament
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other
New Testament writings as persuasive literature for ancient and modern communities.
REL 306
Non-Western Christianity
A study of Christian belief and practice in a variety of cultural settings different from those of
Western Europe and North America. In addition to introductions to forms of this faith on
other continents, the course will explore the deep questions of the relationship of culture
and religion, and the ethnic and cultural location of Christianity.
REL 309
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith
and belief, salvation and redemption, and forgiveness and mercy will be explored through
the medium of popular film.
REL 313
Environmental Theology and Ethics
An overview of contemporary theology and theologically-based approaches to
environmental ethics using studies of environmental problems in South, Central, and North
America.
REL 324
Liberationist, Feminist, Queer & Postcolonial Theologies in Latin America
Study the range of Latin American liberation theologies that have developed since the
1960s, when Catholic theologians first asserted that God has a “preferential option for the
poor” and therefore linked their faith to revolutionary social movements against political and
economic oppression. Recently, Latin American theologies have expanded to include
feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism.
Not accepted for credit for students who have taken REL 366. (Taught only in Mexico)
REL 343
Theology of Marriage and Family
An examination of the nature of modern marriage and family relationships within the context
of the faith and practice of the Christian church.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of
religious perspectives and roles within churches and religious organizations. Taught in
Namibia.
REL 353
Finding Your Religion/Spirituality
A study of the beliefs and worship practices of the major Christian denominations and of the
world religions as practised in America. Some controversial religious movements will also
be considered.
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REL 356
World Religions
An introductory survey of some of the major living religions of the world, including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers
who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther
King, Jr.
REL 362
Martin Luther and the Reformation
An introduction to the theological thought of the Protestant reformers of the 16th century.
Special attention to the writings of Martin Luther and other representative figures. (Prereq.:
REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 363
Religion in America
A study of the history of religion in America. This course explores religion as force for
personal transformation, community and social change. In the journey from Puritanism to
pluralism, special attention is given to the quest for religious freedom and the search for
meaning in history.
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin American culture
and politics. Focuses on the relationship between theology and social/political
transformation. (Prereq.: Pass CT assessment or GST 100)
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied.
Tribal similarities and differences are explored as are tribal relationships with nature,
religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
(Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300)
REL 378
Medieval Church
(See description under HIS 378)
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian faith and ethical
deliberations (including killing, abortion, human sexuality, and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretation through study of
the characters and values portrayed in Genesis and related biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and ethics, taking into
account also what other religions and the biological, psychological, and social sciences
have had to say on the subject. Special emphasis on medical ethics brought on by modern
medical technology.
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REL 405
Christensen Scholar Seminar I
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a
call in Christian ministry. This course is open to participants in the Christensen Scholar
program only.
REL 406
Christensen Scholar Seminar II
(.5 course)
This course will study the Bible and Christian tradition in order to help participants discern a
call in Christian ministry. This course is open to participants in the Christensen Scholar
program only.
REL 425
Christian Spiritual Practices
A practical forum on “habits of the heart” that sustain Christian service. Students explore
and critically reflect on the value and practice of spiritual disciplines such as prayer,
meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and men, feminist
interpretation of the Bible, and the impact of feminism on Christian theology, especially in
terms of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels, dealing with their
context, literary structure, and relationships. Attention to the variety of interpretations given
the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early
church, and some of the themes found in his writings. (Prereq.: REL 100 or 300 and pass
CT assessment or GST 100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as attention to
current issues facing the Jewish community.
REL 480
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and contemporary
culture. Students will be challenged to make vocation the lens through which they view their
lives and communities. This course satisfies the Keystone requirement. (Note: some
majors, including REL, may still require a particular keystone course in that discipline.)
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought today, as
seen from the systematic perspective, in the light of the continuing theological task of the
Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 483
Christian Ethics
The course will focus on the understanding of ethics from a Christian as well as an
interreligious perspective, examining the theological and social science context of both
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individual and social ethics. Students will probe their own definitions of what it means to live
a moral life and the processes one uses to make moral decisions.
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Religion Keystone
This course is required for the major, and enrollment is normally restricted to students who
have nearly finished their coursework. Selected topics vary by instructor. Students will
improve writing abilities through writing a major research paper. (Prereq.: REL 210 and
ENL 111 or 112 or HON 111)
Internships and Independent Study Courses
REL 199
Internship
Limited to special cases.
REL 299
Directed Study
REL 399
Internship
REL 499
Independent Study/Research
For religion majors only.
See department listing for a description of the following approved electives:
PHI 350
Philosophy of Religion
SOC 260 Religion and Society
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Youth and Family Ministry—YFM
Youth and Family Ministry Major
In keeping with Augsburg’s mission to nurture future leaders in service to the world, the major in
youth and family ministry prepares persons for faithful work as youth and family ministers in Christian
congregations and other ministry settings. This major is interdisciplinary, combining a core study
of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive
element of the major is the combination of practical and theological training: students will have many
opportunities to apply their knowledge and discernment skills in specific ministry contexts, including
a supervised internship. Students must declare the YFM major and receive faculty approval before
participating in off-site field work. A youth and family ministry minor is also offered.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course
requirements to fulfill each of these skills.
Course Maximums
A student majoring in YFM may take apply up to 15 courses from the religion department toward
graduation if they are required to take REL 100 and 200, and the 15th course is a REL or YFM study
abroad course or the Lilly Scholar Seminar. If the student is required to take REL 300, they may apply
up to 14 courses if the 14th course is a REL or YFM study abroad course or the Christensen Scholar
Seminar.
Associate in Ministry (A.I.M.)
Course work completed with the major fulfills part of the requirements for Associate in Ministry
(A.I.M.) status within the Evangelical Lutheran Church in America. Students interested in A.I.M.
certification should consult with their home synod and with a YFM adviser no later than their second
year.
Youth and Family Ministry Major
Fourteen courses including:
Theology core (6 courses):
REL 210
REL 301
REL 302
REL 362
REL 481
REL 495
Research Methods in Religion
Interpreting the Old Testament
Interpreting the New Testament
Martin Luther and the Reformation
Contemporary Theology
Religion Keystone
Youth and family ministry core (4 courses):
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YFM 208
YFM 209
YFM 235
YFM 305
YFM 358
YFM 399
Vocational Formation I [required non-credit experience]
Vocational Formation II [required non-credit experience]
Foundations for Ministry with Youth and Families
Ministry Practices
Life and Work of the Church
Internship
Youth and family ministry electives (2 courses):
YFM 205
Exploring Topics in Youth and Family Ministry (students will choose two topics courses
from a list of 0.5 credit courses)
One REL or YFM course from the following list:
YFM 232
YFM 316
REL 343
REL 345
REL 353
REL 356
REL 357
REL 425
Peer Ministry
Church and Culture in Context
Theology of Marriage and Family
The Lutheran Heritage (required for A.I.M. certification)
Denominations and Religious Groups in America
World Religions
Giants of Christian Faith
Christian Spiritual Practices
And three supporting courses:
SOC 231
Family Systems: A Cross-Cultural Perspective
PSY 105
Principles of Psychology
PSY 250
Child Development
or PSY 252 Adolescent and Young Adult Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major or minor may not also major or minor in
religion.
Youth and Family Ministry Minor
The minor consists of the following five courses:
YFM 235
Foundations for Ministry with Youth and Families
One youth and family ministry course from:
YFM 305
YFM 358
Ministry Practices
Life and Work of the Church
One Bible survey course from:
REL 301
REL 302
Interpreting the Old Testament
Interpreting the New Testament
One theology course from:
REL 362
Theology of the Reformers
REL 481
Contemporary Theology
and one course from the theology core, YFM core, or YFM electives as listed in the major.
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Youth and Family Ministry Courses
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
YFM 205 Exploring Topics in Youth and Family Ministry (0.5 course)
Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in
which students may further focus upon ministry topics introduced in YFM 235 and
elsewhere. Special ministry topics will vary from year to year and include such subjects as
Outdoor Ministry, Service Learning, Program Administration and Planning, Youth Culture
and Religion, Communications, Media, Music and Ministry, and Ministry with Youth on the
Margins.
YFM 208 Vocational Formation I
(.0 course)
A non-credit requirement for all students majoring in youth and family ministry that is to be
completed by the end of the student’s second year. Students will complete an entrance
process into the major, participate in monthly cohort groups, monthly roundtables, attend
multiple spiritual direction sessions, and attend a vocational formation retreat.
YFM 209 Vocational Formation II
(.0 course)
A non-credit requirement for all students majoring in youth and family ministry that is to be
completed by the end of the student’s final year. Students will complete a professional
portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings
with an assigned mentor from the field, and attend one approved professional conference
or workshop. (Prereq.: YFM 208)
YFM 232 Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as peer ministers
in their congregations and communities. They will learn and practice communication skills,
facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the
act of caring and serving others within a Christian belief system.
YFM 235 Foundations for Ministry with Youth and Families
An introductory level study in which the biblical, theological, and historical foundations of
ministry with youth and families are explored. Students will also be introduced to the
principles of practical theology and learn the skills and sensibilities necessary for discerning
what faithful ministry might look like in a specific location.
YFM 305 Ministry Practices
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the
grounding and guiding of ministry professionals. An exploration of the history and
development of the spiritual practices of the Christian tradition, combined with modern
practices used for effective ministry, make up the major themes of this course. (Prereq.:
YFM 235)
YFM 316 Church and Culture in Context
A study of culture, church life, and the contemporary religious situation in another country.
An exploration of the roles of households, congregations, and other ministry organizations
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in shaping and nurturing faith as compared to the United States. Short-term travel seminar,
available as offered.
YFM 358 Life and Work of the Church
This course features an overview of the manner in which Christianity has carried out its
mission throughout the centuries, as well as an exploration of the issues and challenges
facing modern and “post-modern” churches. A central element of this course will be a
research project that studies the methods and strategies of congregations and other
ministry organizations in their efforts to introduce, nurture, and shape the Christian faith.
(Prereq.: YFM 235)
YFM 399 Internship
The internship centers around 150 hours of supervised leadership practice focused on
youth and families, fulfilled in partnership with a congregation or other approved ministry
setting. A formal learning agreement as well as the development of a professional portfolio
round out the internship experience. (Prereq.: YFM 235 and YFM 305 or 358)
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Social Studies Teaching Licensure
Students preparing to teach social studies at the secondary level must complete, in addition to
the professional requirements to be met within the Department of Education, a program designed to
provide a broad foundation in the social sciences.
Coordinators
Don Gustafson, degree-seeking students.
Anne Kaufman, licensure only and MAE graduate students.
Social Studies Teaching Licensure
Broad base requirements:
ECO 113
Principles of Microeconomics
ESE 220
Introduction to Human Geography
America to 1815
HIS 120
or HIS 121 19th-Century United States
or HIS 122 20th-Century United States
POL 121
American Government and Politics
PSY 105
Principles of Psychology
SOC 121
Introduction to Human Society
ANT 141
Cultural Anthropology
Plus a major in one of six fields—economics, history, political economics, political science,
psychology, or sociology. Geography and anthropology are also acceptable fields, although they are
not offered as majors on the Augsburg campus.
An interdisciplinary social studies major is available for persons holding a bachelor’s degree and
seeking licensure only. Consult with Anne Kaufman for details.
Students considering a career in social studies education should consult, as soon as possible, the
Augsburg Department of Education and the social studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly
in emphasis from the Augsburg major requirements. Students should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
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Social Work—SWK
Students in social work are preparing to engage in professional practice with individuals,
families, groups, communities, and organizations. Students learn to become skilled at designing
change strategies with clients that promote individual change, social justice, and empowerment. The
curriculum includes classroom instruction, agency practicum, social work skills development, history
of social work and social welfare in the United States, analysis of social welfare policy, and social
science research. In and out of the classroom, students study privilege and oppression and engage
with diverse communities. In the end, our students are prepared to practice in multi-cultural settings.
Those graduating with a social work major receive a Bachelor of Science degree in social work
and are eligible to apply for licensure as a generalist social worker. Students interested in a graduate
degree in social work (MSW) are encouraged to apply to our Master of Social Work program. The
undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the baccalaureate and graduate social work programs
are accredited by the Council on Social Work Education.
Social work graduates embody the Augsburg College motto, “Education for Service.” One
example of this motto in action is the extensive service learning and practica assignments embedded
in the social work curriculum. Students begin service learning early in their major and engage in over
400 hours of agency based training, supervised by licensed social workers. The Twin Cities offers a
variety of innovative and professional programs and agencies. Students are encouraged to train with
and learn from these local, regional, and national leaders in social work.
Social Work Faculty
Nancy Rodenberg (Chair), Anthony Bibus, Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW
Program Director) Mauricio Cifuentes, Ankita Deka, Christina Erickson (Field Education Coordinator),
Annette Gerten (BSW Field Coordinator), Melissa Hensley, Kelly Abel Knochel, Barbara Lehmann
(BSW Program Director), Terrence Lewis, Glenda Dewberry Rooney, Michael Schock, Maryann Syers
Degree and Major Requirements
The Bachelor of Science degree consists of ten upper level courses and a total of seven
supporting courses. Social work courses that are open to non-majors are designated with an
asterisk.
The Supporting Courses
Select one of these three courses:
SWK 100
SWK 210
SWK 230
Introduction to Professional Social Work*
Environmental Justice and Social Change*
Global Peace and Social Development*
Select one of these four courses:
ECO 112
POL 121
Principles of Macroeconomics
American Government and Politics
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POL 122
POL 325
Metropolitan Complex
Politics and Public Policy
Take these four courses:
BIO 121
PSY 105
SOC 121
SWK 280
Human Biology and Lab
Principles of Psychology
Introduction to Human Society
Diversity and Inequality in Professional Practice*
Select one of these two courses:
SOC 362
MAT 163
Statistical Analysis
Introductory Statistics
GPA Requirements for degree completion
The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to
the program a minimum grade of 2.0 is required for each upper level course and a 2.00 cumulative
GPA is required in the supporting program.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded
throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR)
graduation skill is met by taking SWK 401 and ECO 112, MAT 163, or SOC 362.
Pass/No Credit Maximums for Majors
All social work majors must take their upper level courses with traditional grading. Social work
majors are allowed to apply up to six credits with a grade of Pass (P) toward graduation, as are other
majors. Students seeking Latin and Department Honors may only take two P/N credits. (See Latin
Honors for additional details.)
Major Courses
Ten upper level courses:
SWK 301
SWK 303
SWK 306
SWK 307
SWK 316
SWK 317
SWK 401
SWK 406
SWK 407
SWK 417
History and Analysis of Social Policy*
Human Development and the Social Environment*
Social Work Practice 1: With Individuals
Field Work 1: Integrative Seminar
Social Work Practice 2: With Families and Groups
Field Work 2: Integrative Seminar
Social Work Research and Evaluation
Social Work Practice 3: With Communities and Policies*
Field Work 3: Integrative Seminar
Field Work 4: Integrative Seminar
Social Welfare Minor
(for non-social work majors)
The goal of the social welfare minor is to give non-majors a sense of the impact of social work on
society and a means to incorporate some social welfare perspectives to their chosen career.
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Six courses including:
SWK 100
SWK 303
SWK 301
SWK 406
SOC 265
Introduction to Professional Social Work
Human Development and the Social Environment
History and Analysis of Social Policy
Social Work Practice 3: With Communities and Polices
Race, Class and Gender
And one course from:
POL 121
POL 158
POL 325
American Government and Politics
Political Patterns and Processes
Politics and Public Policy
No credit for non-academic work
In accordance with accreditation standards, the Social Work Department does not grant social
work course credit for life experience or previous work experience.
Admission to the Major
Students must apply to be admitted to the degree program in social work. This application
process, called candidacy, is subsequent to and separate from admission to Augsburg College. The
candidacy application is completed in the spring term of the sophomore year or in the summer months
for junior transfer students. Each social work major must complete the application materials and be
officially admitted to the social work program before beginning the first field practicum in the junior
year. Social work majors must have a cumulative 2.20 GPA to enter the program. Students who do
not meet this minimum GPA standard will be given an opportunity to explain their GPA and may
subsequently be considered for conditional admission. Admission to the program is required as a prerequisite for those 300 and 400 level courses restricted to social work majors only. Contact the Social
Work Department for details.
Departmental Honors
The Social Work Department offers students the opportunity to earn Departmental Honors through
the completion of an applied or scholarly project. Students may apply for Departmental Honors if
they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA of 3.60 in all
social work classes at the 300 level and above. Honors applicants may take up to two courses as P/
N (pass/no credit) and must complete a minimum of 14 traditionally graded Augsburg courses. Other
requirements include the successful completion of a paper or project designed to demonstrate critical
understanding of one area in the field of social work or social welfare. A faculty mentor will guide
and supervise work on this paper or project. Please consult with your adviser or program director for
complete details and deadlines.
Social Work Courses
Social Work Entry Level Courses and SWK 280
The social work major offers three ways to begin the B.S. degree: SWK 100 is for those students
interested in the profession, SWK 210 is for students more interested in policy and advocacy, and
SWK 230 is for students interested in international social work and global issues. All three courses are
equal as introductions to the major.
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All three courses feature an experiential learning component. Students volunteer 40 hours in a
human service agency, program or institution. The placement is selected by the student, approved by
the course instructor, and supervised by agency staff. These courses are also open to non-majors.
The department also offers a course in human diversity, SWK 280 that is to be taken after the entry
level courses.
SWK 100 Introduction to Professional Social Work
This course provides an opportunity for students to explore a possible social work major or
future career in human services. Students will receive an overview of social welfare as an
institution and social work as a profession. The course examines service needs associated
with the unequal impact of social, economic and political structures on diverse groups in
society.
SWK 210 Environmental Justice and Social Change
This course examines the relationship between environmental justice issues and principles
and methods of social change. It explores the relationship between environmental damage
and damage to human populations, the differential effect of environmental damage on
specific populations, and the ways social change agents can mobilize action to correct
these injustices.
SWK 230 Global Peace and Social Development
This course offers a framework for understanding sustainable social and economic
development and non-violent social change. Case studies present examples of how social
work and human services function in a global context and are vital to fostering peace,
human rights, and well-being.
SWK 280 Diversity and Inequality in Professional Practice
This course explores diversity and social inequality as they relate to professional practice in
social work and other helping professions. Building cultural competence in work with
diverse populations, students learn through dialogue, reading, experiential exercises, and
community observation.
Course Sequence and Concurrency
Social work upper level courses are taught in a two-year sequence. Courses are taught once a
year. The following courses must be taken together during the same term (as indicated):
SWK 301 History and the Analysis of Social Policy
The history of social workers, social movements, and changing social norms in Europe,
North America, and globally profoundly affects social welfare policy today and tomorrow. In
this course, students learn how historical events, policies, and programs influenced today’s
social responses to human needs. (Prereq.: junior standing and pass CT assessment or
GST 100) [Fall]
SWK 303 Human Development and the Social Environment
Students will focus on the theories and knowledge of human bio-psycho-social spiritual
development throughout the life span. Students will study how people develop, with
attention to the interaction between individuals, families, and the changing social
environment. The course takes a life span perspective of human development, from birth
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to death in the context of the person in the environment. Traditional approaches to
life “stages” are also explored, along with less traditional issues, such as human behavior
and development as a result of different cultures, sexual orientation, poverty, and differing
physical or mental abilities, and the relationship between diverse statuses and the social
environment. [Fall]
SWK 306 Social Work Practice 1: With Individuals
Students develop foundational social work practice knowledge, skills, and values while
learning to interview, assess, set goals, and work with individual clients. Course readings,
class participation, simulations, and role-plays provide learning opportunities for students to
build skills necessary for generalist social work practice with individuals, families, and
groups. Emphasis is on holistic practice applying the strength-based problem solving
approach and working with diverse populations. (Coreq.: SWK 307)
SWK 307 Field Work 1: Integrative Seminar
Students begin applying practice knowledge and skills in their first social work practicum.
Social work professionals in regional human service agencies supervise students in a fullyear field placement. Students also synthesize their course-based learning with their
supervised training through participation in weekly integrative seminars. Students complete
a minimum of 120 hours of supervised practice in the fall term. (Coreq.: SWK 306) [Fall]
SWK 316 Social Work Practice 2: With Families and Groups
Students continue to develop generalist social work practice knowledge, skills, and values
while learning to interview families and facilitate groups. Emphasis is on holistic practice
applying the strength-based problem solving approach and working with diverse groups
and families. (Prereq.: SWK 306, 307, and ENL 111 or 112 or HON 111. Coreq.: SWK 317)
[Spring]
SWK 317 Field Work 2: Integrative Seminar
This course is a continuation of SWK 307. Students apply practice knowledge and skills in
their first social work practicum. Students synthesize their course-based learning with their
supervised training through participation in weekly integrative seminars. Students complete
a minimum of 120 hours of supervised practice in the spring term. (Coreq.: SWK 316)
[Spring]
SWK 406 Social Work Practice 3: With Communities and Policies
Students learn how community organizations, human service agencies, and social policies
emerge in Western society. Students study how to organize communities for
empowerment, how to assist human service agencies to adapt, and how to influence local,
regional, and national policies. (Coreq.: SWK 407) [Fall]
SWK 407 Field Work 3: Integrative Seminar
Social work professionals in regional human service agencies supervise students in a
senior year field placement. Students synthesize their advanced course learning with their
supervised training through participation in weekly integrative seminars. Students complete
a minimum of 120 hours of supervised practice in the fall term. (Coreq.: SWK 406) [Fall]
SWK 401 Social Work Research and Evaluation
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This course will provide students with an introduction to positivist and constructivist theories
and related methods commonly used in both social science research and social work
evaluation. Students will learn to integrate social work values and ethical principles with
social science research and evaluation. Methods of program and practice evaluation will be
examined. Various approaches to organizing information and interpreting data will also be
examined. (Prereq.: MAT 163 or SOC 362, and MPG 3) [Spring]
SWK 417 Field Work 4: Integrative Seminar
This course is the Social Work major keystone course and a continuation of SWK 407.
Social work students synthesize their advanced course learning with their supervised
training through participation in weekly integrative seminars. Students complete a minimum
of 120 hours of supervised practice in the spring term. [Spring]
Internships and Independent Study Courses
SWK 199 Internship
SWK 295 Topics:
Special themes in social work specified in subtitle.
SWK 299 Directed Study
SWK 399 Internship
SWK 499 Independent Study/Research
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Sociology—SOC
Sociology is the scientific study of society and of human social organization in groups. The
sociological perspective provides a way to better understand the social world and how human beings
come to think and act as they do.
The goal of the department is to guide students in gaining knowledge of the social order, an
understanding of how it affects them in their daily lives, and how it can be applied to their careers.
Sociology majors develop a critical understanding of the theories of society and social groups, learn to
create and use scientific tools of analysis, and practice the application of sociological concepts to the
solution of social problems.
Students are encouraged to select study abroad, internships, independent study, and field studies
as electives. The department urges students to use Augsburg’s metropolitan setting as a laboratory
for learning. Internships and service learning enable majors to apply the theories and research skills
of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology
are currently employed in research, law, management, and human resources departments of both
government and private corporations, in the criminal justice field, and as professors of sociology.
Others have used the major as preparation for advanced study in areas such as the ministry, social
work, urban planning, and human services.
Sociology Faculty
Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James VelaMcConnell
Degree and Major Requirements
Major
Sociology has a long-standing tradition as an excellent undergraduate major that applies to a
number of fields from human services to criminal justice to business to public service. The foundation
of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops
over the course of the major, and integrates and reinforces a challenging set of important skills; those
skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data,
and the connection of the individual and collective perspectives in the unique way of the sociological
imagination. The five core courses intentionally develop those skills in our students. The electives
allow students to choose courses that add other skills related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least
three of which are upper division courses from the specified list below:
Core major:
SOC 121
SOC 362
SOC 363
SOC 485
SOC 490
Introduction to Human Society
Statistical Analysis
Research Methods
Sociological Theory
Senior Seminar
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At least three of the following upper-division courses (Prereq.: SOC 121):
SOC 320
SOC 349
SOC 375
SOC 377
SOC 381
SOC 387
SOC 390
SOC 399
Sociology of Law
Sociology of Organizations
Social Psychology
Organizational Crime and Deviance
City and Metro-Urban Planning
Juvenile Delinquency
Social Problems Analysis
Internship
Two additional sociology electives
Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and
490) to receive credit in the major.
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers Interest Tracks
within the major. These interest tracks are: City and Community; Crime and Deviance; Law;
Organizations; and Social Psychology. The Interest Tracks guide majors in selecting elective courses
in a way that tailors their sociological training, experiences and skills. Working with an advisor and
following the guidelines and recommendations provided at the links below, sociology majors can
design a pathway through the major that directs them toward careers or graduate work in criminal
justice, law, organizational development, public relations, social services, and urban studies.
Students who are interested in pursuing an Interest Track should discuss this with their adviser
or the Sociology Department Chair. A full description of each Interest Track may be found at the
Sociology Department website http://www.augsburg.edu/sociology/.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly
in emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Departmental Honors
To complete departmental honors in sociology, the student must have a minimum GPA of 3.50 in
the major and overall. See department chair and website for specific requirements. An application for
departmental honors/graduation with distinction must be completed by spring of the junior year.
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg
College. Students are required to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00
GPA in courses counting toward the minor.
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Sociology courses
SOC 111 Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and ideological forces that
are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a
basis for exploring this theme. (Fall, spring)
SOC 121 Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights into
discovering the world and one’s place in it. Course study focuses on an understanding of
culture, social structure, institutions, and our interactions with each other. (Fall, spring)
SOC 222 Office Space: The Sociology of Work
Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can
workplaces be functional, or are they inherently conflictual? How does the current
expansion of global capital (globalization) shape our work experiences in the U.S.? This
course explores these and other questions through various sociological theories of work
and labor in modern society. (Fall)
SOC 231 Family Systems
The term family is a universal concept, yet its membership, rituals, and functions vary
dramatically across world cultures and sub-cultures in the United States. Family systems
are explored with respect to cultural and historical settings, variations among families, and
modern cultural and social patterns. (Fall, spring)
SOC 240 Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What impacts do social
movements have on social institutions, the state, culture, and even personal identity? This
course explores these and other questions through studying social movement theory and
several social movements occurring over the last two centuries. (SOC 121 and courses on
19th or 20th century U.S. history recommended, but not required. Fall, spring)
SOC 260 Religion and Society
An examination of the interaction of religion and society with attention to secularization,
race, gender, and the public role of religion utilizing sociological research on the role of
religion and religious organizations in American society. (Fall)
SOC 265 Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race,
ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and
prestige in our society. This course focuses on both the collective and individual processes
involved in social inequality. (Fall, spring)
SOC 266 Sociology of Sexualities
What we mean by “sex” changes over time. During different historical time periods it’s been
a sin, a means of forging ties between powerful families, a source of psychological
perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class
explores how sexuality and its components (desire, pleasure, love, the body) are socially
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constructed. (Spring)
SOC 277 Introduction to Criminology
What do we know about crime in American society? How can we explain crime
sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the
courts, and the correctional system are examined.
SOC 290 Cultures of Violence
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What
are the dynamics underlying different forms of violence? This course takes violence in its
many forms as a topic for sociological analysis. (Fall)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that are not
satisfied by regular course offerings. (Prereq. for 300 level courses only: SOC 121 or
consent of instructor)
SOC 320 Sociology of Law
How does law in practice differ from law as it is written in the Constitution/Bill of Rights?
Despite the pretense that legal language is neutral, in practice, the law constructs people in
different, unequal ways based on their class, age, race, gender, and sexuality. We will
explore the different ways that law is practiced and theorized. Coursework will involve
observing law in practice in local courts. (Prereq.: SOC 121 or consent of instructor. Fall)
SOC 349 Sociology of Organizations
What is the nature of these modern organizations in which we spend so much of our daily
lives? Organizations as corporate actors are analyzed with respect to their goals, culture,
technology and structure. We will explore the consequences of living in a society dominated
by organizations. (Prereq.: SOC 121 or consent of instructor, pass CT assessment or GST
100, and ENL 111 or 112 or HON 111. Spring)
SOC 362 Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the social sciences;
as such, it provides a foundation for understanding quantitative analysis—be it in an
academic journal or a daily newspaper. (Prereq.: MPG 3. Fall/Spring)
SOC 363 Research Methods
Good research—do you know it when you see it? Can you produce it yourself? Social
science research skills are learned through the practice and application of the basic tools of
valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of
instructor and ENL 111 or 112 or HON 111. Fall/Spring)
SOC 375 Social Psychology
How does society construct the individual? How does the individual construct society? This
course examines individual identity within the social context of symbolic interaction.
(Prereq.: SOC 121 or consent of instructor. Fall)
SOC 377 Organizational Crime and Deviance
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The benefits of contemporary organizational life come with costs: space shuttle explosions,
insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What
are the causes and consequences of organizational crime and deviance? Case study
analysis and the application of sociological models of explanation will be examined in
depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC
222 and/or SOC 349. Spring of alternate years.)
SOC 381 The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to urban planning and the
shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a
seminar format. (Prereq.: SOC 111 or 121 or consent of instructor. Spring)
SOC 387 Juvenile Delinquency
Why is the delinquency of juveniles seen differently from the deviance of adults? In
addressing this question the social construction of deviance and delinquency as well as the
historical precedents for treating juveniles differently will be examined. Topics include:
sociological theories, patterns of delinquency, and the social and legal reactions to juvenile
delinquency. (Spring of alternate years)
SOC 390 Social Problems Analysis
How do social problems develop? What can be done about them? This course engages the
sociological imagination in an attempt to draw connections between micro-level analysis
and macro-level analysis, linking our own private troubles with public issues. (Prereq.: SOC
121 or consent of instructor. Spring of alternate years)
SOC 485 Sociological Theory
An examination of the classical theoretical traditions within sociology, tracing the course of
their development in the 19th and 20th centuries. (Prereq.: Two upper division courses in
sociology, SOC 121 or consent of instructor, and pass CT assessment or GST 100. Fall)
SOC 490 Senior Seminar and Keystone
This Keystone experience provides the opportunity for majors to integrate the sociology
program and general education, develop an understanding of the value of sociology beyond
college, and articulate a sense of vocation and professional identity. Pass/No Pass grading.
Senior sociology majors only. (Prereq.: SOC 485. Spring)
Internships and Independent Study Courses
SOC 199 Internship
SOC 299 Directed Study
SOC 399 Internship
SOC 498
Independent Study—Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic, and integrated utilization of resources available in the metropolitan
community, supplemented by traditional College resources. (Prereq.: SOC 111 or 121 and/
or consent of instructor. Fall and Spring)
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SOC 499 Independent Study/Research
(Prereq.: SOC 121, consent of instructor and department chair. Fall and Spring)
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Spanish
See listing under Languages and Cross-cultural Studies.
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Theatre Arts—THR
The study of theatre is firmly grounded in the liberal arts, integrating knowledge and principles
from many academic and artistic disciplines, including communication, art, music, history, English,
literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the
Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also
providing a solid base in classical, modern, contemporary, and multicultural theatre.
Augsburg’s location in the heart of a major theatre center makes it an ideal place to study theatre.
At Augsburg we seek to create every opportunity for students to grow both as theatre artists and
scholars by encouraging connections between our campus and the greater arts community, while also
exploring connections between theory and application. Students have the opportunity to make these
connections through course study, theatrical production work, participation in the Artist Series (an
annual series of events featuring visiting theatre professionals from the Twin Cities community who
work closely with students), and attendance at numerous professional productions in the Twin Cities.
Augsburg theatre productions are treated as unique learning laboratories where students can enter
into creative collaboration with faculty and professional artists-in-residence.
In addition to theatre training, students in theatre arts learn valuable skills applicable to other
professions: collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for
successful careers in law, education, business, communication, and journalism, as well as prepare
theatre students for careers in professional or academic theatre, television, and film. In order to
prepare students for graduate school or the workplace, the department encourages a second major or
minor in such fields as art, English, education, film, music, history, sociology, or religion.
Theatre Arts Faculty
Darcey Engen (Chair), Michael Burden (Production Program Director), Martha Johnson, Sarah Myers,
David DeBlieck, Karen Mulhausen, Sandy Schulte, Warren C. Bowles, Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theatre Arts Department currently has three concentrations within the major: performance,
directing/dramaturgy, and theatre design/technical theatre. Each concentration consists of the Theatre
Core Curriculum supplemented by electives specific to each concentration.
Graduation Skills for Each Concentration
The theatre arts department addresses the graduation skills using the embedded model. Every
course within the core curriculum and most electives as part of a specific concentration require
various projects that address Critical Thinking, Writing, and Speaking. The Quantitative Reasoning
(QR) graduation skill can be met by completing GST 200, MAT 145, MAT 146, or PHY 119.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Theatre Arts Major
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Eight core courses for each concentration:
THR 228
THR 232
THR 245
THR 250
THR 328
THR 361
THR 362
THR 366
Introduction to Stagecraft
Acting
Introduction to Asian and Asian American Theatre
Script Analysis: Foundations of Theatre
Theatrical Design
Theatre History and Criticism I
Theatre History and Criticism II
Stage Direction
Performance Concentration
This concentration within the Theatre curriculum is designed to serve students hoping to pursue
graduate studies in Theatre (M.A./Ph.D. and M.F.A.) and/or professional work as performers.
Students choosing this concentration will enroll in the eight core theatre major courses taken by
all theatre majors and will supplement the core with courses identified as concentration specific
electives. Students in the performance concentration are encouraged to consult with their adviser
when selecting electives. Advisers will assist students in identifying the year and semester elective
courses are offered. Students are strongly encouraged to also complete a professional Internship at a
local Twin Cities theatre.
To fulfill this concentration:
Ten THR courses — eight required core courses and two courses chosen from THR Performance
Concentration electives, plus 10 theatre practicum units taken as THP courses.
Two electives from:
THR 226
Movement for the Theatre
THR 350
Voice for Speech, Stage, and Screen
THR 365
Advanced Acting
Ten production practicum units (THP)— See Practicum Units
Directing/Dramaturgy Concentration
This concentration within the theatre curriculum is designed to serve students hoping to pursue
graduate studies in theatre (MA/PhD and MFA) and/or professional work as a director or dramaturg.
Students choosing this concentration will enroll in the eight core theatre major courses taken by all
theatre majors and will supplement the core with courses identified as concentration specific electives.
Students in the Directing/Dramaturgy concentration are encouraged to consult with their adviser when
selecting electives. Advisors will assist students in identifying the year and semester elective courses
are offered.
To fulfill this concentration:
Ten THR courses--eight required core courses and two electives chosen from two categories of
courses Plus 10 theatre practicum units taken as THP.
Electives:
Select and complete one (1) of the following courses:
ENL 330
Shakespeare
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ENL 338
ENL 358
ENL 368
NAS 352
Readings in British and Commonwealth Drama
Readings in American Drama
Readings in World Drama
Modern Nordic Drama
Select and complete one (1) of the following courses:
THR/ENL 325 Playwriting
ENL 221
Expository Writing about the Arts and Popular Culture
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one Main-Stage Show
Technical Design/Technology Concentration
This concentration within the theatre curriculum is designed to serve students hoping to pursue
graduate studies in theatre (MA/PhD and MFA) and/or professional work as a theatre designer or
technician. Students choosing this concentration will enroll in the eight core theatre major classes
taken by all theatre majors and will supplement the core with at least two electives from the Art
Department. Students in the emphasis are strongly encouraged to also take an Independent Study in
their area of focus and to do a professional internship at a local Twin Cities theatre.
To fulfill this concentration:
Ten THR courses--eight required core courses and two electives chosen from ART electives, plus 10
theatre practicum units taken as THP.
One Elective from:
ART 107
Drawing
THR/ART 265 Computer Drafting for Theatre and Architecture
THR/FLM 230 Scene Painting
One Elective from:
ART 240
Art History Survey
ART 243 or 244
History of Architecture
Optional Supporting Courses
THR 299
THR 399
THR 499
Directed Study
Internship
Independent Study in Theatre
Curricular Planning Information
First-years planning to major in theatre arts should begin with courses THR 228, 232, or 250;
sophomores: THR 226, 228, 245, 361, 362; juniors: THR 325, 328, 350, 360, 361, or 365; seniors
THR 365, 366.
Note: Some courses are offered alternate years only. Incoming students should meet in the fall of
the first year with a theatre adviser to ensure proper sequence of classes to be taken based on odd or
even year of entry.
Departmental Honors
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Designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Honors majors must maintain a 3.75 GPA in the major and
a 3.50 GPA overall and, as part of their major, complete a substantial independent project of honors
quality (THR 499). Honors candidates should meet with their departmental adviser early spring
semester of their junior year to develop a proposal for the honors project.
Transfer Students
Transfer students should meet with a transfer adviser upon acceptance to determine what credits
taken at another institution will transfer into the major. The majority of theatre core classes should
however be taken at Augsburg. Additionally, transfers are required to take a minimum of three
upper division theatre arts courses. Ten practicum units are also required, five of which need to be
completed within the department. Transfers must also complete a minimum of five THP credits within
the department. No more than five units can be credits from other schools.
Theatre Arts Minor
Five courses including:
THR 250
Script Analysis: Foundations of Theatre
THR 228
Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232
Acting
THR 362
Theatre History Criticism II
THR 366
Stage Direction
The theatre arts minors also must complete five practicum units. Students must take a minimum of
one performance unit and a minimum of three production units. Refer to the practicum categories
listed below the curriculum concentrations.
Theatre History and Criticism Dramaturgy Minor
Five courses:
THR 250
Script Analysis: Foundations of Theatre
THR 325
Playwriting
THR 361
Theatre History Criticism I
THR 362
Theatre History Criticism II
THR 299
Directed Study in Dramaturgy
or THR 299 Directed Study in Theatre History and Critcism
Theatre Arts Courses
THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition
(.0 course)
This course offers an overview of various exercises and gives an introduction to a variety of
movement styles, cultures of dance, and composition. Each class includes a rigorous,
physical warm-up, mixing yoga, conditioning, and modern dance.
THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course)
Students will learn various phrases of movement incorporating floor exercises and will learn
to travel through space using level, volume, and floor pattern. Improvisational techniques
will be introduced and students will create short improvisational pieces. (NOTE: Students
are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports
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requirement.)
THR 116 Creative Drama: Acting and Improvisation
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling
with an emphasis on active participation, creation of an original performance, and reflective
writing. This course is primarily designed for non-majors and does not fulfill credit toward
the theatre arts major. Attendance at theatre productions required. Students will be required
to pay for theatre production tickets.
FLM 216 Film Production I
This course demonstrates the basics of 16 mm filmmaking. The student will make short
films that demonstrate the art and process of shooting in B/W.
THR 222 Introduction to Theatre
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the
appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic
concepts, and techniques of the play production process. Students attend and review stage
productions. This course is primarily designed for non-majors and does not fulfill credit
toward the theatre major.
THR 226 Movement for the Theatre
A study of the principles of movement used in the art of acting. Students will improve their
use of energy, concentration, balance, control, clarity, timing and spontaneity through
practical exercises. This course uses established theory and techniques in neutral mask,
Asian martial arts, and physical and vocal characterization exercises. Students will examine
various performance paradigms and see professional productions.
THR 228 Introduction to Stagecraft
An introduction to the backstage world of the theatre; its organization, crafts, and creative
processes. Students will execute practical projects, attend theatre tours, see professional
productions, and participate on the theatre department’s fall production. Open to all
students. Forty-hour lab requirement.
THR/FLM 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and
faux application. Through a series of foundational painting projects, reading assignments,
informal lecture, discussion, and a final cumulative painting project students will develop the
required skills and understanding of what it means to be a Scenic Artist and what role the
Scenic Artist plays in artistry of theatre and film.
THR 232 Acting
An introduction to the art of acting. Focus on physical, mental, and emotional preparation,
and exploration of the creative approach to scene and character study in American drama,
culminating in a final performance. Students attend and review local professional
productions.
THR 233 Acting for Camera
An exploration of acting principles and techniques as it enhances and applies to on-camera
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effectiveness. This co-taught studio course also includes technology elements which
support acting on camera. (Alternate years)
THR/MUS 235 Skills of Music Theatre
An interdisciplinary approach to the topic using music and theatre techniques to develop
the student’s basic skills of music theatre. Concepts of diverse music-theatre forms are
introduced. Course includes reading, writing, research, class discussion, exercises, small
and large group participation, memorization, and public performance. Students will attend
and review live productions. (Alternate years)
THR 245 Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of traditional
Asia and Asian American cultures. The course includes lectures, films, videos, and
demonstrations by visiting performers. Attendance at local theatre productions required.
Students will be required to pay for theatre production tickets.
THR 250 Script Analysis: Foundations of Theatre
This foundations class focuses on major principles and fundamentals of theatre literary
analysis and research and uses performance, discussion, writing, and projects as ways to
interpret a dramatic script for academic and artistic applications. Close readings of plays
from various genres and in-depth research projects will enable students to learn and apply
basic terminology for literary and artistic purposes.
THR/ART 265 Computer Drafting for the Stage and Architecture
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT
for drafting on the computer. Students will learn how to use basic AutoCAD commands to
input information, organize, layout and print 2-D drafting plates, with an emphasis on
drafting for the theater and architecture.
THR 270 Black Theatre
Introduction to Black Theatre is an examination of the principles, major movements, and
fundamentals of theatre by and about Black Americans. It examines the historical, political,
and cultural context of Black Theater. This course will focus on and provide an overview of
Black Theatre utilizing plays written by Black American playwrights.
FLM 312 Film Production II
The focus of this course builds on the lessons learned in COM 216 and adds the study of
color photography and sound design. Though exercises and assignments the student will
develop skills in scripting, shooting, and editing short films. (Prereq.: FLM 216)
THR/ENL 325 Playwriting
An introductory course in writing for theatre and performance. Students will learn the basics
of dramatic structure, character development, and theatrical languages as well as
techniques for the development of playscripts from idea to finished product. (Prereq.: ENL
111 or 112 or HON 111, and junior or senior standing, or consent of theatre department
chair. THR 250 or ENL 226 recommended. Alternate years)
THR 328 Theatrical Design
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Introduction to the design process for the stage. Each student will execute four design
projects using a research based design process. Class will take theatre tours, host visiting
artists, and have a practical involvement in two Augsburg College productions. Forty-hour
lab required, materials needed. (Prereq: junior or senior status)
THR 350 Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation,
resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This
course will use established exercises and theories in several methodologies of vocal
training. Theory and practice are combined in oral projects, reports and papers, voice
tapes, and individual coaching. (Alternate years)
THR 361 Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek
through the French Neoclassical period. Reading of plays, writing a research paper, and
attendance at local theatre productions are required. Need not be taken sequentially with
THR 362. (Prereq.: THR 250 and ENL 111 or 112 or HON 111. Fall: alternate years)
THR 362 Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the English
Restoration through contemporary performance. Readings of plays and attendance at local
theatre productions are required. Need not be taken sequentially with THR 361. (Prereq:
THR 250 and ENL 111 or 112 or HON 111. Fall: alternate years)
THR 365 Advanced Acting
This course provides students with performance skills and the ability to recognize
differentiating clues that identify the style of a play. Through class exercises, scene study,
and character analysis, students will gain insight into the performance demands of a
specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
neoclassicism, restoration comedy, realism, and non-realism), culminating in a public
recital. (Prereq.: THR 250, THR 232, THR 362 or consent of instructor, and pass CT
assessment or GST 100. Fall/Spring)
THR 366 Stage Direction
A study of the basic principles and skills of stage direction: directing concepts and
methodologies, stage techniques, terminologies, script analysis; rehearsal planning and
techniques; blocking, stage dynamics, working with actors, and the overall staging of a
play. Theories of directing are also examined. (Prereq.: THR 362 and junior or senior
standing)
FLM 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur
in world cinema today. Our purpose is to help students both contextualize the cinema they
see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to
help them read films as texts and to interpret the cinema’s larger societal value and impact.
(Prereq.: ENL 241 and junior/senior standing)
THR 495 Theatre Topics
388
Selected topics in theatre.
Internships and Independent Study Courses
THR 199 Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit)
on page 64.
THR 299 Directed Study
See description on page 65.
THR 399 Internship
See descriptions for this and other internship options (on-campus, off-campus, half credit)
on page 64.
THR 499 Independent Study/Research
See description on page 65.
Theatre Practicum Courses
THP courses involve practicum teaching and learning in the context of play productions and
are required for the theatre arts major/minor. All THP theatre practicum courses are taken for noncredit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful
and timely completion of practicum area for which student is registered; 2. positive and professional
attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum
area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum
grade of 2.0 in order to receive a P grade.
THP courses require:
• Consent and signature of instructor
• Supervision by theatre faculty
• A minimum of 30 hours of assessed participation by the student
• Registration for THP course for semester when practicum is completed
• Registration for practicum before deadline dates set by the registrar’s office
Please note:
• All majors will complete at least one THP 123 unit in costumes.
• All majors will complete one THP 113 in lighting.
• THP courses may be repeated.
• Crew work required for classes/coursework does not count towards practicum.
• Work-study hours do not count towards practicum.
• Completion of THP 115 and 116 count as two and three practicum units respectively
because of the extraordinary amount of time required of the student. All other THP courses
count as one practicum unit each.
• Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Five
practicum units (major) or three units (minor) must be completed while at Augsburg, and
units to be credited from previous schools should have program verification or a letter from a
previous theatre adviser.
Theatre Practicum Courses–Areas
389
All theatre arts majors in all concentrations are required to complete 10 practicum units (THP)
from the three established units.
Area One: Performance
THP 111/121/131/141/151 Theatre Practicum: Acting/Performance
1 Practicum unit (.0 course)
Participation as performer (or as orchestra member) in a main stage theatrical production;
in a main stage dance performance or recital (for dance/licensure majors only); or
substantial participation as an actor in a senior directing project, in final scenes for Stage
Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least
30 hours coaching and competition).
Area 1 Performance
Each major will complete between one and five THPs from the performance area.
The Performance Area THPs are:
THP 111
THP 121
THP 131
THP 141
THP 151
Fall Acting/Performance
Winter Acting/Performance
Spring Acting/Performance
Studio Acting/Performance
Misc. Performance
Area Two: Production
THP 113/123/133 Theatre Practicum: Set, Costumes, Lights
1 Practicum unit (.0 course)
Set or costume building, light hanging, for main stage production.
THP 114/124/134 Theatre Practicum: Running Crew
1 Practicum unit (.0 course)
Work on running crew for main stage production: light or sound board operation, dresser/
costume crew; stage and production manager for final scenes from Stage Direction class.
THP 115/125/135 Theatre Practicum: Stage Management–small project
2 Practicum units (.0 course)
Assistant stage management for main stage production.
THP 116/126/136 Theatre Practicum: Stage Management–large project
3 Practicum units (.0 course)
Stage management for main stage production.
Area 2 Production
Each major will complete between four and eight THPs from the performance area.
The Production Area THPs are:
390
THP 112, 122 or 132 House Management
THP 113, 123 or 133 Set, Lights, Costumes Crew
THP 114, 124 or 134 Running Crew
THP 115, 125 or 135 Assistant Stage Manager
THP 116, 126 or 136 Stage Manager
THP 115, THP 125 and THP 135 Stage Manager–small project counts as two units
THP 116 ,THP 126 and THP 136 Stage Manager–large project counts as three units.
Area Three: Artistic/Production Management
THP 117/127/137 Theatre Practicum: Artistic Assistance
1 Practicum unit (.0 course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main stage production), or a substantial arts management
project.
Area 3 Artistic/Production Management
Each major will complete one THP from this area.
The Artistic/Production Management Area THPs are:
THP 117
Fall Artistic/Production Assistance
THP 127
Winter Artistic/Production Assistance
THP 137
Spring Artistic/Production Assistance
Please note that all theatre practicum courses count as one theatre practicum unit.
391
Women’s Studies—WST
The women’s studies program provides students with the opportunity to examine critically
women’s contributions and experiences in various historical and cultural contexts. This is an intercollege program with course offerings at Augsburg College, Hamline University, the College of St.
Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine
theoretical, practical, and research components that focus not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women’s experiences. The women’s studies
program offers both a major and a minor, and provides students with academic preparation for
careers in human services, education, and social work as well as graduate study.
Women’s Studies Faculty
Jessica Nathanson (Coordinator), Kristin M. Anderson, Stephanie Barnes, Janelle Bussert, Sarah
Combellick-Bidney, Cass Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen,
Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann,
Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma
Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James
Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include WST 201 Foundations in Women’s Studies, a mid-level course in
feminist theory or feminist philosophy selected from an approved list, WST 485 (seminar), and WST
199 or WST 399 (internships). WEC majors may take WST 499 (Independent Study) with a practical
application in lieu of WST 199/399; interested students should speak with the WST Director.
The remaining six electives are to be selected from approved women’s studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a sexuality
emphasis. At least three courses must be upper division courses. Students may take courses at any
of the colleges participating in the Women’s Studies program. However, at least three courses must
be completed at Augsburg. Each student’s program must have the written approval of the Women’s
Studies program coordinator. Both majors and minors are encouraged to participate in one of the
gender-focused semester study abroad programs offered through Augsburg’s Center for Global
Education. Two programs have been pre-approved for Women’s Studies credit: Crossing Borders:
Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization:
Engaging Our Communities (offered spring semester).
The Speaking, Writing, and Critical Thinking graduation skills are embedded at all levels and are
met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by
completing GST 200. Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Minor in Women’s Studies
392
Five courses that must include WST 201; three electives, one of which must be upper division;
and WST 485 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg.
Each student’s program must have the written approval of the Women’s Studies program coordinator.
Minor or Concentration in Sexuality Studies
(Women’s Studies Majors must take a Concentration, rather than a Minor, in Sexuality Studies).
The five credit minor/concentration in Sexuality Studies offers students the opportunity to explore the
history, social construction, and physiology of sexuality and to examine the cultural meanings of
gender, sexual orientation, and sexual practice on a global level. Students are required to take three
core courses plus two electives (one of which must be upper division), as follows:
Core Courses in Sexuality Studies
WST 201 Foundations in Women’s Studies
SOC 266 Sociology of Sexualities
WST 305 Issues in Queer Studies
Elective Courses in Sexuality Studies
WST 281 Topics: Sexuality and Gender: A Global Perspective
HPE 316 Human Sexuality
WST 315 Margins as Center: Feminist Theory
WST 281/481 Topics: GLBT Issues in a Global Context (in Mexico)
Minor or Concentration in Global Women’s and Gender Studies
(Women’s Studies Majors must take a Concentration, rather than a Minor, in Global Women’s
and Gender Studies). The five credit minor/concentration in Global Women’s and Gender Studies
offers students the opportunity to focus on women’s roles, experiences, and world views in a global
context. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
WST 201 Foundations in Women’s Studies
WST 315 Margins as Center: Feminist Theory
POL 359 Topics: Women in Comparative Politics
Elective Courses in Global Women’s and Gender Studies:
WST 281 Topics: Sexuality and Gender: A Global Perspective
WST 281/481 Topics: GLBT Issues in a Global Context (CGE)
WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics
(CGE)
WST 362 Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa
WST 341 Globalization, Social Struggles and the Environment (CGE)
WST 357 Mexican History, Culture and Cosmovision (CGE)
WST 359 Women, Gender and Social Change in Latin America (CGE)
WST 366 Liberationist, Feminist, Queer, & Postcolonial Theologies in Latin America
(CGE)
AIS 208/408 Native American Women and Film
AIS 233 Women: A Cross-Cultural Perspective
393
AIS 305 Indigenous Issues of Central America
AIS 320 American Indian Women
ENL 365 Contemporary Post Colonial Fiction
HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and Women’s
Grassroots Movements in Latin America/Women in Cross-Cultural Perspective
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg College and wish to complete a major or minor in Women’s
Studies are urged to consult with the director of Women’s Studies immediately upon transfer. The
Women’s Studies program has an articulation agreement with Century College and with Inver Hills
Community College that govern students from these institutions with a Women’s Studies certificate
who transfer to Augsburg. Transfers from other colleges and universities must consult with the
director of Women’s Studies for approval of courses for the major or minor.
Women’s Studies Courses
WST 201 Foundations in Women’s Studies
This multidisciplinary course introduces students to the contributions of women in
history,religion, literature, philosophy, sciences, and the arts, and how the questions and
methodologies of these disciplines differ when seen from women’s perspectives. Students
will also study the diversity of women’s experiences in terms of race, sexual orientation, and
class.
WST 281 Topics
WST 281 Topics: Gender and Islam
The course introduces students to the diversity and heterogeneity of gender relations in
Muslim societies in the Arab World, Europe, Africa, North America, and South and SouthEast Asia. It traces Islam as a culturally lived experience, spanning from the local to the
transnational. The course introduces students to feminist theoretical arguments from the
Humanities and Social Sciences, and juxtaposes these to complex case studies from
various locals in order to illuminate connections between Islam and rituals, ethnicities,
gender, education, the media, travel, migration, citizenship, political commitments, and
conflict and societal change. Concurrently the course aims to undo the many stereotypes
about Islam, Muslim societies, and Muslim women.
WST 281 Topics: Sexuality and Gender: A Global Perspective
This course will explore global contemporary issues of sexuality and gender, examining
social institutions and their impact on women's and men's experiences of gender and
sexuality. The course will focus in depth on topics such as ritualized genital cutting; sex
work and sex trafficking; sexual violence; disability and sexuality; maternal sexuality; and
global LBGT movements.
WST 281/481
Topics: Introduction to Men's Studies
394
This course will look through a feminist academic lens at men and masculinity, particularly
in relation to such topics as boyhood, health, relationships, sexualities, and violence.
WST 281/481 Topics: GLBT Issues in a Global Context.
(CGE course; taught in Mexico).
WST 305 Issues in Queer Studies
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture
including various disciplinary perspectives and theory. The course may include guest
speakers, a service-learning component at local glbt/supporting agencies, and some travel
and experiences in the Twin Cities, as well as an immersion experience outside of class
time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in
related fields (history, sociology, psychology) or consent of the instructor(s).
WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics
(CGE Course. See International Studies, Social Justice, Gender and the Environment)
WST 315 Mid-Level Feminist Theory: Margins as Center
This multidisciplinary and multicultural feminist theory course focuses on the global voices
often marginalized by the feminist canon. A variety of texts — including personal narratives,
political statements, origin stories, and empirical studies — will be analyzed to highlight
different theoretical approaches and multiple feminisms.
WST 324 Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America
(CGE Course. See International Studies, Crossing Borders: Gender and Social Change in
Mesoamerica.)
WST 335 Contemporary Latin American Women: Texts and Voices.
This course examines the social construction of gender in Latin American countries and
addresses key issues faced by Latin American women today. Includes analysis of poems,
excerpts of novels, essays, testimonies, and interviews by and about Latin American
women. Aims to help students develop an appreciation for the complexity of diversity of
Latin American women's experiences. (Prereq.: SPA 311. Taught in Mexico.) (CGE
Course.)
WST 341 Globalization, Social Struggles and the Environment
(CGE Course. See International Studies, Migration and Globalization: Engaging Our
Communities)
WST 357 Mexican History, Culture and Cosmovision
An exploration of Latin American history from Pre-Columbian times through the conquest
and colonial periods up to modern Latin America. The course will use a gendered lens to
focus on Mexican history, culture and cosmovision. Additional readings and written
assignments will be required for upper-division students. Taught on-site in Mexico through
Center for Global Education. (Prereq.: 1 previous history course or consent of instructor
required for 300-level course)
WST 359 Women, Gender and Social Change in Latin America
395
(CGE Course. See International Studies, Crossing Borders: Gender and Social Change in
Mesoamerica.)
WST 362 Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa
This broad-based course explores the influence of culture and gender on the HIV/AIDS
pandemic in Sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in
Africa, as well as socio-cultural, ethical, theological and political responses to the disease
are examined. (Augsburg Abroad course, Summer)
WST 481
Topics in Women’s Studies
WST 481
Topics: Research Methods
This course will introduce students to interdisciplinary, qualitative research methods. We will
explore the nature and ethics of the subject-researcher relationship and practice participant
observation and interviewing skills. The final product of the course will be a completed
research proposal.
WST 485 Women’s Studies Seminar
This advanced course will include student research and presentations that incorporate
feminist theory. The seminar is required of all majors and satisfies the Keystone
requirement. It is also required of minors who do not elect to do an independent study
(499). It is offered at a different college each semester and may be taken in conjunction
with WST 490.
WST 490 Women’s Studies--Keystone (0.0 course)
This course provides a Keystone component for all WST majors. (Prereq.: WST 201 and
permission of insturctor)
AIS 208/408 Native American Women and Film
Beginning with issues of representation and a history of Hollywood's portrayal of Native
American women as princess figures, sexualized maidens, or squaws, we will expand our
conceptualization of Native American women by putting into conversation a variety of
voices that talk back to or address mainstream stereotypes of Native American women. Our
goal is to expand our conceptualizations of Native American women and their important
roles in society by examining a variety of cultural issues as they are presented through
documentary and fiction films made by and about Native American women.
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and
historical origins of women's roles and status in society. Comparative roles of women are
examined in tribal contexts across various indigenous cultures. Studies include the role of
women in Native American and African tribes, peasant societies of eastern Europe, Mexico,
the Middle East, and China.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua,
or Mexico. May be taken in conjunction with WST 490 or AIS 490.
396
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles and
contributions of women in past and present tribal cultures. It explores the continuity of
women's roles over time and the changes in these roles, precipitated by the influences of
Western colonialism. The course also assesses how American Indian women have
crossed cultural boundaries and influenced non-tribal communities through their activism
and traditionalism.
ART 352 Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the traditional
arts, and the arts of Native American women. (Prereq: ENL 111 or 112 or HON 111)
ENL 365
Contemporary Post Colonial Fiction
This examination of contemporary world fiction includes work by authors from Latin
America, Africa, Asia, and the Middle East, and fiction written by indigenous authors
worldwide. The course explores novels in relation to language, culture, and gender in an
age of globalization and fragmented nationalisms, considering fictions in their literary,
cultural, and social contexts. (Prereq: ENL 220 or 221 or one 200-level literature, language,
or theory course, or consent of instructor.)
ENL 367
Women and Fiction
This course studies novels and short stories by women across cultures. Emphasis on the
conditions that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women writers have
contributed to and modified the Western literary heritage. (Prereq: ENL 220 or 221 or one
200-level literature, language, or theory course, or consent of instructor.)
ENL 385 Language and Power
Students will consider both spoken and written examples of language as a means of
establishing, maintaining, or revoking power. They will also pay attention to gender
differences in the use of language and analyze ways in which speakers and writers can
both create and revise reality via the language they use. (Prereq: ENL 220 or 221 or one
200-level literature, language, or theory course, or consent of instructor.)
HIS 195/INS 233
HIS 282
Promoting Justice and Seeking Equality: Globalization and Women’s Grassroots
Movements in Latin America/Women in Cross-Cultural Perspective
History of Women Since 1848
This course examines in comparative perspective women's changing political, economic,
social, and sexual status since the 19th century, with attention given to social, racial, ethnic,
and sexual differences among women.
HPE 316 Human Sexuality
A study of the psychological, social, and biological components of human sexuality.
(Prereq: HPE 110).
POL 124 American Women and Politics
Investigates the roles women play in the political system. Political, economic, and social
issues will be explored from contemporary and historical perspectives.
397
POL 359 Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. (Prereq: one course in
Political Science or consent of instructor.)
REL 441 Feminism and Christianity
Attention will be given to religious influences on societal roles for women and men, feminist
interpretation of the Bible, and the impact of feminism on Christian theology, especially in
terms of language and metaphor.
SOC 231 Family Systems
The term family is a universal concept, yet its membership, rituals, and functions vary
dramatically across world cultures and subcultures in the United States. Family systems are
explored with respect to cultural and historical settings, variations among families, and
modern cultural and social patterns.
SOC 265 Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse backgrounds – race,
ethnicity, class, gender, and sexuality – receive unequal portions of wealth, power, and
prestige in our society. This course focuses on both the collective and individual processes
involved in social inequality.
SOC 266 Sociology of Sexualities
What we mean by "sex" changes over time. During different historical time periods it's been
a sin, a means of forging ties between powerful families, a source of psychological
perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class
explores how sexuality and its components (desire, pleasure, love, the body) are socially
constructed.
Internships and Independent Study Courses
(Must be approved in writing by the women’s studies coordinator)
WST 199 Internship
WST 299 Directed Study
WST 399 Internship
WST 499 Independent Study/Research
398
Urban Studies
See Metro-Urban Studies.
399
Youth and Family Ministry
See listing under Religion.
400
Board of Regents
For additional biographical detail, go to www.augsburg.edu/regents.
Board of Regents
Andra Adolfson
Dan W. Anderson ‘65
Ann B. Ashton-Piper
Mark A. Eustis
Anthony L. Genia, Jr., ’85, M.D.
Alexander J. Gonzalez ‘90
Michael R. Good ‘71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
Rev. Rolf Jacobson, Ph.D.
Bishop Craig E. Johnson, ex-officio
Ruth E. Johnson ’74, M.D.
Eric J. Jolly, Ph.D.
Cynthia G. Jones ’81, Ph.D.
Dean Kennedy ‘75
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ‘68
Andre J. Lewis ’73, Ph.D.
Jennifer H. Martin, Ed.D.
Marie O. McNeff, Ed.D.
Paul S. Mueller ’84, M.D.
Lisa Novotny ‘80
Bishop Duane C. Pederson, ex-officio
Paul C. Pribbenow, Ph.D.
Stephen C. Sheppard
Marshall S. Stanton, M.D.
Philip Styrlund ‘79
Rev. David Tiede, Ph.D.
Joan Volz ’68, J.D.
Rev. Norman W. Wahl ’76, D.Min.
Bonnie Wallace
Rev. Mark Wilhelm, Ph.D., ex-officio
401
ELCA Program Unit for Congregational and
Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Program Director for Schools
The Rev. Dr. Mark Wilhelm
402
Augsburg College Faculty and
Administration
Beginning year of service of faculty and staff is indicated with parenthesis.
College Leadership
Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of Chicago.
Leif Anderson (1996). Vice President and Chief Information Officer. B.A., University of Minnesota.
Barbara A. Farley (2000). Vice President of Academic Affairs and Dean of the College. B.A., College
of Saint Benedict, M.B.A., Ph.D., University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. B.A., College of St. Catherine; M.A., Loyola
University; J.D., University of Minnesota.
Tammy McGee (2010). Vice President of Finance and Administration, Chief Financial Officer. B.S.,
St. Cloud State University; M.B.A., St. Thomas University.
Julie A. Edstrom (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg College.
Orval J. Gingerich (2001). Assistant Vice President of International Programs. Executive Director of
Center for Global Education. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University
of Virginia.
Christine M. Szaj (2008). Vice President and Chief of Staff. B.S., University of Wisconsin –
Milwaukee; M.S.W., Washington University; J.D., Saint Louis University.
Andrea L. Turner (2008). Assistant Vice President of Human Resources and Chief Diversity Officer,
B.A. Swarthmore College, J.D. Case Western Reserve University School of Law.
Jeremy R. Wells (2007). Vice President of Institutional Advancement. B.A., Jamestown College;
M.A., Saint Mary’s University.
Administration
Sheila Anderson (1991). Director, Academic Advising. B.S., Minnesota State University – Moorhead;
M.A., Augsburg College.
David Benson (2005). Director of Leadership Gifts, Development. B.A., Concordia College; M.A.,
North Dakota State University.
Jesse Cashman (2011). Director, Public Safety. B.A., College of St. Scholastica; M.A., University of
St. Thomas.
Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul Seminary School
of Divinity-University of St. Thomas.
Jodi Collen (2007). Director, Events and Conference Planning. B.A., Wartburg College; M.T.A.,
George Washington University.
Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College.
David Draus (2000). Director, Facilities and Risk Management.
James Erchul (1997). Director, Enrollment Planning. B.A.,
Marquette Unversity, M.S.W., University of Minnesota – Duluth.
Amanda Erdman (2007). Director, Residence Life. B.A., Coe College; M.A.E., University of Northern
Iowa.
Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and Physical
403
Education. B.A., Augsburg College; M.S., St. Cloud State University.
Carol Forbes (1990). Director, Sponsored Programs. B.A., Morningside College; M.A., Hamline
University.
Orval J. Gingerich (2001). Assistant Vice President for International Programs. B.A., University of
Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences and Associate Professor
of Biology, B.S.,.University of Wisconsin; M.S., University of Illinois at Champaign-Urbana; Ph.D.,
University of Illinois at Champaign-Urbana.
Sarah Griesse (2006). Dean of Students, Student Affairs. B.A., Wittenberg University; M.A., Ohio
State University; A.B.D., Loyola University-Chicago.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P.,
University of Minnesota.
Nathan J. Hallanger (2008). Special Assistant to the Vice President of Academic Affairs and Dean of
the College. B.A., Augustana College; M.T.S., Harvard Divinity School, Harvard University; Ph.D.,
Graduate Theological Union and Pacific Lutheran Theological Seminary.
Kevin Healy (2004). Director, Advancement Services. B.S., Carroll College.
Sherry Jennings-King (2002). Director of Leadership Giving, Development. B.S., University of
Tennessee.
Rebecca John (2010). Assistant Vice President of Marketing and Communication. B.A., University of
St. Thomas; M.A., University of Phoenix.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern
California.
Benjamin G. Kent (1996). Director, Center for Academic Achievement. B.A., University of WisconsinMadison; M.S., University of Oregon.
Scott Krajewski (2000). Director of IT Services, Information Technology. B.S., Augsburg College;
M.S., Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X
Seminary; M.A., Mt. St. Mary Seminary.
Penh Lo (2008). Director, Pan-Asian Student Services. B.S., Minnesota State University-Mankato.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. B.A., Earlham
College; M.Div., Yale University; D.Min., San Francisco Theological Seminary.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A.,
George Mason University; Ed.M., Harvard University.
Regina McGoff (1992). Director of Center for Global Education. B.S., University of Minnesota;
M.B.A., University of St. Thomas.
Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning. Professor of
Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of
Oregon; Ph.D., University of Minnesota.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University
of Minnesota.
Aly C. Olson (2001). Director, Student Support Services/TRIO. B.A. Grinnell College; M.A., University
of Minnesota.
Lois A. Olson (1985). Executive Director, Strommen Center for Meaningful Work. B.S., University of
Minnesota; M.S., Mankato State University.
Lori A. Peterson (2004). Assistant Vice President and Dean of Professional Studies. Assistant
Professor of Business Administration. B.S.B., M.Ed., Ph.D., University of Minnesota.
404
Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A., M.A., Minnesota State University,
Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A. Saint
Mary’s University.
Doug H. Scott (2007). Director of Leadership Gifts. B.A., Eastern University St. Davids; M.Div.,
Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. B.A., Moorhead State
University; Ed.M., Rutgers University.
Leah Spinosa de Vega (2008). Director of Augsburg Abroad. B.A., University of Minnesota; M.A.,
University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. B.S., University of Minnesota.
Kim Stone (2008) Director of Alumni and Constituent Relations. B.A., Minnesota State UniversityMankato; M.B.A., Nova Southeastern University.
Jennifer R. Simon (2007). Director, American Indian Student Services. B.A., University of Minnesota;
M.A., Minnesota State University, Mankato.
Jeffrey F. Swenson (1986). Athletic Director. B.A., Augsburg College; M.A., University of Minnesota.
Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College.
Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. B.A., Augustana
College; M.A., American University.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div.,
Luther Seminary.
Karl Wolfe (2007). Director Rochester Program. B.A., Azusa Pacific University; M.Div., Asbury
Theological Seminary; Ed.D., Pepperdine University.
405
Faculty (Full-time)
A
Pauline J. Abraham (2005). Assistant Professor of Nursing. A.D., Rochester Community College;
B.S.N., Winona State University; M.A., Augsburg College.
Phillip C. Adamo (2001). Associate Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio
State University.
William Aleman (2011). Instructor of Physician Assistant Studies. Doctor in Medicine in Surgery,
Universidad Central del Ecuador.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and D.Pharm.,
University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. A.B., Oberlin College; M.A., University of Minnesota;
M.A., Luther-Northwestern Seminary; Ph.D., University of Minnesota.
Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Elizabeth Ankeny (2008). Associate Professor of Education. B.A., Augustana College; M.A.,
Morningside College; Ph.D., Colorado State University.
Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A., Ph.D.,
University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div.,
Luther-Northwestern Seminar; Ph.D., University of Minnesota.
Audrey Applesies (2011). Assistant Professor of Education. B.A., Indiana University; M.A.T.,
National-Louis University; Ph.D. University of Minnesota.
William M. Arden (2005). Assistant Professor of Business Administration. B.S., New York University;
M.S., Northeastern University; M.B.A., Boston University.
B
Jennifer Bankers-Fulbright (2008). Assistant Professor of Biology. B.A., College of Saint Benedict;
Ph.D., Mayo Clinic College of Medicine.
David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A., University of
Minnesota; P.A. Certificate, Augsburg College; M.A., University of Nebraska, Omaha.
David D. Barrett (2011). Assistant Professor of Health and Physical Education. A.A., Normandale
Community College; B.A., Texas Lutheran University; M.Ed., Southwest Texas State University;
Ph.D., University of Minnesota
Eric Barth (2008). Assistant Professor of Physician Assistant Studies. B.A., University of Saint
Thomas; B.S., Trevecca Nazarene University; MPAS, University of Nebraska.
Bruce Batten (2008). Assistant Professory of Business, MBA. B.S., Davidson College; Ph.D., Medical
College of Virginia.
Katherine A. Baumgartner (2005). Assistant Professor of Nursing. B.S., Minnesota State UniversityMankato; M.A., Augsburg College.
Matthew Beckman (2008). Assistant Professor of Biology. B.A., Brandels University; Ph.D.,
University of Alabama.
406
Pavel Bělík (2008). Associate Professor of Mathematics. Ph.D., University of Minnesota.
Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D.,
Clemson University.
Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas; M.A.,
University of Virginia; Ph.D., University of Minnesota.
Susan N. Boecher (2007). Assistant Professor, full-time, Art. B.F.A., University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. B.S., M.A., Ph.D., University of Illinois.
Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota.
Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W.,
University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. B.L.A., B.S., M.F.A., University of
Minnesota.
Kevin Bowman (2008). Assistant Professor of Economics, B.A., Indiana University-Bloomington;
M.A., Ph.D., University of Illinois.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of
Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia.
Michael Buck (2010). Assistant Professor of Music. BME, Saint Olaf College; MME, Vandercook
College of Music; Ph.D., University of Southern Mississippi.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. B.A., M.A., Ph.D.,
University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical Director).
B.A., Augsburg College; M.F.A., University of Minnesota.
Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S.,
Ph.D., University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. B.A., University of Illinois-Chicago;
Ph.D., University of Illinois at Urbana-Champaign.
John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island College;
M.S., University of Wisconsin-Stout; Ed.D., University of Minnesota
Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. B.S., Ph.D., North
Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S., Ph.D.,
Florida State University.
Maruicio Cifuentes (2011). Assistant Professor of Social Work. J.D., Pontificia Universidad
Javeriana; M.S.W. and Ph.D., Loyola University.
Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. A.A., Golden Valley
Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D.,
University of Alabama.
Stephan Clark (2011). Assistant Professor of English. B.A., University of Southern California; M.A.,
University of California, Davis; Ph.D., University of Southern California.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University;
M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. Ph.D., Indiana University407
Bloomington.
David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA
Program in Rochester. B.A., Winona State University; M.A., Ed.D., St. Mary’s University of
Minnesota.
Robert J. Cowgill (1991). Associate Professor of English. B.A., M.A., Ph.D., University of Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University;
M.Div., Luther Theological Seminary; Ph.D., University of Minnesota
David Crowe (2008). Assistant Professor of Biology. B.A., Gustavus Adolphus; Ph.D., University of
Minnesota.
D
Cathleen A. Dalglish (1986). Professor of English. B.A., Saint Catherine University; M.F.A., Vermont
College; Ph.D., The Union Institute and University.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M.,
D.M.A., Eastman School of Music.
Ankita Deka (2008). Assistant Professor of Social Work. B.A., Delhi University; M.A., Tata Institute of
Social Sciences; Ph.D., Indiana University School of Social Work.
Benjamin Denkinger (2011). Assistant Professor of Psychology. B.A., Hamline University; Ph.D.,
University of Minnesota, Twin Cities.
Jacqueline R. deVries Jones (1994). Professor of History. B.A., Calvin College; M.A., Ph.D.,
University of Illinois-Urbana.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M., The
Mannes College of Music; A.B.D., University of Missouri – Kansas City Conservatory.
Suzanne I. Dorée (1989). Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D.,
University of Wisconsin-Madison.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota.
E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. B.A., University of
Minnesota; M.F.A., Syracuse University.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological
Seminary; M.S., Ph.D., University of Minnesota.
Darcey K. Engen (1997). Associate Professor of Theatre Arts. B.A., Augsburg College; M.F.A.,
University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of
Minnesota.
Christina L. Erickson (2004). Associate Professor of Social Work. B.S., University of Minnesota;
M.S.W., University of Minnesota – Duluth; Ph.D., University of Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., LutherNorthwestern Theological Seminary; Ph.D., University of Minnesota.
F
408
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College.
Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D.,
University of Minnesota.
Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D.,
University of Minnesota.
Zengqi Vivian Feng (2008). Assistant Professor of Chemistry. B.S., Linfield College; Ph.D.,
University of Illinois.
Nancy L. Fischer (2005). Associate Professor of Sociology. B.A., Hamline University; M.A., The
American University; Ph.D., State University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics. B.A., St. Olaf College; M.S., Iowa State
University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s Athletic
Director. B.A., Augsburg College; M.S., St. Cloud State University.
Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central Florida; M.A.,
Ph.D., Case Western Reserve University.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island College;
M.P.A., University of Rhode Island.
G
Annette M. Gerten (1997). Associate Professor of Social Work. B.A., College of St. Catherine;
M.S.W., University of Michigan; Ph.D., University of Minnesota.
Keith F. Gilsdorf (2001). Associate Professor of Economics. B.S., Moorhead State University; M.A.,
North Dakota State University; Ph.D., University of Nebraska-Lincoln.
Amy Gort (2009). Associate Professor of Biology. B.S., University of Wisconsin; M.S., Ph.D.,
University of Illinois–Champaign-Urbana
Jennifer Grant (2010). Assistant Professor of Business. B.A., Saint Olaf College; M.S., University of
Minnesota; Ph.D., Northcentral University.
Carrie Gray (2009). Assistant Professor of Physician Assistant Studies. B.A., Central College; MPAS,
University of Iowa.
Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown
University.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., J.D., University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia CollegeMoorhead; M.A., J.D., University of Minnesota.
Ann Grugel (2009). Assistant Professor of Education. B.A., Saint Olaf College; M.S., Ph.D.,
University of Wisconsin–Madison.
Evren Guler (2011). Assistant Professor of Psychology. B.A., University of North Carolina; Ph.D.,
University of Minneapolis, Twin Cities.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D.,
University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of
409
Minnesota.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University; M.S.,
Ph.D., Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. B.A., University of Iowa; M.A., University of
Chicago; Ph.D., University of Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of Minnesota.
John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota; Ph.D.,
Harvard University.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D.,
University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A.,
Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan
School of Music.
Melissa Hensley (2010). Assistant Professor of Social Work. A.B., M.S.W., Washington University–
St. Louis; M.H.A., University of Missouri–Columbia; Ph.D., Washington University–St. Louis.
Paloma Hesemeyer (2010). Assistant Professor of Psychology. B.A., Mills College; Ph.D., University
of Minnesota.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips
University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame.
Stella K. Hofrenning (2000). Associate Professor of Economics. B.S., University of Maryland; Ph.D.,
University of Illinois.
Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological
Seminary; M.Phil., Ph.D., Yale University.
Christopher Houltberg (2011). Assistant Professor of Art. B.A., Azusa Pacific University; M.A., Art
Institute of Boston.
I
Ann Impullitti (2010). Assistant Professor of Biology. B.S., Northern Michigan University; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Colin C. Irvine (2003). Asssociate Professor of English. B.A., Carroll College; M.A., University of
Notre Dame; Ph.D., Marquette University.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S.,
University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College;
M.S., Rensselaer Polytechnic Institute.
J
Karl N. Jacobson (2007). Assistant Professor, full-time, Religion. B.A., St. Olaf College; M.Div.,
Luther Seminary; A.B.D. Union-PSCE.
Sophia J. Jacobson (1999). Assistant Professor, full-time, American Indian Studies. B.A.,
Metropolitan State University; M.A., Ed.D., University of St. Thomas.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of
Minnesota.
410
Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of WisconsinMadison.
K
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of
Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music
Ed., M.Music Ed., University of Kansas; Ph.D., Temple University.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of
Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University.
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. B.A., Pomona
College; Ph.D., Cornell University.
Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College; M.Div.,
Lutheran Theological Southern Seminary; D.Th., University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of
Minnesota; Ph.D., Eastman School of Music.
Kelly Abel Knochel (2010). Assistant Professor of Social Work. B.A., Albright College; M.S.W.,
Spalding University of Social Work; Ph.D., University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A.,
University of Minnesota.
Gregory P. Krueger (2000). Assistant Professor of Education. B.A., Southwest Minnesota State
University; M.A., Hamline University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D.,
University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A.,
University of Michigan; M.B.A., University of Minnesota.
Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. B.A., University of Florida; M.Ed.,
University of Minnesota.
Kevin Landmark (2010). Assistant Professor of Physics. B.S., Michigan Technological University;
Ph.D., University of Michigan.
Michael J. Lansing (2005). Associate Professor of History. A.B., College of William and Mary; M.A.,
Utah State University; Ph.D., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College;
M.A., Ph.D., University of Minnesota.
Velma J. Lashbrook (2000). Assistant Professor, full-time, Master of Arts in Leadership. B.S., Iowa
State University; M.S., Illinois State University; Ed.D., West Virginia University.
Laura K. Lazar (2005). Assistant Professor of Business Administration. B.A., M.L.S., Valparaiso
University; M.B.A., Ph.D., Indiana University.
Barbara A. Lehmann (2001). Associate Professor of Social Work. B.A., Knox College; M.S.W.,
411
Tulane University; Ph.D., Case Western Reserve University.
Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of
Minnesota; Ph.D., University of Utah.
Terrence Lewis (2011). Assistant Professor of Social Work. B.A., Catholic University of America;
M.S.W., University of Kentucky; Ph.D., Boston University.
Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D., University of
Iowa.
Lynn E. Lindow (1985). Associate Professor of Education. B.S., Mankato State University; M.S.,
North Dakota State University; Ph.D., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D.,
University of Minnesota.
Edward D. Lotterman (2005). Assistant Professor of Economics. B.A., M.S., University of Minnesota.
Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther
Northwestern Theological Seminary; Ph.D., Graduate Theological Union.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University
of Colorado, Denver; M.S., P.A. Certification, University of Colorado Health Science Center;
Ph.D., Capella University.
M
Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S., Purdue
University; M.S., Colorado State University; Ph.D., Utah State University.
M. Elise Marubbio (2003). Associate Professor of American Indian Studies. B.F.A., Cleveland
Institute of Art; M.A., Ph.D., University of Arizona.
Matthew Maruggi (2008). Assistant Professor of Religion. B.A., M.A., University of Dayton; Ph.D.,
University of Saint Thomas.
Virginia McCarthy (2011). Assistant Professor of Nursing. B.S.N, Creighton University; M.N.,
University of Washington; D.N.P., St. Catherine University.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. B.S., DePaul University;
M.B.A., Harvard University; D.B.A., Argosy University.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University;
A.M.L.S., University of Michigan; M.A., Michigan State University.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A.,
Ph.D., University of Minnesota.
Catherine Micek (2010). Assistant Professor of Mathematics. B.A., University of Saint Thomas; M.S.,
Ph.D., University of Minnesota.
Joyce P. Miller (2004). Assistant Professor of Nursing. A.A., Rochester State Junior College; B.S.,
M.A., Augsburg College.
David Murr (2008). Associate Professor of Physics. B.S., Augsburg College; Ph.D., Boston
University.
Jeremy P. Myers (2006). Assistant Professor of Religion. B.S., University of Minnesota; M.A., LutherNorthwestern Seminary.
Sarah Myers (2009). Assistant Professor of Theatre Arts. B.S., Northwestern University; M.F.A.,
Ph.D., University of Texas.
N
412
Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant
Studies. B.A., Northwest College; M.Div., Luther Theological Seminary; M.D., University of
Minnesota.
Norma C. Noonan (1966). Professor of Political Science and Director of MAL Program. B.A.,
University of Pennsylvania; M.A., Ph.D., Indiana University.
O
Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S.,
Ph.D., Syracuse University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A.,
Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow.
Donna R. Patterson (2006). Assistant Professor, full-time, Education. B.A., M.Ed., University of
Minnesota.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University
of Minnesota.
Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S., University of New Hampshire; M.A.,
St. Mary’s College; M.S., University of Minnesota; Ph.D., University of Colorado.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of
Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United
Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National
University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University.
Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University of
Nebraska-Lincoln.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D.,
Luther Theological Seminary.
R
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University
of Minnesota.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. B.S., Indiana University; M.S., Ph.D.,
Purdue University.
413
Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University; M.S.W.,
University of Minnesota; Ph.D., Arizona State University.
Glenda Dewberry Rooney (1992). Professor of Social Work. B.S., University of North Texas;
M.S.W., University of Illinois; Ph.D., University of Minnesota.
S
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S.,
University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Professor of English. B.S., St. John’s University; M.A., University of New
Orleans; Ph.D., The University of Texas.
Michael D. Schock (1993). Associate Professor of Social Work. B.A., University of Washington;
M.S.W., University of Minnesota; Ph.D., University of Washington.
David G. Schwain (1995). Assistant Professor, full-time, Business Administration. B.B.A., University
of Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Professor of Business Administration. B.S., University of Notre Dame;
M.B.A., Northeastern University; Ph.D., University of Minnesota.
Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian University;
Ph.D., University of Texas.
Barbara Short (2011). Associate Professor of Education. B.A., Augustana College; M.S. and Ed.D.,
Illinois State University.
Kaija Sivongsay (2011). B.S., University of Wisconsin, Eau Claire; M.A., Augsburg College; D.N.P.,
Augsburg College.
Christopher Smith (2011). Assistant Professor of Education. B.S. and M.S., Purdue University;
Ph.D., University of Minnesota, Twin Cities.
Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A., Ph.D.,
Northwestern University.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg
College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota.
John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota.
Peter J. Stark (2007). Assistant Professor of Business Administration. B.S., Northwestern University;
M.B.A., Pepperdine University
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D.,
University of Montana.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. B.A., Augsburg
College; M.S., University of Minnesota.
Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University.
Martha E. Stortz (2010). Bernard Christensen Professor of Vocation and Religion. B.A., Carleton
College; M.A., The Divinity School, The University of Chicago; Ph.D., The Divinity School, The
University of Chicago.
Benjamin L. Stottrup (2005). Associate Professor of Physics. B.A., University of Minnesota, Morris;
Ph.D., University of Washington.
Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther
Seminary.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of
Minnesota.
Tara K. Sweeney (1992). Associate Professor of Art. B.S., University of Wisconsin-Stout; M.F.A.,
414
Minneapolis College of Art and Design.
Maryann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University; M.S.W.,
Ph.D., University of Minnesota.
T
Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies, clinical site
director. B.S., University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University of
Nebraska Medical Center.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The
Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. B.F.A., University of Hawaii; M.F.A., Temple
University.
JosephTowle (2011). Assistant Professor of Spanish. B.A., North Dakota State University; M.A. and
Ph.D., University of Minnesota, Twin Cities.
Mark D. Tranvik (1995). Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D.,
Luther Seminary.
Alan J. Tuchtenhagen (2011). B.S., Westmar College; M.A., University of Nebraska; D.P.A., Hamline
University.
U-V
Joseph Underhill (1998). Associate Professor of Political Science. B.A., University of CaliforniaBerkeley; M.A., San Francisco State University; Ph.D., University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus
Adolphus College; M.S., Mankato State University.
James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D.,
Boston College.
David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. B.S., University of
Minnesota; Ph.D., Iowa State University.
Diane Vodicka (2008). Assistant Professor of Education. B.A., North Park College; M.Ed., Georgia
Southwestern College;.
W
Dana Wagner (2008). Assistant Professor of Education. B.A., Saint Olaf College; M.Ed., University of
Minnesota.
Bernard Walley (2011). Assistant Professor of Economics. B.A. and M.Phil., University of Ghana,
Legon; Ph.D., University of Nebraska-Lincoln.
Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of Nairobi, Kenya;
Ph.D., University of Minnesota.
Martha A. (Cary) Waterman (1991). Assistant Professor of English. B.A., University of Denver; B.S.,
M.A., Minnesota State University-Mankato.
Shana K. Watters (2007). Assistant Professor of Computer Science. A.A., Northern Virginia
Community College; B.S., South Dakota School of Mines and Technology; M.S., M.A., Ph.D.,
University of Minnesota.
Mike Weimerskirch (2011). Assistant Professor of Mathematics. B.A., Northwestern University;
M.A., University of St. Thomas; Ph.D., University of Minnesota, Twin Cities.
415
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury
College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S., Ph.D.,
University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern
University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin;
B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A.,
Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological
Seminary; M.A., Ph.D., Columbia University.
Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota.
Julie H. Bolton Professor Emeritus of Theatre Arts. B.S., M.F.A., University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D.,
University of Minnesota.
Nora M. Braun. Professor Emerita of Business Administration. B.S.B.A., University of MissouriColumbia; M.B.A., Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W.,
University of Minnesota.
Francine Chakolis. Professor Emerita of Social Work. B.S., Augsburg College; M.S.W., University of
Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus
Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of
Minnesota; Ph.D., Arizona State University.
Kenneth N. Erickson. Professor Emeritus of Physics. B.A., Augsburg College; M.S., Michigan State
University; Ph.D., Colorado State University.
Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S.,
Ph.D., University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota.
Stephen M. Gabrielsen. Professor Emeritus of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University
of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D.,
Southern Illinois University.
416
Daniel S. Hanson. Professor Emeritus of Communication Studies. B.A., Augsburg College; M.A.,
University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D.,
University of Minnesota.
Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A., University
of Iowa.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of
Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A.,
Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of
Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota.
Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of
Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. B.A., St. Olaf College; M.A., Middlebury
College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. B.S., Augustana College;
M.A., University of South Dakota.
Lynne F. Lorenzen. Professor Emerita of Religion. B.A., University of Iowa; M.Div., Northwestern
Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School.
Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of California-Berkeley.
Marie O. McNeff. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D., University of
Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of
Minnesota.
John R. Mitchell. Professor Emeritus (granted posthumously 2010) of English. B.A. Maryville
College; M.A., University of Tennessee.
Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University;
Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College;
M.Ed., University of Minnesota.
Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan;
Ph.D., University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota.
Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel Seminary;
M.A., Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A.,
Ph.D., University of Michigan.
Curtis M. Paulsen Professor Emeritus of Social Work. B.A., St. Olaf College; M.S.W., University of
Minnesota; Ph.D., The Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Joyce M. Pfaff (1966). Associate Professor, part time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg
417
Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. B.S., M.A., Central Missouri State
College; Ph.D., University of Texas at Austin.
Bruce R. Reichenbach. Professor Emeritus of Philosophy. B.A., Wheaton College; M.A., Ph.D.,
Northwestern University.
Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of
Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of
Minnesota.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College;
M.A., University of Minnesota.
Charles M. Sheaffer. Professor Emeritus of Computer Science. B.A., Metropolitan State University;
M.S., Ph.D., University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological
Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia
University.
Don Steinmetz Professor Emeritus (granted posthumously 2010) of Languages and Cross-Cultural
Studies. B.A., M.A., Ph.D., University of Minnesota.
Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D.,
University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. A.B., Augustana College; two M.S.
degrees; Ph.D., University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
David L. Tiede . Bernhard M. Christensen Professor Emeritus of Vocation and Religion. B.A., St. Olaf
College; B.D., Luther Theological Seminary; Ph.D., Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell
University.
Mary Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of
Pennsylvania.
418
Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-in-Residence.
B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill.
Kathleen Welle (2009). Instructor and coordinator, Nursing. B.S.N., University of Wisconsin; M.N.,
Augsburg College.
Michael T. Wentzel (2011). Assistant Professor of Chemistry. B.S., Creighton University; M.S.,
University of Pennsylvania; Ph.D., University of Minnesota, Twin Cities.
Emanuelle Wessels (2010). Assistant Professor of Communication Studies. B.A., University of Iowa;
M.A., Ph.D., University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /
Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Trent Whitcomb (2010). Assistant Professor of Physician Assistant Studies. B.S., Mankato State
University; M.S., Finch University of Health Sciences.
Hans H. Wiersma (2004). Assistant Professor of Religion. B.A., University of California, San Diego;
M.Div., Ph.D., Luther Seminary.
X-Y-Z
Steven M. Zitnick (2000). Assistant Professor of Business Administration; Interim Director, M.B.A.
Program. B.A., Shimer College; M.S., University of Utah.
John M. Zobitz (2007). Assistant Professor of Mathematics. B.A., St. John’s University; M.A., Ph.D.,
University of Utah.
Henry Yoon (2009). Assistant Professor of Psychology. B.A., University of California; M.A., Ph.D.,
University of Minnesota.
419
Index
A
About Augsburg 7
Academic Advising 33,36
Academic Calendar 3, 44
Academic Divisions 46
Academic Excellence Scholarships 25
Academic Information 44
Academic Internships 56
Academic Policies and Procedures 97
Academic Progress, Probation and
Dismissal 115
Academic Skills Office 33
Accessibility 15
Accounting 154
Accreditation and Memberships 14
Achievement Scholarships 26
Admissions 16
Advanced Placement Program Test (AP) 77
American Indian Student Services 37
American Indian Studies 397
American Sign Language 280
Anne Pederson Women’s Resource Center 31
Applied Economics 198
Architecture Minor 85
Art 297
Art and Architectural History 127
Art History 127
Asian American Student Services (see Pan Asian
Student Services) 38
Assessment of Previous Learning (APL) Program
77,113
Associated Colleges of the Twin Cities (ACTC) 47
Associated Support Organizations 13
Athletic Affiliation 15
Athletics and Sports 32
Auditing Courses 156
Augsburg Abroad 278
Augsburg Core Curriculum 68
Augsburg for Adults 10
Augsburg Signature Curriculum 68,71,104105,107,134,
B
Bachelor of Science (Liberal Arts requirement
modifications) 74
Beta Beta Beta 141
Biology 137-138
Board of Regents 401
Business (Master of Business
Administration) 59,96,
Business Administration 147,149
Business Administration and
Economics Major 199
Business Administration (Music Business
Specialization) 149,304
Business Management Certificate 162
C
Calendar 3
Campus Kitchen 57,94
Campus Location 11,15
Campus Ministry 29
Campus Tours 16
Canadian Program 60
Career Services 56
Center for Global Education 53,90,265
Center for Learning and Adaptive Student Services
(CLASS) 33
Certificates 48
Chemistry 170
Chinese 278
Choir 319
Class Schedule 119
Classification (Class Year) 76
Clinical Laboratory Science 176
Coaching Certification 240
College Costs 20 (Day), 22 (Weekend)
College Level Examination Program (CLEP) 77
Commencement 80
Communication Studies 182
Communication Arts/Literature Teacher
Licensure 184
Community Service-Learning 57
Computational Economics 192
Computational Philosophy 193
Computer Science 191
Connections Courses 134
Continuing Education Program 60,97
Core Curriculum 68
Costs 20-22
Counseling and Health Promotion 39
Credits 104
Crossover Registration 62, 99
D
Dean’s List 79, 115
Degree Verification 80, 116
Degrees Offered 44
Departmental Comprehensive Exams 114
Departmental Honors (see each major)
Departments and Programs 119
Deposits 21
Directed Study 121
Directory 5
Directory Information 81, 118
Disability Services 36
Dismissal 78, 115
Discrimination Complaints 43
Divisions and Departments 46
E
Economics 197, 200
Economics/Business Admin. Major 119,150
Economics/Political Science Teaching Major 200, 344
Education 84
Education (Master of Arts) 95
Elementary Education 205
Emotional/Behavioral Disabilities 214
Employment 28
Engaging Minneapolis 72, 108
Engineering 218
English 220
English Language Learners (ELL) 78, 114
English Placement Test 224
Enrollment/Degree Verification 80
Ensembles 319
Entry-level Skills 68
Environmental Studies 234, 236
Ethnic Student Services 37
Evaluation and Grading 74
Evangelical Lutheran Church in America (ELCA) 402
F
Facilities and Housing 11
Facts and Figures 15
Faculty 406-419
Faculty Emeriti 416
FAFSA (Free Application for Federal Student Aid) 24
Family Educational Rights and Privacy Act (FERPA)
42, 81, 117
Farsi 280
Federal Work Study Program 28
Fees 20
Film 185
Finance 158
Finance Certificate 159
Financial Aid 24
Financial Policies 23
Fine Arts 73
Foreign Languages (See Languages and
Cross-cultural Studies) 237
Foundations of Fitness 107
French 280
G
Gage Center for Academic Achievement 32
German 281
Gift Assistance 27
Global Education Center 90
Global Education Program
Courses 265
Grade Point Average 113
Grading 74, 111
Graduate Programs 58
Graduation Requirements 67
Graphic Design Certificate 129
H
Health and Physical Education 239
Health Clinic Services 40
Health Education 238
Health Fitness 241
Health Insurance 39
Health Promotion 39
HECUA Courses 55, 235
Higher Education Consortium for Urban Affairs
(HECUA) 55, 92
Hispanic/Latino Student Services Program 37
Honors (Departmental—see each major)
Honors (Latin) 116
Honors Program 254
Housing 41
Human Relations (Communication Studies) 182
I
Incomplete Grade 75
Information Technology Certificate 165
Information Technology Services 45
Inter-Institutional Programs 86
Inter-Race 13
Intercollegiate Athletics 32
Interdisciplinary Studies 260
International Baccalaureate Program (IB) 113
International Business Minor 161
International Business Specialization (Business
Administration) 147
International Business Concentration (International
Relations) 263
International Partners 54
International Relations 262
International Student Advising 40
International Students 18
International Studies 265
Internships 56
Intramural Athletics 32
J
Japanese 278
K
Keystone (Senior Keystone) 72, 134
L
Languages and Cross-cultural Studies 278
Latin Honors 116
Law and Society Concentration (Sociology) 378
Leadership (Master of Arts) 95
Leadership Studies Minor 260
Leadership, Service, and Performance Scholarships
26
Learning Disabilities (Special Education) 214
Learning Disabilities Program 214
LGBTQIA Support Services 39
Liberal Arts (Bachelor of Science Waiver) 74
Liberal Arts Foundation 73
Library and Information Technology 45
Life Sciences 320
Lifetime Fitness 71
Loan Assistance 27
Lutheran Congregational Scholarships 26
M
Majors and Minors 83
Management Information Systems 164
Management Specialization (Business Administration)
147
Managerial Accounting 154
Many Voices Project 108
Marketing 167
Marketing Emphasis (Communication Studies) 183
Mass Communication and Journalism
(Communication Studies) 183
Master’s Degrees 95
Math Placement Group (MPG) 106
Mathematics 286
McNair Scholars Program 35
Medical Refund 24
Medieval Studies 294
Memberships 14
Metro-Urban Studies 296
Middle East Studies Minor 262
Military Called to Active Duty 100
Minnesota Indian Teacher Training Partnership
(MNITTP) 37
Minnesota Work Study Program 28
Minors (see individual departments and programs
85)
MIS Courses 147
Mission Statement 7
Modern Language Skill 70
Music 307
Music Business 303, 305
Music Education Major 209
Music Ensembles 306, 319
Music Performance Major 307
Music Repertoire Tests 310
Music Therapy Equivalency/Certification 309
Music Therapy Major 308
N
Nabo 42
Natural Science Teaching Licensures 320-322
Nordic Area Studies 323-324
Norwegian 282-283
Notification of Admissions Decision 17
Numeric Grades 75, 111
Numbering of Courses 119
Nursing 325-328
Nursing (Master of Arts and Doctor of Nursing
Practice) 59, 58, 96
O
Official Notices 42
Ojibwe 283
Orchestra 73, 320
Organizational Communication
(Communication Studies) 182
Orientation 30
P, Q
Pan-Afrikan Student Services 38
Pan-Asian Student Services 38
Part-Time Students 20
Payments 22
Peace and Global Studies Minor 264
Performance Studies 306
Petition Process (Student Standing Committee) 64
Philosophy 329-332
Physical Disabilities Program (Access Center) 36
Physical Education 238
Physical Science Teaching Licensure 238, 320
Physician Assistant Studies (Master of Science) 59,
96,
Physics 334-339
Piano Proficiency Test 309
Policies 13, 42
Political Science 341
Political Science/Economics teaching major 344
Portfolio Assessment Program 114
Pre-Law Concentration (Political Science) 342
Pre-Professional Programs 48
Prerequisites 119, 247
Probation 78, 115
Psychology 350
Psychology and Law Concentration 351
Public Accounting 155
Public Policy and Political Change in Political Science
206
Public Relations and Advertising (Communication
Studies) 183
R
Recitals 318
Refunds 23
Regents 401
Registration 97
Religion 358
Religious Affiliation 15
Repeated Courses 76
Residence Life Program (see also Housing) 40
Rochester Program 11
Room and Board 20
ROTC 50, 87
S
Scandinavian Studies (See Nordic Area Studies)
Scandinavian Urban Studies Term 55, 92
Scholarships 25
Scholastic Connections 38
Secondary Education 208
Senior Keystone 72, 109
Service-Learning 57, 94
Sigma Pi Sigma 336,
Skills Requirements 105
Social Psychology Concentration (Sociology) 352
Social Studies 368
Social Welfare Minor 370
Social Work 369
Society of Physics Students 336
Sociology 375
Spanish 284
Special Education 214
Special Interest Housing 41
Special Students (Non-Degree or Second Degree) 18
Sports 32
StepUP Program 36
Student-Designed Major 46
Student Employment 28
Student Government 30
Student Rights 42
Student Standards of Behavior, Complaints, Records
42
Student Standing Committee 64
Student Support Services (TRIO) 34
Student Teaching Abroad 203
Studio Art 126
Study Abroad 50
Summer Session 6, 93
Supervisory Management (Communication Studies)
183
Support Programs 29
T
Test Scores 16
Theatre Arts 382
Transcripts 17
Transfer Students 351
TRIO Program 34
Tuition, Fees, Room and Board 20
U
Undergraduate Research and Graduate Opportunity
(URGO) 36
Unofficial Withdrawal 24
Urban Studies 296
V
Veterans 80
Vocation 29
W
Weekend College 3, 9, 22
Withdrawal From College 100
Women’s Resource Center 31
Women’s Studies 394
Writing Concentration 221
X, Y, Z
Youth and Family Ministry Major 364
Show less
2011-2012
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2011-2012
O... Show more
2011-2012
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2011-2012
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog
are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements
and academic policies in this publication. If you have questions about anything in this catalog, consult the Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or
telephone inquiries.
Published January 2012
www.augsburg.edu
A Greeting from the President
I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a
select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum,
a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy
and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership,
Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral
degree program—the Doctor in Nursing Practice program.
Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your
calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident
that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President, Augsburg College
Augsburg College I 3
Greetings from the Academic Affairs Office
Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field
experiences for courses that include real-life learning through academic internships, experiential education, and cultural
enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our
campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment.
When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art
classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly
form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers.
All our programs share distinctive qualities, including our commitment and mission to be of service, with one another
and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at
some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for
example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet
visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired
by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome
a diversity of cultures and faiths.
Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary
courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a
graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you.
Sincerely,
Barbara A. Farley
Vice President of Academic Affairs
and Dean of the College
Graduate Catalog I 4
Lori A. Peterson
Assistant Vice President of Academic Affairs
and Dean of Graduate and Professional Studies
Table of Contents
Greeting from the President 3
Greeting from the Academic Affairs Office 4
Directory of Offices and Programs 6
About Augsburg College
Mission Statement 7
Degrees Offered 7
Minneapolis and Rochester Locations 7
Accreditation, Approvals, and Memberships 9
Facts and Figures 10
Academic Programs and Policies
Academic Calendars 12
Academic Policies 12
Evaluation of Transfer Credit 14
Student Rights 14
Graduate Admissions
Admission to Augsburg College 16
Readmission to the College 16
Admission of International Students 16
Foreign Credential Evaluation 16
Financing Your Education
Costs of Graduate Study 18
Payment Options 18
Sources of Financial Aid 18
Applying for Financial Aid 19
Refund Schedule 19
Graduate Programs
Master of Arts in Education 20
Master of Arts in Leadership 34
Post-Master’s Certificate in Leadership Studies 40
Dual degree—BA, Accounting/Master of Arts in Leadership 40
Master of Arts in Nursing 43
Doctor of Nursing Practice 49
Master of Business Administration 54
Concentrations and Certificates 57
Dual degree—Master of Social Work/MBA 58
Master of Science in Physician Assistant Studies 61
Master of Social Work 68
Dual Degree with Luther Seminary—MSW/MA, Theology 75
Dual degree—MSW/Master of Business Administration 76
College Information
Maps (Minneapolis and Rochester campuses) 81
Augsburg Board of Regents 82
Augsburg College I 5
Directory of Offices and Programs
Academic Affairs: 612-330-1024
Master of Arts in Education (MAE)
Vicki Olson, Director: 612-330-1131
Karen Howell, Coordinator: 612-330-1354
maeinfo@augsburg.edu
www.augsburg.edu/mae
Master of Social Work and Master of Business
Administration (MSW/MBA)
Lois A. Bosch, MSW Director: 612-330-1633
Steven Zitnick, MBA Director: 612-330-1304
mbainfo@augsburg.edu
www.augsburg.edu/mba
Doctor of Nursing Practice (DNP)
Master of Arts in Leadership (MAL)
Norma Noonan, Director: 612-330-1198
Patty Park, Coordinator: 612-330-1150
malinfo@augsburg.edu
www.augburg.edu/mal
Master of Arts in Nursing (MAN)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Department Chair and Director:
612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
Master of Social Work (MSW)
Lois A. Bosch, Director: 612-330-1633
Holley Locher-Stulen, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu/msw
Master of Social Work and Master of Arts
in Theology (MSW/MA)
Luther Seminary: 651-641-3521
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
nursing@augsburg.edu
www.augsburg.edu/dnp
Graduate Admissions Office:
612-330-1101 or gradinfo@augsburg.edu
www.augsburg.edu/grad
Bookstore: 612-359-6491
Center for Counseling and Health Promotion:
612-330-1707 or www.augsburg.edu/cchp
Campus Ministry:
612-330-1732 or campmin@augsburg.edu
Enrollment Center:
612-330-1046, 1-800-458-1721, or enroll@augsburg.edu
Questions about registration, financial aid, transcripts,
payments, accounts
International Student Advising (ISA): 612-330-1686 or
http://www.augsburg.edu/isa/
Lindell Library: 612-330-1604 or www.augsburg.edu/library
Public Safety: 612-330-1717 or security@augsburg.edu
Registrar’s Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Welcome/Information Desk: 612-330-1000
Graduate Catalog I 6
About Augsburg College
About Augsburg College
At Augsburg College, we believe that graduate education
should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates
will be able to demonstrate not only the mastery of a major
field of study, but also the ability to think critically, solve
problems, act ethically and communicate effectively in a
global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts
and sciences, to serve our neighbors in the heart of the city
with faith-based, ethical values. We welcome students from a
diversity of backgrounds and experiences. Also, our programs
look to the world through international courses and cultural
exchanges.
the following graduate programs:
Master of Arts in Education (MAE)—see p. 20
Master of Arts in Leadership (MAL)—see p. 34
Master of Arts in Nursing (MAN)—see p. 43
Master of Business Administration (MBA)—see p. 54
Master of Science in Physician Assistant Studies—see p. 61
Master of Social Work—see p. 68
Doctor of Nursing Practice—see p. 49
Mission Statement
Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take
courses, or consult with faculty in those locations to gain new
perspectives on their discipline.
Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders.
The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work.
An Augsburg education is defined by excellence in the liberal
arts and professional studies, guided by the faith and values of
the Lutheran Church, and shaped by our urban and global
settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian
Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and
moved to Minneapolis in 1872. A short history of Augsburg
College can be found at www.augsburg.edu/about/history.html
Today, Augsburg continues to reflect the commitment and
dedication of its founders who believed:
• Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it;
• An Augsburg education should be preparation for service in
community and centers of faith;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the
phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a
complex global society.
Degrees Offered
Augsburg’s undergraduate program of liberal arts and sciences
is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers
Dual degrees:
BA in accounting/MAL—see p. 40
MSW/MBA—see p. 58 and 76
MSW/MA in theology, with Luther Seminary—see p. 75
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of men and women with a variety
of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of
all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College
activities such as music and dramatic presentations and
athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and
Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate
or other terminal degree, and all consider teaching and service
to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching.
Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities.
Minneapolis and Rochester Locations
Augsburg’s Minneapolis campus
Augsburg’s Minneapolis campus surrounds Murphy Square,
the oldest park in the city of Minneapolis. The University of
Minnesota West Bank campus and one of the city’s largest
medical complexes—the University of Minnesota Medical
Center, Fairview—are adjacent to Augsburg, with the Missis-
Augsburg College I 7
About Augsburg College
sippi River and the Seven Corners theatre district just a few
blocks away. Convenient bus routes run by the campus, and
two Hiawatha Line light rail stations are just blocks away.
In addition to its Minneapolis campus, Augsburg has a branch
campus in Rochester, Minn., located at Bethel Lutheran
Church. For maps, directions, and parking information, go to
www.augsburg.edu/about/map.
Augsburg established its branch campus in Rochester, Minn.,
in 1998. Classes in Rochester meet on an evening schedule
with occasional Saturdays, making them accessible to working
adults. There are three trimesters in each academic year, and
students can enter degree programs in the fall, winter, or
spring. Several complete degree programs are available
through the Rochester campus. In addition, students may
work on a variety of other majors through a combination of
Rochester-based courses and courses taken in the day or
Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use
technology in the learning and communication process
through the online course management system. For more information, go to www.augsburg.edu/rochester or call the
Graduate Admissions Office at 612-330-1101 or the Rochester
program office at 507-288-2886.
Bookstore
The Augsburg College Bookstore, operated by Barnes and
Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available
through the bookstore.
Counseling and Health Promotion
The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by
promoting personal development and well-being. The center
is located at 628 21st Avenue South.
Christensen Center
Christensen Center is the hub of college life. The new firstfloor student lounge area offers games, TV, and a place to
gather. Also in Christensen Center are Cooper’s Coffee Shop,
the Commons dining areas, Christensen Center Art Gallery,
and offices for student government and student publications.
Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here.
Food Services
A variety of food options are available both in the Christensen
Center and in Oren Gateway Center.
Augsburg’s Rochester campus
Augsburg’s Rochester campus is located in the facilities of
Bethel Lutheran Church (ELCA) just a few blocks south of
the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich
ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by
preparing and equipping women and men to make a difference in the world.
On the Minneapolis Campus
Foss, Lobeck, Miles Center for Worship, Drama, and
Communication
The Tjornhom-Nelson Theater, Hoversten Chapel, and the
Arnold Atrium are housed in this complex, which provides
space for campus ministry, the theatre and communication
studies offices, as well as the film program. Foss Center’s
lower level is home to the Center for Learning and Adaptive
Student Services (CLASS).
James G. Lindell Family Library
The Graduate Admissions Office is located on the upper level
of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall.
This library and information technology center houses all library functions and brings together the computer technology
resources of the College. The library is located on the block of
campus bordered by 22nd and 21st Avenues, and by Riverside
Avenue and Seventh Street.
Augsburg for Adults Office
Kennedy Center
Admissions Offices
Augsburg for Adults focuses on adult-centered educational
programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for
Adults office is located in Oren Gateway Center 110.
This three-story addition to Melby Hall features a wrestling
training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms,
and offices.
Augsburg Abroad
This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and
serves as the College’s general auditorium.
The Augsburg Abroad office, located in Murphy Place, provides
advising and administrative services for students interested in
an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available.
Graduate Catalog I 8
Melby Hall
About Augsburg College
Murphy Place
Murphy Place is home to three of the four components of the
Office of International Programs—Augsburg Abroad, Center
for Global Education, and International Student Advising. It is
also home to the four support programs for students of
color—American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student
Services.
Music Hall
Music Hall contains Sateren Auditorium, a 217-seat recital
hall, classroom facilities, two rehearsal halls, music libraries,
practice studios, and offices for the music faculty.
Old Main
Home for the Languages and Cross-Cultural Studies, and Art
Departments, Old Main was extensively remodeled in 1980,
combining energy efficiency with architectural details from
the past. It is included on the National Register of Historic
Places.
Oren Gateway Center
Dedicated in 2007, Oren Gateway Center is positioned on
Riverside Avenue to serve as the “gateway” to campus. It
houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of
Business Administration program, the Master of Arts in Leadership program, and the StepUP program. The center also includes student residence apartments, the Gage Family Art
Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the
Johnson Conference Center.
Science Hall
Classrooms, science laboratories, a medium-sized auditorium,
faculty offices, and Finance and Administration offices are
found in Science Hall.
Sverdrup Hall
The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall.
ing the week and some weekend hours. Current hours are
posted on the website.
AugNet Account
All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a
secure network folder on the College’s network that is backed
up weekly. The folder is accessible from both on- and off-campus.
Computing
Students have access to over 250 on-campus computers with
their AugNet account. There are both PC and Macintosh
desktop computers available in the Lindell Library Learning
Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41
technology- enhanced classrooms. The circulation desk in the
Lindell Library has 40 wireless laptops available for use in the
Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including
Microsoft Office, SPSS, and Internet browsers. Additionally, a
RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information.
A high-speed fiber optic campus network provides access to
AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can
connect to the campus network using WiFi. All of the AugNet
online services and several of the Registrar’s student services
are available securely on the Inside Augsburg web page
http://inside.augsburg.edu to students on and off-campus.
Accreditation, Approvals, and Memberships
Augsburg is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the
president’s office, Human Resources, and other administrative
and faculty offices.
Student Technology Center/TechDesk
The Student Technology Center/TechDesk, located on the
ground floor of the Lindell Library, functions as the initial
point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for
computer and media support. Many questions can be answered by searching the TechDesk web page at
http://www.augsburg.edu/techdesk/ or by contacting them at
612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur-
• National Council for the Accreditation of Teacher Education
• Association of Collegiate Business Schools and Programs
(ACBSP) (Augsburg’s MBA is a candidate for accreditation)
• Accreditation Review Commission on Education for the
Physician Assistant (ARC-PA)
• Commission on Collegiate Nursing Education (CCNE)
(Augsburg’s master’s degree is full accredited; the doctoral
degree is a candidate for accreditation)
Augsburg College I 9
About Augsburg College
• Council on Social Work Education (CSWE) (bachelor’s and
master’s degrees)
Augsburg’s programs are approved by:
• American Chemical Society
• Minnesota Board of Teaching
• National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
• National Association of Schools of Music
Augsburg College is an institutional member of:
• American Association of Colleges and Universities (AACU)
• American Association of Colleges of Teacher Education
(AACTE)
• American Association of Higher Education (AAHE)
• American Music Therapy Association, Inc.
• Association of Collegiate Business Schools and Programs
(ACBSP)
• Campus Compact
• Council of Independent Colleges (CIC)
• Lutheran Education Council in North America (LECNA)
• National Association of Schools of Music (NASM)
• National Society for Experiential Education (NSEE)
• Physician Assistant Education Association (PAEA)
• Associated Colleges of the Twin Cities (ACTC),
• Higher Education Consortium for Urban Affairs (HECUA)
• Minnesota Private College Council (MPCC)
• Twin Cities Adult Education Alliance (TCAEA)
See individual graduate program sections for additional accreditation and affiliation citations.
Augsburg College is registered as a private institution with the
Minnesota Office of Higher Education pursuant to sections
136A.61 to 136A.71. Credits earned at the institution may not
transfer to all other institutions.
Augsburg College Facts and Figures
• Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872.
• Religious affiliation—The Evangelical Lutheran Church in
America (ELCA). Although a plurality of students are
Lutheran, 16 percent are Roman Catholic, and 25 percent
represent other denominations and religions.
• Enrollment (fall )—4,109 students from 26 countries.
Graduate student enrollment is 920.
• Alumni—Appox. 24,000 alumni since 1870, including over
1,200 graduate program alumni.
• Student/Faculty ratio—13 to 1
• Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP
• Library—Over 190,000 items, direct access to more than
2.5 million through CLIC, the Twin Cities private college library consortium.
• Calendar year—Weekend/evening trimesters and weekday
semesters, varying by the graduate program
• Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with
MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees.
• Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for
Global Education and International Partners programs for
short- and longer-term study abroad for both undergraduate
and graduate students.
• Athletic affiliation—Minnesota Intercollegiate Athletic
Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III.
Clery Act information
The Clery Act Annual Report for Augsburg College contains
statistics on reported crimes on and near Augsburg property
and campus, as well as institutional policies concerning campus security and crime. The report is available online at
www.augsburg.edu/dps/security/report.html. For a printed
copy, contact Augsburg’s Department of Public Safety at 612330-1717.
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs,
athletic and/or school administered programs, except in those
instances where there is a bona fide occupational qualification
or to comply with state or federal law. Augsburg College is
committed to providing reasonable accommodations to its
employees and students. (See Physician Assistant Studies for
details of its program policy on page 66.)
Any questions concerning Augsburg’s compliance with federal
or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside Avenue, Minneapolis, MN
55454, or 612-330-1058.
• Campus—18 major buildings. Major renovations to classrooms in 2007.
• Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings.
Graduate Catalog I 10
FERPA
The Family Educational Rights and Privacy Act (FERPA) of
1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands
About Augsburg College
that no information other than “directory information” can be
released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official
personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask
for letters of recommendation.
In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of
your education records maintained by or at Augsburg College.
You must request to review your education records in writing,
with your signature. The College will respond in a reasonable
time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an
education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the
record should be changed if Augsburg decides not to alter
your education records as you requested.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that
FERPA and the regulations regarding FERPA authorize disclosure without your permission.
One exception which permits disclosure without consent is
disclosure to school officials with legitimate education interests. A school official is a person employed by the College in
an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College
has contracted (such as an attorney, auditor, or collection
agent); a person serving on the Board of Trustees, or a student
serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education
record in order to fulfill his or her professional responsibility.
carefully the consequences of any decision by you to withhold
directory information. Should you decide to inform Augsburg
College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused.
“Directory information” includes the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of study;
• The student’s academic class level;
• The student’s enrollment status (FT/HT/LHT);
• The student’s participation in officially recognized activities
and sports;
• The student’s degrees and awards received;
• The weight and height of members of athletic teams;
• The student’s dates of attendance;
• The most recent previous educational agency or institution
attended by the student; and
• The student’s photograph.
Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg
assumes no liability for honoring your instructions that such
information be withheld. The Office of the Registrar must be
notified in writing of your intent to withhold your Directory
Information. If the notice is not received by the registrar prior
to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the
current academic year. A new notice for withholding disclosure must be completed each academic year.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C.,
20202-4605, concerning Augsburg’s failure to comply with
FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those
categories of personally identifiable information that may be
released for any purpose at the discretion of Augsburg College
without notification of the request or disclosure to the student.
Under FERPA you have the right to withhold the disclosure of
the directory information listed below. Please consider very
Augsburg College I 11
Academic Programs and Policies
Academic Programs and Policies
Academic Calendars
Most of our graduate programs meet on a trimester calendar.
Physician Assistant Studies classes meet on a semester day
schedule.
The official academic calendars for individual programs can
be found at www.augsburg.edu/registrar. All academic calendars are subject to change.
Academic Policies
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American
Association of University Professors and the Association of
American Colleges.
Academic Honesty
A college is a community of learners whose relationship relies
on trust. Honesty is necessary to preserve the integrity and
credibility of scholarship by the Augsburg College community.
Academic dishonesty, therefore, is not tolerated. As a College
requirement, student course projects, papers, and examinations may include a statement by the student pledging to
abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at
www.augsburg.edu/studentguide/)
Academic Evaluation
Evaluation of academic performance in each program will be
based on number grades using a 4.0 point scale, where 4.0
achieves highest standards of excellence. See each program for
details of field study and special projects. Students must achieve
a 3.0 GPA in order to graduate; Physician Assistant students
must consult the PA Program Progression Standards Policy.
The numeric grade point definition for Graduate Studies is:
4.0 grade points
Achieves highest standards of excellence
3.5 grade points
Achieves above acceptable standards
3.0 grade points
Meets acceptable standards
2.5 grade points
Meets minimum standards
2.0–0.0 grade points Unacceptable performance
P
Represents work at 3.0 or higher (not counted in grade
point average)
N No credit (not counted in grade point average)
V Audit
W Withdrawn
I
Incomplete
X In progress, extended beyond term of registration
Withdrawn Status
W—Grade given when a student withdraws from a course
after the deadline without notation on the record
Graduate Catalog I 12
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor
grants permission after determining that a student emergency
may delay completion of coursework. Students who receive
an incomplete grade should be capable of passing the course if
they satisfactorily complete outstanding course requirements.
To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work
required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms
and conditions that apply to course completion; however, students may not attend the same course (or a portion of the
same course) in a following term with an incomplete grade.
The student must complete the outstanding work in enough
time to allow evaluation of the work by the instructor and the
filing of a grade before the final day of the following academic
term in the student’s program. If the work is not completed by
the specified date of the following academic term, the grade
for the course becomes 0.0.
Academic Probation
Graduate students must maintain a 3.0 cumulative grade
point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following
term. A 3.0 cumulative grade point average must be restored
in order for a student to be removed from probation. Graduate
students in the Physician Assistan must consult the PA Program Progression Standards Policy.
Attendance Policy
Attendance and participation are critical to the success of any
course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students,
or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of
emergency, when prior notification is not possible, students
must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective
in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be automatically
registered for continuation course 999 each trimester for up to
15 trimesters or until a grade for the completion course is
submitted by the project adviser. Continuation course 999
maintains students’ active status in the graduate program, in-
Academic Programs and Policies
cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to
change as costs increase) per trimester.
Doctor of Nursing Practice—For information about course
credits and contact hours for the Doctor of Nursing program,
see p. 49.
Automatic registration will occur for up to five years or 15
terms. At the end of this time, the course grade will change
from X to N. Students who wish to complete the final project
after receiving a failing grade must meet with the program director to evaluate readmission to the College and program.
Students who are readmitted may need to complete additional
course work and will need to pay full tuition for all additional
courses and to repeat the final project course. If/when the
final project course is completed, the new grade would supersede the previous grade.
Degree Requirements
Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point
during the continuation period and receive a W notation on
the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program.
Students may be subject to additional coursework.
An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The
threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold
amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student,
the program director, and coordinator that the student must
pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the
student and the faculty adviser and, if necessary, request that
the faculty adviser submit a grade change of N. The student
also may elect to withdraw from the College. If the grade
change has not been submitted within one term, the program
director will submit the grade change of N.
This policy is effective as of September 2010. Students will
sign a contract outlining the terms of the continuation policy,
which will be kept on file with the program and in the Office
of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35
per term. The Enrollment Center will work with students, as
needed, who are currently in the continuation phase and who
have accumulated a debt higher than the $250 threshold.
Course credit and contact hours
A full credit course (1.0) is equal to four semester credits or
six quarter credits. Each full course on the trimester schedule
meets for approximately 28 contact hours (MSW trimesters
meet for 32 hours, and the PA weekday semester schedule is
approximately 45 hours) with the expectation of substantial
independent and group study offered through the web-based
electronic course management system.
To be conferred the graduate degree, all graduate students
must achieve the following:
• Successful completion of all required courses
• A cumulative GPA of 3.0; Physician Assistant students
must consult the PA Program Progression Standards Policy.
• Successful completion of all degree requirements within
the stipulated period of matriculation or a signed continuation agreement with Augsburg College.
Dismissal from the College
A student whose GPA falls below the required GPA for his/her
graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the
student to continue in the program may be worked out with
the program director.
Students may also be dismissed for violation of standards of
behavior defined by their profession, their program, or the
College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the
College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate
negatively affected the outcome.
The student initiates the appeal process by submitting a hard
copy of the statement of appeal to the Assistant Vice President
of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must
identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be
the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14
calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement
of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within
15 business days of the date that the statement was received
by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate
Studies. The AVP-Graduate Studies will send a copy of the
program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty
members (one from programs not named in the appeal: Social
Work, Education, Physician Assistant Studies, Nursing, Business, Leadership).
Augsburg College I 13
Academic Programs and Policies
The Program Dismissal Appeals Committee will schedule its
hearing within 15 business days of receipt of the program’s
statement of response. The Committee will meet with the student and a program representative to review the procedures
and ask questions of both the student and the program representative. The student and program representative may each
bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The
role of the third party representative is to provide support to
the student or the program representative, not to serve as an
advocate during the meeting.
Dropping Courses or Withdrawing
Students who enroll in courses but later decide not to attend
must formally drop their courses through the registrar’s office
prior to the start of classes to avoid being charged for those
courses. Students who do not properly drop courses will be
responsible for the tuition, regardless of non-attendance.
Courses may be dropped or withdrawn online through
AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance
with this, contact your program faculty at least two days in
advance of the start of classes.
Independent Study
Students may request to complete an independent study
course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and
project proposals must be approved by the program director
in order to receive credit. Normally, independent study may
not be used as a replacement for a standard course offered in
the curriculum, with the exception of the general elective (if
approved). A special independent study registration form is
required and is available at the Enrollment Center.
Terms of Non-attendance
Students who interrupt their program enrollment for longer
than one semester or three trimesters must readmit to the
College and program to resume their degree program. For an
absence of any length, students should coordinate with their
program director prior to leaving. Due to a variety of program
schedules and cohorts for some degrees, it is required that
students meet with their adviser and obtain the advice of their
director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit
to apply to program requirements. The transfer of credit will
be evaluated on an individual basis. Students will be asked to
provide appropriate documentation regarding previous
coursework, including but not limited to an official transcript,
course description, and syllabus. In order to be considered for
transfer, a course must be from a regionally-accredited college
or university and graded 3.0/B or better. Courses must have
been taken at the graduate level and course content must be
comparable to program requirements at Augsburg.
Graduate Catalog I 14
The maximum number of course credits that can be transferred to these program is as follows:
Master of Arts in Education (2.0)
Master of Arts in Leadership (2.0)
Master of Arts in Nursing (3.0)
Master of Business Administration (6.0)
Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (8.0)
Augsburg course credits are equivalent to four semester
hours or six quarter hours. Therefore, transfer credits that are
reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six
respectively.
Courses and credits that are accepted in transfer are recorded
on the student’s transcript. Grades and gradepoints from other
institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
Student Rights
The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter
of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
www.augsburg.edu/studentguide. Students have a right to experience education without discrimination.
Grievance Procedures Involving Augsburg College Faculty Members and Students
Part I—Introduction/Preface
Augsburg College is committed to a policy of treating fairly all
members of the college community in regard to their personal
and professional concerns. However, times do occur in which
students think they have been mistreated. This procedure is
provided in order to ensure that students are aware of the way
in which their problems with faculty members can be resolved
informally and to provide a more formal conciliation process
when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the
assurance that each will be given fair treatment. The faculty
member must be fully informed of the allegations and given
an opportunity to respond to them in a fair and reasonable
manner.
Definition of Grievance
A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him
is unjust or inequitable, or creates unnecessary hardship. Such
grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or
manifestly unjust academic evaluation.
Academic Programs and Policies
College policies and procedures that do not come within the
scope of the Grievance Procedures are the sexual harassment
policy, the sexual violence policy, the Committee on Financial
Petitions, Discipline Process, and Academic Standing.
Time Limits
Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included
depending on the student’s program.)
Part II—Informal Process
It is always the student’s responsibility to know these procedures and timelines and to follow them.
A. Any time a student feels that she/he has been mistreated by
a faculty member, the student should contact the faculty
member to discuss the problem and attempt to resolve it.
B. If no mutually satisfactory solution can be reached with the
faculty member or if, in unusual circumstances, the student
prefers not to confer with the faculty member, the student
should discuss the problem with the department chairperson
of the faculty member and attempt resolution of the problem.
C. If the problem cannot be resolved in discussions with the
faculty member or department chairperson, or if the faculty
member and the department chairperson are the same individual, the student may contact the vice president of academic
affairs and dean of the College.
• In unusual circumstances, the time limit may be extended
by the vice president of academic affairs and dean of the
College. A grievant or respondent must submit a written
request for such extension before the end of the time limit.
If the vice president of academic affairs and dean of the
College thinks the extension is warranted, the Dean will
notify all concerned persons in writing.
E. If the grievance has been resolved, either by agreement or
by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice
president of academic affairs and dean of the College for one
year. Neither a copy of nor any reference to the grievance will
be placed in the personnel file of the respondent.
If these informal discussions do not resolve the problem to
the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days
after completion of the informal process
Part III—Formal Process Preface
If a student has a grievance with a faculty member that has
not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek
resolution through formal procedures.
For a complete copy of the procedures, contact the dean’s office, Academic Affairs.
D. The student must begin the Informal Grievance process
within 15 days of the conduct giving rise to the grievance, by
submitting an Informal Grievance Form to the vice president
of academic affairs and dean of the College.
• The time limit to begin the Informal Grievance process for
a grade appeal will be 30 days from the last published finals
date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with
the registrar.
• If the student could not reasonably be expected to be aware
of the conduct when it occurred, the student will have 15
days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is
the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this
paragraph applies to a grievant.
• The vice president of academic affairs and dean of the College and the student must ensure the informal process is
completed in 20 days. (See Part I for definition of time
limits.)
Augsburg College I 15
Graduate Admissions
Graduate Admissions
Admission to Augsburg College
All graduate programs require students to have a bachelor’s
degree from a regionally-accredited four-year institution.
All graduate students must submit completed application
forms that can be downloaded from each individual program’s
web page, as listed below.
Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
MA, Education—p. 20
the United Kingdom, Ireland, English-speaking Canada,
New Zealand or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old.
Readmission to the College
The last day to receive approval for readmission to the College
and register for classes is one business day prior to the start of
the term. Pending approval by the graduate program, students
who left on probation or who were dismissed from the College must have their readmission application and file reviewed
by the program director. (Please consult with individual programs for information regarding readmission process).
www.augsburg.edu/mae
MA, Leadership—p. 34
www.augsburg.edu/mal
MA, Nursing,—p. 43
www.augsburg.edu/ma_nursing
DNP—p. 49
www.augsburg/edu/dnp
MBA—p. 54
www.augsburg.edu/mba
MS, PA Studies—p. 61
www.augsburg.edu/pa
MSW—p. 68
www.augsburg.edu/msw
English Proficiency Requirements for International
Graduate Applicants
To meet Augsburg College admission requirements, you must
provide evidence of a sufficient command of both written and
spoken English to study college courses conducted entirely in
English. Below is a list of the tests and programs Augsburg
College accepts as evidence for English proficiency.
• TOEFL (http://www.toefl.org/) (Test of English as a Foreign
Language) score report of 80 on the Internet Based TOEFL
(iBT) with a subscore of 20 on the written and 20 on the
speaking sections. (The Augsburg College TOEFL code is
6014.)
• IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5.
• MELAB (http://www.tsa.umich.edu/eli/testing/melab/)
(Michigan English Language Assessment Battery) score report of 80, and score report must be accompanied by an official letter from the testing coordinator.
• Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US,
Graduate Catalog I 16
Admission of International Students
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full
course of study” to achieve a specific educational or professional objective at an academic institution in the United States
that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and
has been enrolled in SEVIS (Student and Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a
DHS-approved school through SEVIS. Status is acquired in
one of two ways: 1) if the student is abroad, by entering the
United States with the I-20 and an F-1 visa obtained at a U.S.
consulate, or 2) if the student is already in the United States
and not currently in F-1 status, by sending the I-20 to USCIS
(United States Citizenship and Immigration Services) with an
application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer
from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for
a particular graduate program, prospective F-1 students must
also comply with the following:
A. Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This
evaluation should include the following:
• Analysis of credentials—to determine if your degree is
equivalent to an accredited U.S. bachelor’s degree.
• Course-by-course evaluation—to show your complete
course listing with credit values and grades received for
each course.
• Calculation of grade point average—to demonstrate your
Graduate Admissions
cumulative grade point average using the standard U.S.
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
• Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s
Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation.
B. Proof of Financial Support
International applicants must provide reliable documentation
that they have financial resources adequate to meet expenses
for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for
dependents (if applicable).
Funds may come from any dependable source, including
scholarships, fellowships, sponsoring agencies, personal
funds, or funds from the student’s family. Documentation of
scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit.
Government Form I-134, Affidavit of Support, or Augsburg’s
Financial Sponsorship form can be used to document support
being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must
be dated within three months prior to the date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students
will be enrolled in the Augsburg international student plan
unless they fill out a waiver verifying proof of coverage
through an alternative provider for the same period.
Augsburg College I 17
Financing Your Education
Financing Your Education
Costs for Graduate Studies
Sponsored Scholarships
Each academic year the Augsburg Board of Regents reviews
costs and makes changes as required. The College reserves the
right to adjust charges should economic conditions necessitate.
Augsburg actively pursues non-Augsburg funding for special
scholarships. The availability of such scholarships may enable
the participation of individuals with limited financial means
as well as individuals working for volunteer agencies and
other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs
for more information.
For current academic year costs for graduate study, go to the
Enrollment Center webpage at www.augsburg.edu/enroll.
Financing Your Education
Financial assistance is available to graduate students who are
enrolled in a total of at least 1.0 course credit per term in any
of Augsburg’s graduate programs. Two full-credit courses per
term is considered full time. You may be eligible to finance
your education through loan programs from the State of Minnesota or the federal government. You may also select from a
variety of payment plans available each semester or trimester,
including a plan for those who receive company tuition assistance. Financial aid may be used for international programs
where credit is offered.
Payment Options
Various payment plans are available:
• Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply
toward any unpaid balance after the start of the term.
• Loans, grants, and/or scholarships: If you plan to use the
loans that you have been awarded, you must request the
funding. These loans include Stafford, PLUS,
Alternative/Private, etc. All loan requests (either paper or
online) must be received and approved by the lender and
certified by Augsburg’s financial aid office, on or before the
first day of the term.
Company Reimbursement
An application for the Employer Reimbursement Payment
Plan must be filed once each academic year. Students enrolled
in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is
non-refundable after the 100% drop date. Final payment on
any remaining balance is due 60 days after the end of the
course. Accounts not paid in full by the due date will receive a
monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the
employer does not pay for any reason.
Sources of Financial Aid
The Enrollment Center assists students in assessing financial
aid eligibility and identifying various sources of aid.
Graduate Catalog I 18
Military Discount
At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to
serve in the military. Augsburg offers a 10% military tuition
discount for the following:
• a member of the military currently serving full or part time
(any branch)
• veteran of any branch of the United States Armed Forces.
The military discount is available only to students in the
Augsburg for Adults undergraduate and graduate programs.
Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details.
AmeriCorps Scholarships
AmeriCorps scholarships are available to full-time graduate
students. Contact the Enrollment Center for more details.
Tribal and State Indian Scholarships
American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal
agency.
Federal and State Aid Programs
The Enrollment Center uses standard, nationally accepted
methodology to determine eligibility for federal and state financial aid programs.
Federal Stafford Loan Program
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to
$20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both
but cannot exceed the annual loan limits.
Repayment Terms: Repayment begins six months after you
cease to be enrolled at least half time in an eligible program
leading to a degree or certificate. Repayment may extend up
to 10 years.
Financing Your Education
Deferments: No interest accrues nor do payments need to be
made at any time you are enrolled at least half time or for
serving three years in the military, Peace Corps, or VISTA.
Contact the Enrollment Center if you think you are eligible
for a deferment.
For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or
www.augsburg.edu/enroll.
Supplemental Loans: If additional financing is needed, the
Enrollment Center can offer guidance in selecting the appropriate loan.
To Apply for Financial Aid
Financial aid information is available at
www.augsburg.edu/enroll Applicants must be admitted to
Augsburg as regular students or be returning students ingood
academic standing to be eligible for financial aid.
Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll
If a student is selected for verification, additional documents
will be needed. Students in this situation will be contacted by
the Enrollment Center.
Finanical Policies
Refund Schedule
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of
$100 to cover administrative costs). Financial aid may also be
adjusted for those students who withdraw from the College or
drop one or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid adjustments are not
necessarily made on a one-to-one basis. For example, you
could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial
consequences of making adjustments to your registration.]
Students are responsible for canceling courses through the
Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not
complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last
recorded date of attendance. Refund calculations are based on
the date that the drop/add form is processed.
The refund schedule is effective whether or not a student has
attended classes. All refunds of charges will be applied to the
student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of
any resulting credit balance is determined. Allow two weeks
for a refund.
The refund is a percentage of the full tuition charged, not a
percentage of any deposit paid toward tuition, e.g. deposits
made under the employer reimbursement payment plan.
Contact the Enrollment Center
For information on cost, payments, financial aid, tuition
discounts, and refunds:
612-330-1046 or 1-800-458-1721
enroll@augsburg.edu
www.augsburg.edu/enroll
Augsburg College I 19
Master of Arts in Education
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in
teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg
College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why.
OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity
and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to
highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our
programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the
school and community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers
committed to educating all learners in a diverse and changing world.
OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors,
all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision,
volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We
value good teaching and, most especially, we value good teachers.
OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and
personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility
of field experiences, but education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the
teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Graduate Catalog I 20
Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic
interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues,
and community partners by developing learning communities.
These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can
be considered. We model the kinds of learning communities
that we expect our graduates to create. We share with our students a learning model that connects content, theory, and
practice in an ongoing cycle. Students and their learning are
the focus for responsive teachers. Therefore we embrace and
foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages
intentional and thoughtful inquiry. Through field placements,
service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about
teaching and learning. Critical reflection allows us to examine
content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to
manage the many polarities inherent in the teaching and
learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work
to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful
ways. We continually reflect on what it means to be a “school
in the city.” We recognize that each student is unique, shaped
by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences,
learning style theory and teaching for understanding help us
differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn.
They also have a sense of efficacy and believe that they can
help all students learn.
Leadership
Responsive teachers recognize that becoming a learning leader
is a developmental process, which begins in pre-service edu-
cation and continues throughout one’s career. Teachers serve
as leaders within the classroom, and with experience, increased confidence, and professional development become
leaders within the school, the district, and the community.
Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation
rather than a job. Emerging teacher leaders keep student
learning at the center of their work while advocating for instructional innovation, constructivist curricular development,
and systemic change.
Master of Arts in Education Conceptual
Framework
Teacher leadership is the theme that threads through our
graduate licensure and degree completion programs. The
Augsburg Education Department believes that teachers are
leaders in their classrooms and should be leaders in their institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined
undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second,
in the degree completion component, students are required to
include coursework focused on leadership and study aspects
of leadership as part of their degree program. Third, the final
project—be it an action research, a leadership application
project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it.
Program Overview
The Master of Arts in Education (MAE) is designed to provide
a teaching license as part of a master’s degree program. K-12
initial teaching licenses offered at Augsburg include:
• Elementary education (K-6), with or without a middle
school specialty area endorsement in math, communication
arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license.
• Secondary education (5-12 and K-12) in social studies,
communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology,
chemistry, and physics.
• K-12 special education, emotional and behavioral disabilities
• K-12 special education, learning disabilities
Teachers who are already licensed can work towards the MAE
degree through the following four licensure endorsement options:
• Pre-Kindergarten endorsement
• K-12 special education: emotional and behavioral disabilities
• K-12 special education: learning disabilities
• K-12 reading endorsement (This program is under revision.
Consult the Education Department for current status.)
Augsburg College I 21
Master of Arts in Education
All teachers seeking licensure through Augsburg must take
and pass all tests required by the state of Minnesota for licensure.
The MAE degree is also available without a license but with
an education core.
Accreditations and Approvals
Augsburg College is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
• National Council for the Accreditation of Teacher Education
Augsburg College is approved by the Minnesota Board of
Teaching.
For a complete list of accreditations, approvals, and memberships, see page 9.
area endorsements, 5-12 social studies, 5-12 communication
arts, and K-12 art.
Additional licenses in the following areas are available
through a combination of weekday, weekday evening, and
weekend schedules: biology, chemistry, health, mathematics,
music, physical education, and physics. For these licenses, the
education and degree completion courses are taken during the
weekend and weekday evenings while some if not all of the
content area courses are taken during the weekday.
The weekend schedule is comprised of three trimesters spread
from early September through late June. In general, classes are
held every other weekend. The weekday schedule is comprised of two semesters spread from early September through
late April. Classes offered during the weekday meet two or
three times per week. Classes offered jointly between weekday
and weekend meet on a weekly basis in the evening. The official academic calendars can be found at
www.augsburg.edu/registrar.
Program Structure
The Master of Arts in Education (MAE) program is made up
of a core of education licensure courses coupled with a degree
completion option. Courses in the degree completion phase
are drawn from the Master of Arts in Leadership (MAL) and
graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program
plan. The MAE degree is also open to students who do not
want a teaching license but do want a background in education and leadership.
The MAE degree requires 9.0 or 10.0 Augsburg graduate level
courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required
for licensure. Only courses taken at the graduate level apply
towards the MAE degree.
Course Credit
A full-credit graduate or undergraduate course (1.0) is equal
to four semester credits or six quarter credits. Each full course
offered within the weekend schedule meets for 28 hours with
the expectation of substantial independent study outside of
class.
Schedule
The majority of the education courses in the MAE licensure
and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content
area courses are offered on a weekday evening schedule. The
MAL degree completion courses are offered primarily through
the weekend schedule. Summer session courses are offered
weekdays and weekday evenings.
The following teaching licenses are available entirely
through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty
Graduate Catalog I 22
Curriculum—Teaching Licenses
K-6 Elementary Education
This program is designed to prepare teachers for grades K-6.
Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts and in
pre-kindergarten can be pursued along with or separately
from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels
through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
All of the following courses must be taken for K-6 elementary
licensure. Up to six courses may be taken at the graduate
(500) level and applied toward the MAE degree.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
EED 325/525 K-6 Literacy Methods (1.0)*
To complete the license, the following undergraduate requirements must be completed:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0)* (taken concurrently with EED 325/525)
EED 311
K-6 Methods: Health (.25)
EED 312
K-6 Methods: Physical Education (.25)
EED 336
Advanced Methods in Literacy (.5)*
EED 341
K-6 Methods: Visual Arts (.25)
Master of Arts in Education
EED 342
EED 350
EED 360
EED 370
EED 380
EED 386
EED 481,483
K-6 Methods: Music (.25)
K-6 Methods: Math (1.0)*
K-6 Methods: Science (1.0)*
K-6 Methods: Social Studies (.5)
Kindergarten Methods (.5)*
Children’s Literature (.5)
Student Teaching (2.0)
*Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences.
These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in
a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each
require a total of 40 hours).
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how
prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural
content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language,
and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio
and/or visual technology for teaching/learning situations.
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for
licensure depends upon the courses completed as part of the
bachelor’s degree and/or other coursework. Requirements are
determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific
requirements are on file in the Education Department.
Minnesota licensure standards allow for optional subject area
endorsements in communication arts/literature, social studies,
math, and science. The optional pre-K endorsement is also
available. Specific requirements for these endorsements are on
file in the Education Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the content area departments determine the courses that are accepted.
Transcripts, course descriptions, and course syllabi are used to
make these determinations. Courses that are older than five
years are judged on a case-by-case basis. Graduate coursework
accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the
amount and type of courses that are accepted. Grades of B or
better are required for transfer consideration. See the MAE
program director for approval of graduate coursework accepted in transfer.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: Admission to
department)
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs
of urban students. Fieldwork experience. (Prereq.: Admission
to department or special permission of instructor)
EDC 490/580 School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development.
Serves as final theoretical preparation for student teaching.
(Prereq.: Admission to department)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate
theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the
knowledge and theory underlying those approaches.
Elementary Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be done
for the abuser. Includes information about school health education and services.
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for
health at the kindergarten and elementary levels. (Prereq.: Admission to department)
EDC 200/522 Orientation to Education in an Urban
Setting
Career exploration and overview of the teaching profession.
Emphasis on historical and philosophical foundations of the
American school system. Urban fieldwork experience.
EED 312 K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for
physical education at the kindergarten and elementary levels.
(Prereq.: Admission to department)
Augsburg College I 23
Master of Arts in Education
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching
techniques and resources for literacy instruction, including
the diagnosis and correction of reading difficulties. (Prereq.:
Admission to department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the
opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over
the course of the trimester, students will begin to construct an
understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand
and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: Admission
to department)
EED 331 Middle School Methods: Communication
Arts/Literature/Writing (.5 course)
Introduction to the teaching of writing at the middle school
level. (Prereq.: Admission to department)
EED 336 Advanced Methods in Literacy (.5 course)
The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of
students, including students with learning difficulties and first
languages other than English. (Prereq: Admission to department and EED 225 and 325/525)
EED 341 K-6 Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for
visual arts at the kindergarten and elementary levels. (Prereq.:
Admission to department)
EED 342 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for
music at the kindergarten and elementary levels. (Prereq.: Admission to department)
EED 350 K-6 Methods: Mathematics
Examination and preparation of materials and resources for
mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and
MPG 3. Math 137 prior to EED 350 is recommended.)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for
science at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: Admission to department)
EED 370 K–6 Methods: Social Studies/Thematic Studies
(.5 course)
Examination and preparation of materials and resources for
social studies and thematic teaching at the kindergarten and
elementary levels. (Prereq.: Admission to department)
Graduate Catalog I 24
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for
teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department)
EED 386 Children’s Literature (.5 course)
The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department)
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program
portfolio.
Preprimary Endorsement for Elementary Licensure
This endorsement can be added to a K-6 elementary license.
Required courses include the following:
PSY 250 Child Development (Prereq.: PSY 105 or equivalent)
SOC 231 Family Systems
OR
SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.)
ECE 345/545 Foundations of Preprimary Education
ECE 346/546 Learning environments for Preprimary Aged
Children
ECE 347/547 Immersion and Teaching Competence
ECE 488 Preprimary Student Teaching
Preprimary Endorsement Course Descriptions
ECE 345/545 Foundations of Preprimary Education
Students gain an understanding of philosophical, theoretical,
historical, pedagogical, societal, and institutional foundations
of preprimary education. Attention is given to the efforts of
modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to
work in partnership with parents and social service agencies.
Field experience (20 hours) is a critical part of this course.
(Prereq.: PSY 105, 250,or their equivalents, and admission to
department)
ECE 346/546 Learning Environments for Preprimary Aged
Children
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice.
Attention is given to the synthesis between course readings
and experience, and students’ experience working with current teachers in site-based field experience. Field experience
(20 hours) is a critical part of this course. (Prereq.: PSY 105,
250, or their equivalents; ECE 345/545; admission to department)
ECE 347/547 Immersion and Teaching Competence
Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking
the perspective of families and communicating with them. A
reflective practitioner’s skills are developed through self-evalu-
Master of Arts in Education
ation of curriculum planning. Field experience (20 hours) is a
critical part of this course. (Prereq.: admission to department;
PSY 105, 250 or their equivalents; ECE 345, 346)
ECE 488 Student Teaching in a Pre-Kindergarten
Classroom
K-12 and 5-12 Secondary Education
K-12 and 5-12 licensures in several content areas are offered
through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area
across elementary, middle school, and high school. Licenses
for grades 5- 12 prepare teachers to teach at the middle and
high school levels. Graduate-level licensure coursework (500
and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria.
The following content area majors are offered almost entirely
on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all
for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in
the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends
and weekday evenings.
The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry,
physics, health, physical education, music, and mathematics.
Students seeking licensure in any of these areas will likely
need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry,
or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8
general science license without the 9–12 license. Education
courses for these licenses are taken during weekends and
weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate
level and applied toward the master’s degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
ESE 300/500 Reading and Writing in Content Area (1.0)*
To complete the license, students also will need to complete
the following requirements at the undergraduate level:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
ESE 325
Creating Learning Environments (1.0)*
ESE 3XX
K-12 or 5-12 Special Methods (1.0 –2.0)*
ESE 481,
Student Teaching (2.0-3.0)
483, 485
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend
approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored
in a field in which we offer licensure must have their previous
coursework evaluated by the major department at Augsburg.
Two or more content area courses tied to Minnesota licensure
standards are generally required, even with a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards
and if a grade of C or better was achieved. Coursework older
than five years is judged on a case-by-case basis. Specific
course requirements for each content area are on file in the
Education Department.
Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree program. See
the MAE program director for approval to use graduate level
transfer courses in the degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EDC 490/580 School and Society
See course description on page 23.
ESE 300/500 Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary
techniques and resources to teach reading and writing
through the content areas. Fieldwork experience. (Prereq.:
Admission to department).
Augsburg College I 25
Master of Arts in Education
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule,
state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience.
(Prereq: Admission to department. Note: Students seeking 5–
12 health and K–12 PE licenses do not take this course).
ESE 310 K-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. ESE 311 Middle School Methods:
Social Studies (.5) is taught concurrently with ESE 310 and is
required for the middle school social studies endorsement.
Fieldwork experience. (Prereq.: Admission to department)
ESE 330 K–12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and
high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods:
Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement.
Fieldwork experience. (Prereq.: Admission to department)
ESE 340 K–12 Methods: Science
Introduction to the teaching of the natural sciences in middle
and high schools. Emphasis on instructional strategies and
curriculum development. ESE 341 Middle School Methods:
Science is taught concurrently with ESE 340 and is required
for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department)
ESE 350 K–12 Methods: Literature and Media Literacy
Introduction to media literacy, adolescent literature, and the
teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience. (Prereq.: Admission to department.)
ESE 351 K–12 Methods: Speaking and Listening (.5
course)
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and
curriculum development. (Prereq.: Admission to department)
ESE 360 K–12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to
department)
ESE 370 K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development.
Fieldwork experience. (Prereq.: Admission to department)
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching
required for licensure. Secondary licenses require two courses.
Graduate Catalog I 26
K–12 licenses require three courses. Student teaching occurs
upon satisfactory completion of licensure coursework.
Special Education
There are two licensure options in the K–12 Special Education
program: emotional/behavioral disabilities (EBD) and learning
disabilities (LD). Both programs qualify students to teach in
special education programs and positions; many students get
licensure in both.
The MAE program with licensure in special education is based
on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of
their special education field experience requirements while
they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in
special education settings. All must complete field placements
or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information
on field experience requirements is available from the Education Department.
Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American
Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face
and partly online) cohort program. The licensure courses can
be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html
for more information. The course descriptions are
included below.
The EBD/LD licensure programs are offered through the
weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule.
Licensure Requirements
Emotional/Behavioral Disabilities Core
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and
applied toward the master’s degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EED 325/525
SPE 315
SPE 400/500
SPE 410/510
SPE 420/520
SPE 430/530
SPE 490/540
Orientation to Education (1.0)*
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0)*
Learners with Special Needs (1.0)*
K–6 Literacy Methods (1.0)*
Special Education Critical Issues Seminar (.5)
Teaching Students with Emotional/Behavioral
Disabilities (1.0)**
Implementing Assessment Strategies (1.0)**
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices (1.0)**
Parent and Professional Planning (1.0)**
Master of Arts in Education
Learning Disabilities Core
Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above
courses in the emotional/behavioral core and two additional
specialty courses:
SPE 424/524 Etiology and Origins of Learning Disabilities
(1.0)**
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities (1.0)**
A student wishing to earn only a learning disabilities license
would take all of the above courses with the exception of SPE
430/530 Instructional and Behavioral Practices.
To complete either license students will also need to complete
certain requirements at the undergraduate level:
EDC 220
Education Technology (.5)
HPE 115
Chemical Dependency (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0 course)* (taken
concurrently with EED 325/525)
EED 350
K–6 Methods: Math*
EED 360
K–6 Methods: Science*
SPE 481,483 Student Teaching (1.0-2.0)
485, 487
*Ten to 20 hours of field experience required as part of this
course.
**These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is
required. The ideal situation for the internship year is to be
working in a K–12 setting with these students. Students not
currently employed in schools must be available for extensive
volunteer field placements during the internship year.
This program is built on an inclusive education model.
Under this model, students learn how to work closely with
both special and general educators to facilitate inclusion
of special education students into the regular education
classroom.
Licensure Requirements—EBD/LD–Naadamaadiwin
Special Education Tribal Cohort
This program is available only at the graduate level. Courses
are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to
the special education tribal cohort program.
SPE 501
SPE 503
SPE 504
SPE 505
SPE 506
Historical and Contemporary Issues in American Indian Education
Assessment of American Indian Learners
Working with American Indian Families and
Communities
The Manifestation of Multigenerational Trauma
and Internalized Oppression
Indigenous Learners
SPE 507
Indigenous Methods of Instruction: Practical
Application
SPE 508
Professional Issues and Development (.5
course credit)
SPE 509
Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483, Student Teaching (1.0–2.0)
485, 487
Special Education Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
See course description on page 23.
EDC 200/522 Orientation to Education in an Urban Setting
See course description on page 23.
EDC 206/566 Diversity/Minnesota American Indians
See course description on page 23.
EDC 220 Educational Technology (.5 course)
See course description on page 23.
EDC 310/533 Learning and Development in an Educational Setting
See course description on page 23.
EDC 410/544 Learners with Special Needs
See course description on page 23.
EED 225 Foundations of Literacy
See course description on page 23.
EED 325/525 K-6 Literacy Methods
See course description on page 24.
EED 326 Literacy Field Experience (0.0)
Taken concurrently with EED 325/525. See course description
on page 24.
EED 350 K-6 Methods: Mathematics
See course description on page 24.
EED 360 K-6 Methods: Science
See course description on page 24.
SPE 315 Critical Issues: Special Education Seminar (.5
course)
This course is designed to support students seeking special
education licensure throughout their internship year. Issues
related to special education and their specific settings are the
focus of the course. The department portfolio is completed as
a part of this course. (Prereq: Admission to department.)
SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional
and behavioral disabilities and learning disabilities. It ad-
Augsburg College I 27
Master of Arts in Education
dresses the historical and philosophical aspects of the EBD
category, examines origins of student behavior and student
learning styles, and addresses theoretical perspectives and
conceptual models as they relate to this category of disability.
(Prereq: Admission to department)
SPE 501 Historical and Contemporary Issues in American
Indian Education
This course examines foundational aspects of teaching and
learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and
learning. A major focus will be to examine past and present
educational experiences of American Indian people in the U.S.
Minnesota Board of Teaching (BOT) Standards and American
Indian Learner Outcomes (AILOS) will also be introduced.
(Prereq: Admission to the Naadamaadiwin program)
SPE 502 American Indians and Special Education
This course will explore disability awareness in traditional
and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and
focusing specifically on American Indian students in special
education. It will provide an overview of special education in
U.S. culture including relevant laws, theories, and sociological
concepts as they relate to disability. It will also examine the
high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological
and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program; admission to the department)
SPE 503 Assessment of American Indian Learners
This course will examine the cultural bias and discrimination
issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will
also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the
Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program: admission to department)
SPE 504 Working with American Indian Families and
Communities
This course will examine techniques appropriate for working
with American Indian families, extended families, professionals,
paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students
with special needs. Skills and strategies to build partnerships to
work within and among Native families and communities to
best meet the needs of the student will also be addressed. A
field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 505 The Manifestation of Multigenerational Trauma
and Internalized Oppression
This course will focus on how multigenerational trauma and
Graduate Catalog I 28
internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to
mitigate these effects. Disability categories such as Emotional
Behavioral Disabilities (EBD), Attention Deficit Disorder
(ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues
impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq:
Admission to the Naadamaadiwin program: admission to department)
SPE 506 Indigenous Learners
This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore
cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education,
cultural misunderstandings that impede placement, services
and diagnosis. A field component will accompany this course.
(Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 507 Indigenous Methods of Instruction: Practical Application
Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning,
and individualization. Various models of instruction for teaching students including the development of intervention plans
that are culturally, academically, and socially appropriate
based on assessment and observation to meet the needs of
American Indian special education students. A field component will accompany this course. (Prereq: Admission to the
Naadamaadiwin program: admission to department)
SPE 508 Professional Issues and Development (.5 course
credit)
This course will focus on professional development and integrity in teaching. It will examine current issues and ethical
dilemmas in the fields of special education/American Indian
education. Documentation, reflection, synthesis of learning
and the development of a professional portfolio will be the
main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities
This course is designed to provide the special education
teacher with an understanding of the complex developmental
process of reading skills for K-12 American Indian students
with special learning needs. We will consider ways in which
reading disabilities develop among American Indian students.
In this course, we will study complex developmental behavior
influenced by factors such as phonemic awareness, words
analysis, vocabulary, fluency, comprehension, language, and
Master of Arts in Education
motivation. This course will also include investigation of best
practices in reading assessment and instruction for American
Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department)
K-12 Reading Teacher Endorsement
SPE 410/510 Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence
student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: Admission to department)
The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction.
SPE 420/520 Planning, Design, and Delivery
This course provides students with skills to write and implement individual program plans and to create effective learning
environments for students labeled EBD. Particular attention is
paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: Admission to department)
SPE 424/524 Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning
disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq:
Admission to department).
SPE 430/530 Instructional and Behavioral Practices
This course examines behavioral support options used with
students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports,
person centered planning and functional assessment. (Prereq:
Admission to department)
SPE 434/534 Teaching Content Areas to Students with
Learning Disabilities
This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having
learning disabilities. The specific focus will be on the areas of
reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: Admission to the
department).
SPE 490/540 Parent and Professional Planning
This course examines the role of families of students with special needs, specifically those families of students labeled EBD.
A family systems perspective is introduced and applied. The
need to form strong connections with community agencies is
emphasized. (Prereq: Admission to department).
SPE 481, 483, 485, 487 Student Teaching (1.0–2.0)
The K-12 Reading Teacher Endorsement program is currently
under revision. The program described here is available only
to students beginning before September 1, 2010, and must be
completed by August 31, 2012.
Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching.
Students may use these courses to fulfill requirements for the
Master of Arts in Education degree.
These courses include:
EED 520
K-6 Methods: Reading (1.0)*
ESE 500
Reading/Writing in the Content Areas (1.0)*
EDC 505
K-12 Literature in the Classroom (.5)
EDC 508
K-12 Reading Assessment and Evaluation
(1.0)*
EDC 510
Clinical and Reading Program Leadership
(1.0)*
*Field experience required
Students beginning in fall 2010 or later who are interested in a
K-12 Reading Endorsement should contact the Education Department.
Student Teaching
All education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree.
Students can apply for licensure at this point and finish the
degree later. Student teaching for elementary and secondary
initial licenses lasts 12–14 weeks, depending on licensure
scope. During that time, students work full time as student
teachers and are supervised by an Augsburg faculty member.
Students register for two to three credits of student teaching,
depending on the license, and meet at Augsburg College for
student teaching seminars several times during the term. Most
student teaching placements are in the Minneapolis/St. Paul
metropolitan area and Rochester. However, students do have
the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area
and then complete another student teaching experience
abroad. Opportunities to teach abroad are available around
the world, and it is a wonderful way to build a global perspective in education. Additional information is available through
the Education Department.
Student teaching for special education is 12 weeks in length
for initial licenses and 7 weeks for those who already hold a
license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possi-
Augsburg College I 29
Master of Arts in Education
ble, pending district approval. Additional information is available through the Education Department.
Student teaching is required for the preprimary and middle
school content area endorsements. See the Education Department for more information.
A supervised practicum for the reading endorsement is completed as EDC 510 Reading Clinical. No further student teaching is required for this endorsement.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure
program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements.
Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional
Master of Arts in Leadership (ML) or education graduate
courses to reach the total number of required courses.
To complete the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: a Master of Arts in Leadership (ML) elective, EDC
592 Action Research 1, and EDC 593 Action Research 2. The
action research courses guide the student through completion
of a long-term action research project, typically conducted in
the student’s classroom and focused on a question or concern
identified by the student. The research is presented at an action research symposium and a formal written report of the
research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration.
Leadership Application Project (LAP) Degree Completion Option
This degree completion option requires a minimum of 3.0
courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods (In limited cases
ML 513 Creating a Compelling Literature Review or EDC 592
Action Research 1 might also be appropriate. See MAE director for more information.), and EDC 585 Leadership Application Project. Students electing this degree completion option
do so because they are interested in developing an educational
product that meets an identified need or because they are interested in conducting an independent research project with
the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. Students
who leave the area and need to complete their final project at
a distance may find the LAP fits their needs. The goal for the
project varies, depending on the type of LAP. There are two
options within the LAP.
• The goal for those developing an educational product is to
identify an issue or problem related to their practice, and
Graduate Catalog I 30
after researching available literature, develop a solution to
the problem or issue. The solution might be developed in
the form of a curriculum, a workshop, a set of informational materials, a web site, an article for publication or
other appropriate educational product.
• The goal for those conducting independent research is also
to identify an issue or problem to investigate; but in this
case, the investigation is through an independent research
project. For those conducting independent research, it is
especially important to have a clear vision in mind for the
research and have an adviser who is willing to provide support throughout the project.
Both options are completed through a final oral presentation
and placement of the final paper in the Lindell Library.
Performance Assessment/Teacher Leadership Degree Completion
Option
(Currently under development; see MAE director for information.)
This degree completion option requires a minimum of the following 4.0 courses:
• Choose one ML leadership-focused course: ML 510 Visions
of Leadership when taught with an emphasis on leadership
rather than literature, ML 531 Dynamics of Change, ML
535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision
Making and Leadership, or ML 565 Women and Leadership
Additional courses, as developed, may also be used.
• EDC 5XX Teacher Leadership
• EDC/ML 514 Research Methods–Education focus. (ML 514
can be substituted if necessary)
• EDC 5XX Performance Assessment/Teacher Leadership
Students electing this degree completion option do so because
they are especially interested in considering leadership within
the context of education and themselves as potential change
agents.
Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the
field of education, the licensure portion of the Master of Arts
in Education program is now offered in Rochester. Licenses
are available in elementary education and special education:
EBD and LD. Classes primarily meet weekday evenings at
Bethel Lutheran Church in Rochester.
Elementary education
The K-6 elementary education license allows students to teach
in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree
and meet admissions requirements. Courses for this license
are available in Rochester.
Special education
The K–12 Emotional Behavioral Disorder/Learning Disability
program is designed for students currently working with or
Master of Arts in Education
planning to work with EBD and LD students. The program
leads to Minnesota teaching licensure in special education
with a specialty in emotional/behavioral disabilities and/or
learning disabilities. All courses for these licenses are available
in Rochester.
tative and quantitative tools will be discussed. EDC 514/ML
514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on
designing an independent research proposal.
MAL Elective Courses
MAE degree completion courses are currently held in Minneapolis.
Graduate Degree Completion Course Descriptions
EDC 5XX Teacher Leadership
This course will explore generative questions about leadership, change, and our own paradigms, visions, and values.
Questions like the following are at the heart of this course:
What does it mean to you to be a teacher leader? What do
teacher leaders do? How does one become a teacher leader?
What are the ways in which teachers can take leadership?
What are the skills and tools of teacher leadership? How do
we bring about change? Who am I as a leader?
EDC 585 Leadership Application Project (LAP)
The leadership application project is either a research-based
study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of
the investigation, but will always be application oriented. The
central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading.
EDC 592 Action Research 1
This course will introduce students to action research, a form
of research that simultaneously contributes to the practical
concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at
solving real problems. The goal of action research is to gain
better knowledge of one’s practice while improving the situation in which the practice is conducted. This is the first of a
two-trimester course.
EDC 593 Action Research 2
The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate’s research. It
requires active self-reflective inquiry and collaboration. The
trimester will culminate with a symposium in which student
work will be presented in a public forum. P/N grading.
EDC 5XX Performance Assessment/Teacher Leadership
This performance assessment course will require the students
to integrate their knowledge about leadership, their sense of
themselves as education leaders, and their understanding of a
specific teaching/learning problem into a solution to the problem and a process for change. P/N grading.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice. Quali-
At least one elective must be taken from the Master of Arts in
Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the
MAL portion of the graduate catalog.
ML 510
ML 511
ML 520
ML 530
ML 531
ML 545
ML 550
ML 560
ML 565
ML 599
Visions of Leadership: A Historical and Literary
Journey
Creativity and the Problem-Solving Process
Self-Identity, Values, and Personal Growth
Ethics in Communication
The Dynamics of Change
Decision Making and Leadership
Communication, Decision Making, and Technology
Developing a Multicultural Perspective
Women and Leadership
Special Topics (as appropriate)
Admission to MAE
Admission Requirements
Students admitted into the MAE program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• cumulative grade point average of 3.0 or higher (required
for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5–3.0 may be admitted conditionally into the
graduate licensure program. They may apply to the MAE
full licensure and degree program after achieving 3.0 or
better in two (2.0) Augsburg courses.
Application Checklist
The following items must be sent to the Augsburg Graduate
Admissions Office:
• Completed application form—
http://www.augsburg.edu/admissions/mae/admissions/
• $35 non-refundable application fee
• Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
• Official academic transcripts from all previously attended
post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions)
sent directly to the admissions office.
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Augsburg College I 31
Master of Arts in Education
Transfer Policy
Acceptance of previous education coursework done at institutions other than Augsburg College is limited. Most courses
that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as
part of one’s program at Augsburg. EDC 310/533 Learning and
Development, EDC 220 Education Technology, and ESE 3XX
K–12/5–12 Special Methods in Content Area are courses
which may have a shorter acceptance time frame. Additional
information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of
previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the
Education Department. For secondary licenses, content area
coursework is evaluated by the content area department. This
process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content
area must be taken at Augsburg, even with an undergraduate
major in the field. In all cases, previous undergraduate
courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area
departments determine when courses are too old to be
counted towards licensure.
tion Department. This admissions process is outlined in the
EDC 200/522: Orientation to Education and in admissions
handbooks, which are available through the Education Department.
Academic Achievement
Conditionally-admitted MAE students are expected to achieve
a 3.0 or better GPA in a minimum of 2.0 courses. When this is
achieved, these students file a Change of Status form (available through the MAE coordinator) to become fully admitted
to the MAE program and eligible for the MAE degree as well
as licensure. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license
but are not eligible for the degree.
Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree
completion component of the MAE degree. Students who are
ready to begin the degree completion component must file an
Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed
courses that apply to the degree and the courses that remain.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants
are notified by the Graduate Admissions Office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 will not be admitted into the
MAE program; however, these applicants can be reconsidered
when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when
the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE
degree and licensure programs.
Advising and Registration
Admitted students are able to participate in academic advising
and the registration process. Typically, first-term registration
occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department
adviser early in the first trimester of courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students
may take designated courses in education and content areas.
Students initially admitted at the graduate level may register
for courses at the graduate level. Prior to taking EDC
310/533 and above, students must be admitted to the Educa-
Graduate Catalog I 32
Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given
term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are notified that they must repeat the course as soon
as possible and raise it to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior
to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of
professional ethics. Dismissal occurs within the context of established department procedures described in the Education
Department Handbook available through the Education Department. Students have the right to appeal dismissal from the
licensure program on the grounds of procedural error, using
the College’s program dismissal appeals process. Information
about the program dismissal appeals process is available in the
Augsburg Student Guide.
Students may be dismissed from the MAE degree program for
failure to maintain an appropriate GPA. Students have the
right to use the College’s academic grievance procedure as
they feel necessary. The full academic grievance policy is
available in the Augsburg Student Guide.
Master of Arts in Education
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In
most cases, these experiences are conducted within a servicelearning framework, providing service to the school and classroom while also providing pre-service student opportunities
for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field
experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated
by their host K-12 teachers on the basis of criteria drawn from
the Minnesota Standards of Effective Practice. Evaluations are
kept in the students’ Education Department files and used in
decisions regarding progression through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for
three terms are withdrawn from the MAE program. To be
readmitted to the College and the MAE program, students file
a Readmission form through the registrar’s office.
Program Costs
In addition to tuition, students in this program can expect to
pay an extra per-course fee for student teaching, as well as liability insurance at the student rate during student teaching
and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel
courses have associated costs above and beyond the charge for
tuition.
MAE/Education Department
Full Time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA,
Augustana College; MAT, Morningside College; PhD, Colorado State University.
Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State
University; MEd, University of Sydney, Australia.
Shelley Burkhardt, Instructor of Education. BA, Valparaiso
University; MS, Mankato State University.
Joseph A. Erickson, Professor of Education. BA, MA, College
of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota.
Jeanine Gregoire, Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Dennis Greseth, Instructor of Education. BA, MS, Winona
State University.
Ann Grugel, Assistant Professor of Education. BA, St. Olaf
College; MS, PhD,University of Wisconsin-Madison.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls;
PhD, University of Minnesota.
Anne Kaufman, Associate Professor of Education. BS, MA,
PhD, University of Minnesota.
Gregory Krueger, Instructor of Education. BA, Southwest
Minnesota State University; MA, Hamline University.
Lynn Lindow, Associate Professor of Education. BS, Mankato
State University; MS, North Dakota State University; PhD,
University of Minnesota.
Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Vicki L. Olson, Professor of Education and Director of the
MAE Program. BS, MA, PhD, University of Minnesota.
Donna Patterson, Assistant Professor of Education. BA, MEd,
University of Minnesota.
Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd,
North Park College; MEd, Georgia Southwestern College.
Dana L.Wagner, Assistant Professor of Education. BA, St.
Olaf College; MEd, PhD, University of Minnesota.
Barbara West, Instructor of Education, Faculty Coordinator
of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University.
MAE/Education Department Adjunct Faculty
Kathy Acursso, Instructor of Education. BS, MS, Mankato
State University.
Jacquylynn Brickman, Instructor of Education. BA, Augsburg College; MEd, St. Mary’s University.
Steve Felton, Instructor of Education. BA, St. John’s University; BS, MS, Mankato State University.
Cheryl Gresczyk, Instructor of Education. BA, University of
Minnesota; MA, College of St. Thomas.
Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University.
Jennifer Plucker, Instructor of Education. BS, Moorhead State
University; MEd, St. Mary’s University-Winona.
Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas.
Melissa Sonnek, Instructor of Education.
Augsburg College I 33
Master of Arts in Leadership
Master of Arts in Leadership
The study of leadership is an exciting and respected discipline. We are very pleased at your interest in this growing field and
welcome you to this catalog information about Augsburg’s distinctive Master of Arts in Leadership (MAL). The Augsburg MAL
program offers students an excellent opportunity to explore leadership within the context of a broad-based and interdisciplinary curriculum. The program is designed to provide you with the enhanced skills you need to be a 21st century leader.
The hundreds of graduates who have completed this program can attest to the quality, rigor, and relevance of studying leadership at Augsburg. MAL courses are taught by top faculty drawn from a variety of disciplines. The core of the MAL is a commitment to interdisciplinary teaching, and the success of our students is linked to the education they received in our program.
As you read through the program options and requirements, you will see that there is considerable flexibility built into the MAL
to provide you with the opportunity to pursue your interests in leadership studies. New students in the classic classroom model
may enroll at the start of any of our regular terms, and admission decisions are made on a rolling basis throughout the year.
Cohorts of the integrated hybrid model begin each summer.
The study of leadership is central to what we are at Augsburg College. Our institutional mission statement says, “Augsburg
College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The
Master of Arts in Leadership is quintessentially Augsburg. An Augsburg education is all about training leaders—in fact, MAL
was the very first graduate degree to be offered by the College and is celebrating its 25th anniversary in 2012.
Again, congratulations on your interest in enhancing your career through the study of leadership. Please let us know if there is
anything we can do to assist you.
Alan J. Tuchtenhagen
Director, Master of Arts in Leadership
Graduate Catalog I 34
Master of Arts in Leadership
MAL Mission
The primary purpose of the Master of Arts in Leadership
(MAL) program is to develop leaders for organizations, the
community, and society. Most organizations seek leaders who
possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and
how it can be managed, sensitivity to the complex problems
of organizations, and an ability to find solutions consistent
with their mission, cultural competence and sensitivity to the
needs of a diverse population, and the ability to inspire and
motivate people to work toward a common goal. The Augsburg leadership development model provides a framework
through which the program recruits its students and develops
their skills.
Program Overview
The Master of Arts in Leadership (MAL) is the core program
of Augsburg’s Center for Leadership Studies (CLS). The MAL
program, which was launched in 1987, responds to the leadership development needs of both for-profit and not-for-profit
organizations. While different in structure and purpose, most
organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change
occurs and affects the immediate environment; a sensitivity to
the complex problems organizations face; an ability to achieve
solutions consistent with an organization’s mission; the ability
to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent
the organization both internally and externally. The MAL program provides a means by which individuals may discover
and refine these and other abilities fundamental to effective
leadership.
Leadership studies is a growing field in American higher education, and the MAL program has significantly developed
and modified its curriculum in response to new trends in the
field. The program has a deep theoretical base in leadership
studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace
and society.
Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working
adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and
well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for
discussion and dialogue. During the academic year, most
classes meet on alternate Saturdays for four hours. Some
classes meet on Monday evenings weekly from September
through May and two evenings a week in June.
Most courses incorporate some online work into their agenda.
A few courses have a customized schedule. In the Monday
night schedule, students take one course at a time; a course
usually meets for seven consecutive weeks except in June,
when a course may meet twice a week. Following this model,
students complete six courses during the academic year.
Community of Learners
Essential to the goals of the MAL program is participation in a
community of learners. This community is enriched by the
students, who have a variety of work and life experiences. To
facilitate community interaction, students are encouraged to
make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers
special colloquia and seminars each year to supplement and
complement the coursework of the master’s program.
A sample class schedule in the MAL program on the Minneapolis Campus
Period I
Saturday
8 a.m. to noon
Period II
Saturday
1 p.m. to 5 p.m.
Note: Each class taken commits a student to either Period I or
Period II, an average of two meetings a month. A few courses
are taught on an immersion model, which features fewer but
longer sessions.
Augsburg College has a summer session. The MAL program
usually offers several classes during the summer; the courses
are five weeks in duration, meeting normally two nights a
week, except for special immersion courses.
Class Schedule in Bloomington, 2010-11
At the St. Stephen Campus in Bloomington, most courses
meet for seven consecutive weeks on Monday, 6–10 p.m.,
from September through May. Students take one course per
half term as they progress through the program. In June a
course is taught on an accelerated plan either two evenings a
week or one weekend day. The final course, ML 588, lasts a
full trimester.
Leadership Development Model
Leadership Development Model—Augsburg College
The MAL program promotes leadership as a process that
• inspires cooperation among people who must compete for
limited resources,
• promotes productivity within and beyond the organization,
and
• works toward progress for the individual and the organization.
To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the
ability to persuade, and the ability to direct action. Underlying
these attributes are abilities and awareness, outlined in the
Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership
development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Augsburg College I 35
Master of Arts in Leadership
Leadership Development Model
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
• Long-term perspective
• Flexibility
• Adaptability
• Innovativeness
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
Curriculum
Augsburg uses a course system rather than a credit system in
its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines, encourages pursuit
of the designated outcomes, and uses a variety of learning
techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted
leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary
and to view content areas as integrated. The program reflects
the view that the world in which we operate is complex, and
that dealing with it successfully requires well-developed integrative abilities.
In Plans A, B, and C, students take four core courses and have
a choice of seven electives from a large list of elective courses.
In the cohort program, students follow a sequenced list of required and elective courses.
Final project options
For non-cohort students there are three ways to complete the
final project option in the MAL degree (Plans A, B, and C).
Students in the cohort option must complete an action research final project (Plan D). All final projects are taken on a
Pass/No Pass basis.
In the Thesis/Leadership Application Project (Thesis/LAP)
Option (Plan A), students complete 11 courses, including a
Graduate Catalog I 36
Facility for
Persuasion
Communicative
• Effective listener
• Effective speaker
• Effective writer
• Diplomatic ability
• Effective team member
• Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
• Self-confidence
• Analytical ability
• Ability to think critically
• Understanding of research
• Ability to manage conflict
thesis or a major leadership application project. In the NonThesis Option (Plan B), students must complete 11 courses,
two major papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete
11 courses, including the comprehensive exam seminar. In
the cohort program, students complete 11 courses, including
an action research final project seminar (Plan D).
Plan A: Thesis/LAP Option
Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based
study gives the student an opportunity to “tie together” what
has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A
thesis has a more theoretical orientation, while a leadership
application project is based on a practical issue. Both require
similar rigor and preparation. For either alternative, the student must register for ML 592 and 593.
For more information regarding the thesis/LAP option, refer
to the Thesis/LAP and Non-Thesis Project Guidelines booklet.
Students are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Master of Arts in Leadership
Plan B: Non-Thesis Option
One alternative to the thesis is the successful completion of
two major papers. The first of these papers will be written in
conjunction with ML 580. The second paper will be written
while enrolled in ML 597 Non-Thesis Independent Project.
The independent research projects approved each year will be
presented in an annual colloquium.
For more information regarding the non-thesis option, refer to
the Thesis/LAP and Non-Thesis Project Guidelines booklet.
Students are given a continuation period of up to 15 terms to
complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy on page 12.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in
conjunction with ML 580 (as in Plan B) and a comprehensive
exam seminar (ML 589). This course must be taken as the last
course in the program. This course is taken on a pass/fail
basis, and when the course and the oral, written, and takehome examinations are successfully completed, the program
requirements will be satisfied.
Plan D: Final Project (Cohort Program)
The cohort option includes a final seminar in which one prepares an action research project during the course of one
trimester. This final project is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as
prerequisites to ML 588 Final Project Seminar: Action Research
Core courses for the thesis/LAP option (Plan A):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II
Core courses for non-thesis option (Plan B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 597
Non-Thesis Independent Project
Core courses for the comprehensive exam seminar
option (Plan C):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 589
Comprehensive Exam Seminar
Core courses for the cohort final project program
(Plan D)
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of
Leadership
ML 588
Final Project Seminar: Action Research
In addition, a sequenced list of electives is prepared for each
cohort.
Elective courses for ALL options: Curriculum Electives
(at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0
course credit (4 semester credits):
ML 511
Creativity and the Problem-Solving Process
ML 513
Creating a Compelling Literature Review
ML 520
Self-Identity, Values, and Personal Growth
ML 525
Personality and Systems Theory: Perspectives
on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organization Theory and Leadership
ML 538
Communication Skills for Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 553
Design and Leadership
ML 557
Language of Leadership
ML 558
Leadership and Science
ML 560
Developing a Multicultural Perspective
ML 562
Global Multiculturalism, World Religions, and
Leadership
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 570
Negotiation
ML 574
Strategic Leadership
ML 577
Universal Responsibility and Leadership: A
Nicaraguan Experience
ML 580
ML 598
ML 599
Colloquium on Contemporary Theories of
Leadership (elective for Plan A)
Independent Study (special permission required)
Topics: special courses offered only once or
twice
Augsburg College I 37
Master of Arts in Leadership
Course Descriptions
ML 510 Visions of Leadership: A Historical and Literary
Journey
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety of disciplines and perspectives.
ML 511 Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking.
This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing
innovation, and for seeking an integrative worldview.
ML 513 Creating a Compelling Literature Review
As leadership scholars and practitioners, our work should be
evidence-based. The purpose of this course is to explore the
published literature to determine what credible evidence tells
us about effective leadership practices. Students will learn
how to read research critically, analyze and develop arguments, and recommend best practices.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and
ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed.
ML 520 Self-Identity, Values, and Personal Growth
Study of the concepts of self-identity, value formation, and
personal growth as they relate to professional life; factors that
influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies.
ML 525 Personality and Systems Theory: Perspectives on
Leadership
Study of leadership in the dual context of personality theory
and systems theory. Contributions of Jung, Fromm, Maslow,
May, and others to personality theory are considered, as are
the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings.
ML 527 Spirituality and Leadership in the Workplace
The wide-ranging spirituality movement in the workplace is a
notable feature of contemporary life. This course explores the
dimensions of this trend and its implications for leadership
through a variety of sources and perspectives.
ML 530 Ethics in Communication
Interdisciplinary study of ethics and communication through
the investigation of a variety of ethical perspectives within
human communication. This course places particular attention
on the use and abuse of communication in politics, advertising,
and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings.
Graduate Catalog I 38
ML 531 The Dynamics of Change
This course offers an exploration of the context of social
change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders
in public and private domains and across cultures. The course
explores these various perspectives, including areas of conflict
and opportunities for leadership in social and organizational
change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change.
ML 535 Organization Theory and Leadership
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable
the student to acquire knowledge and develop skills in order
to function as a responsible, ethical participant within various
types of organizational structures and cultures.
ML 538 Communication Skills for Leadership
The course is designed to provide background in rhetoric as
well as practice in speaking, writing, and presentation skills.
A substantial performance component is included; evaluation
of student work is based on mastery and performance of these
skills. Students will perform communicative tasks in a variety
of genres and evaluate their own performances and those of
class members.
ML 539 Communicating a Self in the Modern Organization
Understanding through reading, reflecting, and dialogue of
the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the
social contract between the individual and the organization in
a changing world. Supplementary reading packet, open dialogue, and individual projects.
ML 540 Political Leadership: Theory and Practice
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and
nonprofit organizations as well as to politics.
ML 545 Decision Making and Leadership
Review of the decision-making process—the setting, goals,
and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic
statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments,
explanations, and justification.
ML 548 Coaching and Consulting
The purpose of this course is to develop influence skills
through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will
read the work of master consultants and coaches, develop a
toolkit, practice consulting as both a consultant and a client,
Master of Arts in Leadership
and reflect on these experiences to develop their own purpose, principles, and practices for influencing others.
ML 550 Communication, Decision Making, and
Technology
Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these
technologies. Students examine how they can engage and
manage these processes in their organizations.
ML 553 Design and Leadership
“Design thinking” has transcended the world of engineering
and architecture and is now a mainstream concern for most
industries. This course explores the impact of “design thinking” on leadership, especially in the business world.
ML 557 Language of Leadership
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about
rhetorical and stylistic strategies. Topics include the use of
language as an organizing principle for social interaction;
speech act theory; strategies for giving effective directives; the
creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for
maintaining personal relationships across hierarchical levels
in organizations.
ML 558 Leadership and Science
Explores the common methods of science and the issues that
science has encountered which affect the uses of science by
leaders in the public and private sectors. Case studies include
global warming and politics, psychology, and medicine.
ML 560 Developing a Multicultural Perspective
This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity,
appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups.
ML 562 Global Multiculturalism, World Religions, and
Leadership
In the global meeting of cultures, religion is a vital factor. This
course examines the nature of religion as an essential feature
of the cultures of the U.S. (Christianity), the Middle East
(Islam), India (Hinduism), China (Buddhism, Confucianism,
Taoism), and Japan (Shinto, Buddhism). Special emphasis is
put on leadership and religion in all these cultures.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and
leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics
include analysis of alternative approaches to leadership,
women and careers, and women in society past and present.
The course is intended to enhance the analytical and leadership skills of the participants.
ML 568 The Global Business Environment
Knowledge of the global business environment in the context
of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of
leadership.
ML 570 Negotiation
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A
special emphasis on the collective bargaining model with survey of examples of other types of negotiation.
ML 574 Strategic Leadership
The course develops students’ ability to think strategically and
lead organizations through planning and implementation. Application of models and concepts to examples and cases from
real-life practice. Case studies, exercises, and readings cover
practices in for-profit and nonprofit organizations.
ML 577 Universal Responsibility and Leadership
The exploration of universal responsibility, conceptually and
experientially. Course consists of a seminar in Minneapolis
and one or two weeks in Nicaragua. The Nicaraguan portion
includes meetings with leaders, a homestay in the two-week
option, and visits to multiple sites and organizations. Topics
such as Nicaraguan history, politics, indigenous cultures,
poverty, health care, literacy, the arts, business foreign investment, and relations with the U.S. government and nonprofit
organizations are explored. Special fees apply.
ML 580 Colloquium on Contemporary Theories of
Leadership
Selected contemporary theories of leadership plus a case study
on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework
in MAL and ML 510) Required for Plans B, C, and D.
ML 588 Final Project Seminar: Action Research (Plan D)
In this course students who are pursuing the cohort program
will have the opportunity to write their final project doing action research on their own organization. This course will span
two half-terms (one full trimester).
ML 589 Comprehensive Exam Seminar
This course is a completion option for the Master of Arts in
Leadership. Students prepare for the examination series—oral,
written, and take-home—through discussion, readings, and
critical analysis in the seminar. It must be the final course
taken in the program; no other course may be taken at the
same time.
ML 592 Thesis/LAP Consultation I
Independent research project supervised by an academic adviser.
Augsburg College I 39
Master of Arts in Leadership
ML 593 Thesis/LAP Consultation II
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597 Non-Thesis Independent Project
Major written project in an area of the student’s choice, to be
completed in consultation with an adviser and a reader. The
research is presented in a colloquium in partial fulfillment of
requirements for the non-thesis option.
ML 598 Independent Study
Provides directed independent study in an area of the student’s choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by
the supervising professor. Proposals must be approved by the
MAL program director prior to registration for the course.
Students may not take more than one independent study
course.
ML 599 Special Topics
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will
be published prior to registration.
Special Programs
Post-Master’s Certificate in Leadership Studies
Graduate students who already possess a master’s degree in
any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of
five Augsburg MAL courses in leadership (which were not
previously applied to any other degree). The student may
choose any five MAL courses or may wish to focus on a specific area, such as ethics and leadership, global leadership, organizational leadership, communications, leadership
development, or the liberal arts. This option is attractive for
people who want to continue their professional studies but
not necessarily undertake a full degree program. The normal
application process is used for students who wish to pursue
the post-master’s certificate.
Joint BA in Accounting and Master of Arts in Leadership
A BA in accounting and an MA in leadership (MAL) can be
earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of
all requirements, the student receives both a BA in accounting
and an MA in leadership and will have fulfilled the 150-hour
requirement to qualify for the CPA certification. The MAL
program offers a large number of courses on a weekend
schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It
is recommended that students meet with an accounting adviser to create an effective plan for successful completion of
the five-year program.
Graduate Catalog I 40
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree
must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
• completed application form
• three letters of recommendation (two from professors and
one from an employer)
• personal statement
• example of their writing in an academic paper
• GPA of at least 3.30
• Interview with a three-person panel from the MAL program
Students must also have faculty endorsement from the accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by
the time they graduate from the MAL program. Program coordinator: Professor Stu Stoller.
Admission to MAL
Admission Requirements
Applicants to the program must have:
• Bachelor’s degree from a regionally-accredited four-year college or university
• Minimum cumulative undergraduate grade point average of
3.0 (on a scale of A = 4.0) and a minimum cumulative
grade point average of 3.0 for graduate courses completed
at an accredited college or university. Should an applicant
not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-bycase basis.
• Applicants to the program must have three years of experience (or equivalent) with one or more organizations in a
position of leadership or position demonstrating leadership
potential.
• Applicants holding a master’s or other advanced degrees
from accredited colleges or universities are admissible.
Decisions about admission to the program will be made on an
individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most
highly qualified individuals. Admissions are handled on a
“rolling” basis, with students admitted at the beginning of the
fall, winter, and spring terms. Selection of candidates will be
made on the basis of an evaluation of each applicant’s:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
• Interview, if requested
Application Checklist
The following materials must be submitted to the Graduate
Admissions Office:
• Completed application form
• $35 nonrefundable application fee
• A 1–3 page statement relating the applicant’s career and life
goals to leadership aspirations
Master of Arts in Leadership
• Recommendation letter and checklist from an immediate
supervisor, assessing leadership potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work
style and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
• Official transcripts from all graduate institutions attended,
listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with
graduate program faculty and/or staff members.
For further information, contact: Graduate Admissions Office,
612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad
Admission as an International Student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outline in Admission of International Students on page 16.
Academic Policies
Academic Evaluation
Courses not offered on the numbered grading system are
noted in the course descriptions in this catalog as being
graded on P/N basis. In order to receive a grade of P, a student
must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the degree.
No more than two courses with a grade of or below 2.5 can be
repeated. Only the credits and grades earned the second time
are counted in the grade point average. Any course with a
grade of 2.0 or lower will be transcribed as 0.0 academic
credit.
In order to graduate a student must have a G.P.A. of 3.0 or
above. All required courses and the final projects must be successfully completed. A student registered for the final projects
(ML 588, ML 589, ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a
diploma until all courses and projects are successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of N
or 0.0 in a course, the student must petition successfully with
the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would
be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the
MAL Advisory Committee. Students may also be dismissed by
the MAL Advisory Committee for behavior detrimental to the
program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only
after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per
trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two
years.
Students who are away from classes for one year or longer
must complete an Application for Readmission and submit it
to the Office of the Registrar. Students who have been out of
the program for three to five years must take one additional
course to refresh their understanding of the field. Students
who have been out of the program for five years or longer
must take two additional courses to refresh their understanding of the field of leadership studies.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
For a complete list of Augsburg’s accreditation, approvals, and
memberships, see page 9.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of
Oregon; MA, PhD, University of Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg
College; BD, Luther Theological Seminary; MA, PhD, Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Graduate
faculty member in organizational management, Concordia
University, St. Paul.
Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary;
PhD, University of Minnesota; Priest, Episcopal Diocese of
Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, College
of St. Thomas; MA, Luther Northwestern Theological Seminary; PhD, University of Minnesota.
John Furia, Assistant Professor of Business Administration.
BA, Rhode Island College; MPA, University of Rhode Island.
Daniel S. Hanson, Assistant Professor of Communication
Studies. BA, Augsburg College; MA, University of Minnesota.
Garry Hesser, Sabo Professor of Citizenship and Learning.
BA, Phillips University; M.Div., Union Theological Seminary;
MA, PhD, University of Notre Dame.
Augsburg College I 41
Master of Arts in Leadership
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS,
Iowa State University; MS, Illinois State University; EdD, West
Virginia University.
Steven Manderscheid, Instructor of Leadership Studies. BS,
St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Thomas Morgan, Professor of Business Administration and
Executive Director, Augsburg Center for Faith and Learning.
BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor of Political Science and Director of the Center for Leadership Studies and the MAL Program. BA, University of Pennsylvania; MA, PhD, Indiana
University.
Magdalena Paleczny-Zapp, Associate Professor of Business
Administration. BA, MS, Academy of Economics, Warsaw;
PhD, Academy of Economics, Krakow, Poland.
Catherine Paulsen, Instructor. BA, St. Olaf College; MA,
Lone Mountain College.
Curtis Paulsen, Associate Professor Emeritus of Social Work.
BA, St. Olaf College; MSW, University of Minnesota; PhD,
Fielding Institute.
Diane Pike, Professor of Sociology. AB, Connecticut College;
PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College;
MA, PhD, University of Minnesota.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota.
Vice President and Practice Area Leader, MDA Leadership
Consulting Inc.
Staff
Patty Park, MA, Program Coordinator
Graduate Catalog I 42
Master of Arts in Nursing
Master of Arts in Nursing
Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice
and advance your careers.
The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts.
The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and
care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural
nursing in community or transformational nursing leadership tracks of study.
The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a
transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and
collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness.
In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in
transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College
mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards,
critical thinkers, and responsible leaders.
Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn.
Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can.
Cheryl J. Leuning
Chair, Department of Nursing
Director, Master of Arts in Nursing Program
and Doctor of Nursing Practice Program
Augsburg College I 43
Master of Arts in Nursing
Master of Arts in Nursing
Master of Arts in Nursing Mission
Within the framework of a Christian liberal arts education,
the Master of Arts in Nursing program is designed to prepare
nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities.
Curriculum
Transcultural Nursing in Community
The Transcultural Nursing in Community track in the Master
of Arts in Nursing program was designed to prepare nurses for
advanced population-focused practice in culturally diverse
communities. The curriculum is grounded in nursing science,
public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who
exist outside of the social mainstream. As such, the program
provides rich alternative teaching and learning opportunities
for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible
to apply for certification in Advanced Transcultural Nursing
through the International Transcultural Nursing Society. Also,
graduates completing this track will be eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC).
Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all
master’s students must take; five courses from the Transcultural Nursing in Community Track; and two electives make
up the coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nursing
Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care (36 practice hours)
NUR 503
Transcultural Health, Families, and the Life
Cycle (36 practice hours)
NUR 541
The Politics of Health Care (72 practice hours)
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I:
Health As Membership; Living in Community
(36 practice hours)
NUR 511
Advanced Community Health Nursing II:
Emerging Models of Care in Diverse Communities (72 practice hours)
Graduate Catalog I 44
or
NUR 530
NUR 532
The Power of Ritual and Ceremony for Transformation**
Transcultural Healing Practices**
Electives—two graduate elective courses from Nursing, MAL,
or another graduate program.
*Students seeking certification as an Advanced Public Health
Nurse from the American Nurses Credentialing Center
(ANCC) must complete 500 hours of clinical practicum work
and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may
select NUR 530 and NUR 532. Clinical practicum hours are
integrated into several courses in the curriculum.
**Course has 0 practice hours.
Graduate Project—students are required to complete a graduate project, which is equivalent to one course.
NUR 525
Graduate Field Project (144 practice hours)
Transformational Leadership and Management
The Transformational Leadership and Management track
unites the liberal arts with nursing science and practice. This
track is designed to develop nurse leaders who are analytical,
articulate, and constructively critical and who will be able to
cope with high-level healthcare delivery issues. Curricular
emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply
knowledge and gain experience partnering with diverse care
providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build
on students’ competencies and goals. Courses are offered by
the Department of Nursing faculty as well as faculty teaching
in the Master of Arts in Leadership and Master of Business
Administration programs.
Students take a total of 10 courses, plus a transformational
leadership project course. Three courses in the advanced
nursing core, which all Master of Arts in Nursing students
must take, four courses in the Transformational Leadership
and Management Track, and three elective courses make up
the coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nurs
ing Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice
hours)
NUR 523
Theory, Research, and Practice Seminar (36
practice hours)
Transformational Nursing Leadership Track (four
courses)*
NUR 501
Transcultural Care Systems (36 practice hours)
Master of Arts in Nursing
NUR 521
BUS 520
ML 541
Transformational Nursing Leadership (72 practice hours)
Management of the Healthcare Organization
The Politics of Health Care (72 practice hours)
Electives—three graduate elective courses from Nursing,
MAL, or another graduate program.
*Upon graduation from the program and completion of the
Transformational Leadership and Management track, students
have the educational preparation to be eligible to apply for
certification in Advanced Nursing Administration from the
American Nurses Credentialing Center (ANCC).
a rapidly developing country. Practical experience with nurses
in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum.
Week-long immersion courses and practica are taught on the
Pine Ridge Indian Reservation in western South Dakota.
These courses and experiences offer students the opportunity
to live on the reservation and participate with public health
nurses providing health services. They also interact with tribal
leaders and experience cultural events relevant to the Lakota
people of Pine Ridge.
Students will fulfill their Master of Arts in Nursing through a
final project, which serves as the capstone of the master’s program: a graduate field project or course.
Ten-day courses and practica are available in Mexico and
Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between
social justice and health, and interact with local indigenous
healers.
In the three core courses students will develop a plan for their
final field project, which will be completed in NUR 525.
Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program.
Practica
These practice experiences include fees for travel and education costs onsite in addition to course tuition. Fees vary by
practice site.
Graduate Project
Practice experience is emphasized in both tracks in the Master
of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam
in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the
experiences needed to apply to take the certification exam in
Transcultural Nursing. In the practica, all students practice
primarily in nontraditional settings with persons underserved
or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across healthcare settings.
Students in the Transformational Leadership and Management
track have practice experience in several courses with preceptors in leadership positions in a variety of care settings.
A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing
Center provides services for persons struggling with poverty
and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in
wide-ranging cultural contexts, provide many opportunities
for students to explore advanced nursing roles and new models and forms of practice.
Study Abroad and Off-Campus Opportunities
The Nursing Department works closely with cultural guides,
nurse mentors, and Augsburg’s Center for Global Education in
developing study abroad opportunities. The following study
abroad and away opportunities offer four examples of existing
practicum experiences.
Students may travel to Namibia in southwest Africa to spend
two weeks exploring health and healthcare challenges within
Course Descriptions
NUR 500 Transcultural Health Care
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring
for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining “blueprint” for thought and action
throughout the human health experience. Patterns of human
interaction that foster health and quality of life are analyzed,
and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and
submitted to moral and ethical reflection. (36 hours of practice experience)
NUR 501 Transcultural Care Systems
In this course, organizations are viewed as cultural systems
that are complex and adaptive, where continuous change and
unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are
explored via readings and discussions. Attendance at a local,
national, and/or international nursing leadership conference is
mandatory. Dialogue and networking with a variety of nursing
leaders to understand the context of transcultural healthcare
organizations are expected.
NUR 503 Transcultural Health, Families, and the Life
Cycle
The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the
Augsburg College I 45
Master of Arts in Nursing
function of individuals living in families and in communities
is explored. Content about systems, communication, small
group, and nursing theories is applied to family constellation.
The influence of the multigenerational family is examined in
terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture
are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact
in and with society. (36 hours of practice experience)
NUR 505 Theoretical Foundations for Advanced Nursing
Practice
This course focuses on nursing science and nursing theory as
foundational to advanced transcultural nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the
provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing
knowledge. (36 hours of practice experience)
NUR 510 Advanced Community Health Nursing I: Health
As Membership; Living in Community
This course focuses on persons, families, and groups living in
relationship. Emphasis is on applying the core functions of
community/public health—assessment, policy development,
and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures within
dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved
populations. (36 hours of practice experience)
NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities
Emphasis is on the application of public/community health
theory and research in providing health care to populations
and communities. Essential public health services are assessed
for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity,
privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns
of health, suffering, and healthcare provisioning. (Prereq.:
NUR 510) (72 hours of practice experience)
NUR 520 Research Methods in Nursing
Through a combination of literature review, field experience,
and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics
will include formulating study questions to explore collective
foundations of meaning and explanation in health and illness,
practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research.
(Prereq.: college-level statistics course) (36 hours of practice
experience)
Graduate Catalog I 46
NUR 521 Transformational Nursing Leadership
This course emphasizes transformational nursing leadership
and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving
leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica.
(36 hours of practice experience)
NUR 523 Theory, Research, and Practice Seminar
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its
contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as
theoretical and research literature, students will formulate a
transcultural nursing model of care. (36 hours of practice experience)
NUR 525 Graduate Field Project
This course focuses on the application and integration of
knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing,
and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been
developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for
disseminating the report for public and professional use are
encouraged. Students will defend the project to their graduate
committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice
experience)
NUR 530 The Power of Ritual and Ceremony for Transformation
In this course, the student will explore ritual and ceremony
from a transcultural perspective. Attention will be focused on
rituals and ceremonies in specific cultures and religions, and
in the modern American medical system that sustains its own
rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In
modern American culture, the perceived division between the
mind, body, and spirit has led to ritual and ceremony being
considered adjunctive to the scientific approach ritual and
ceremony into their lives and healthcare practices. Students
will also discuss the meaning of ritual and ceremony to their
own lives and professional practice.
NUR 532 Transcultural Healing Practices
This course will introduce students to complementary healing
practices including the historical and cultural contexts in
which they developed. Students will discuss the philosophical
underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and
faith practices, energy healing practices, movement therapies,
homeopathy, manual therapies, and nutrition and nutritional
supplements.
Master of Arts in Nursing
NUR 541 The Politics of Health Care
This course will explore how health and illness are related to
inequities in society and dynamics of power in systems of
health care. The following issues will be examined in the
course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of
healing resources in the population, and what strategies the
poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience)
NUR 562 Walking the Truth: Culture, Gender, and the
Millennium Development Goals (MDGs) in Sub-Saharan
Africa
This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development
Goals (MDGs) in sub-Saharan Africa. The social determinants
of health and illness—economic realities, education levels,
governmental policies, access to technology, and the competence of healthcare providers—are examined in relation to the
unequal burdens of suffering and disease evident in Africa.
Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied
through experiential practical learning activities.
NUR 599 Topics
Study of selected topics that are not treated extensively
through current course offerings. Specific topics will be published prior to registration.
BUS 520 Management of the Healthcare Organization
This course provides an overview of the key organizational
and behavioral concepts that underlie effective management
practices in healthcare organizations. It addresses both the
theory and practice of effective management. The course will
emphasize the importance of addressing the expectations,
needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures
that impact organizational structure, behavior, and change.
ECO 520 Economics of Health Care in a Global Community
At the end of the class, students will be better able to apply
economic concepts to the health systems of both the United
States and other parts of the world. The focus will be on the
public policy aspects of the healthcare system, e.g., issues of
access and cost.
Admission to MAN
• Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework
• Experience as a registered nurse
• Current nursing license
• All required immunizations
• National Criminal Background check
A college-level statistics course is required for progression in
the program, but is not necessary for admission.
Decisions about admission to the program will be made on an
individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being
admitted at the beginning of the fall (September), winter (January), and spring (April) terms.
Selection of candidates will be made on the basis of an evaluation of the following items for each applicant:
• Previous college record and GPA
• Letters of recommendation
• Professional experience
• Written statement describing professional and educational
goals
Application Checklist
The following items must be sent to the Graduate Admissions
Office:
• Completed application form—
www.augsburg.edu/ma_nursing/
• $35 nonrefundable application fee
• A 2-3 page typed statement describing the applicant’s professional and educational goals
• Three letters of recommendation—in English—addressing
the applicant’s character and ability for graduate study.
(Two of these recommendations must be from professional
colleagues.)
• Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance,
and required immunizations
• Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred.
An interview with graduate program faculty and/or staff members may be requested.
Admission as an international student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission Requirements
Academic Policies
Applicants into the Master of Arts in Nursing program must
have:
• Bachelor’s degree in nursing from a regionally-accredited
four-year college or university, or must have an Associate of
Science degree in nursing in addition to a non-nursing
bachelor’s degree.
Evaluation Standards
Evaluation of academic performance in the Master of Arts in
Nursing program will be based on number grades using a 4.0point scale. See detailed information on page 12.
Augsburg College I 47
Master of Arts in Nursing
Attendance Policy
Department of Nursing Faculty
Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and
course instructor.
Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas.
Academic Probation and Dismissal Policies
Pauline Abraham, Assistant Professor of Nursing. BSN,
Winona State University; MA, Augsburg College.
Students must maintain a 3.0 cumulative grade point average.
If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to
be removed from probation. If a student receives a grade of
2.0 or less in a course, the student must petition successfully
to the faculty of the Master of Arts in Nursing program before
being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second
grade of 2.0 or less is received, the student may be dismissed
from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of
college policy (as published in the Student Guide). Dismissal
would occur only after established procedures were followed.
Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College.
Katherine Baumgartner, Assistant Professor of Nursing.
BSN, Minnesota State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA,
St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD,
University of Utah.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty
for approval of any variation in the curriculum including the
transfer of credit. Transfer credits will be evaluated on an individual basis.
The only courses that will be considered for transfer credit are
those earned from accredited colleges and universities, whose
course content is comparable to those in the Master of Arts in
Nursing program. No more than three courses will be accepted for transfer credit.
Credit and Contact Hours
Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to
meet the needs of working adults, combining in-class and
web-based components. Clinical practica opportunities are included in selected courses.
Last Day to Withdraw from Class
The last date on which students may withdraw from a class
and receive a “W” on their records is available on the
Grad/Weekend College calendar:
www.augsburg.edu/enroll/calenders/index.html.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by
the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9.
Graduate Catalog I 48
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester
State Junior College; BS, Augsburg College; MA, Augsburg
College.
Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD,
University of Minnesota.
Joyce Perkins, Assistant Professor of Nursing. BS, University
of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s
College Graduate Center; MS, University of Minnesota; PhD,
University of Colorado.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Doctor of Nursing Practice
Doctor of Nursing Practice
The Doctor of Nursing Practice program prepares nurses to
envision new models of advanced practice in transcultural
nursing, community/public health, and advanced holistic
nursing. Emphasis is placed on maximizing health within
populations and communities through peaceful, collaborative
actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s
program, the DNP builds upon the strengths of the Master of
Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN),
Public Health Nursing (APPHN), and Holistic Nursing
(AHN).
Program Goals
Graduates of the Doctor of Nursing Practice program will
have advanced preparation to:
• Negotiate the complexity of multicultural care settings and
care systems to eliminate health inequities among populations and communities
• Challenge conventional knowledge about illness through
an ecological approach to social determinants of health
• Lead change through building coalitions with marginalized
people that are based on mutuality and common cause
Program Structure
The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time
basis as one didactic offering, one practicum, and one seminar
each term. As a part-time student, completion of the program
is expected to be 32 months, including completion of the capstone project.
The curriculum for the DNP combines didactic, practicum,
and seminar courses, with a capstone project to complete the
degree. As a practice doctorate, the emphasis is on building
skill in knowledge application among diverse cultural groups.
The goal is to improve health and decrease inequities that lead
to unnecessary morbidity and mortality in communities.
Didactic
A total of seven didactic courses constitute the DNP core,
with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry
0.5 course credits each (1.0 course credit equals 4.0 semester
credit hours) and are taught as an immersion one day a
month with a half-day for seminar on the subsequent day.
sions in a variety of cultural contexts led by nursing faculty or
that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits
range from 0.25 (36 hours per 12-week term) to 1.0 (144
hours per 12-week term). To achieve the DNP, students must
complete a total of 1,000 practicum hours in their MA and
DNP programs. Students will be allowed to transfer up to 600
practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are
computed as follows:
• (.25 course credits) 1 semester credit hour = 3 “clock”
hours of practicum time per week x 12 weeks = 3 “clock”
hours per week or 36 “clock” hours of practicum time per
semester
• (.50 course credits) 2 semester credit hours = 6 “clock”
hours of practicum time per week x 12 weeks = 72 “clock”
hours of practicum time per semester
• (.75 course credits) 3 semester credit hours = 9 “clock”
hours of practicum time per week x 12 weeks = 108
“clock” hours of practicum time per semester
• (1.00 course credits) 4 semester credit hours = 12 “clock”
hours of practicum time per week x 12 weeks = 144
“clock” hours of practicum time per semester
Seminars
Seminars focus on integration of conceptual learning with
field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and
spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a
group in the seminars in which they enroll each term. The
final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will
participate in a seminar (.25 course credits) every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact
on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to
existing nursing knowledge, and be suitable for presentation
or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of
scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the
DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser.
Curriculum
Practica
Didactic Courses
Practica are organized to give flexibility and individual choice
to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immer-
NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence:
The Dialectic Between Knowledge and Engagement
This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for
Augsburg College I 49
Doctor of Nursing Practice
acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience
based on context-specific (emic) positions and for rigor in
empirical procedures based in context-free (etic) perspectives.
Utilizing selected evidence suited to particular transcultural
issues, practice modes building on both local expertise and
professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to
concerns of people marginalized by dominant health systems.
NUR 802 Making Room at the Table: Applying Ethics to
Ending Hunger and Sharing Abundance
This course in applied ethics focuses on health as a human
right with emphasis on the development of skills in community building as citizen professionals. From the perspective
that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and
solidarity.
NUR 803 Transcultural Cosmologies and a Global
Perspective
This course explores the intersection of Western scientific
principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of
natural science. These interrelationships are then viewed
through the lens of nursing theory, research, and practice. A
wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive
to dverse cultural expressions of health and illness.
NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and
Health Care
This course focuses on communities as the foundation of
health by recognizing strength in community residents and
models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization
as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be
emphasized. Skill building in participatory action processes
will occur.
NUR 805 Ways of Knowing: Synthesizing Qualitative and
Quantitative Evidence
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional
practice. It focuses on the comparative analysis of quantitative
and qualitative data. Students will critically reflect on the
data, unpacking it and uncovering the meaning behind the
data that supports their practice. Comparing the positivistic
and interpretive stance, the students will examine relevant
knowledge and ways of knowing that provide scholarly
grounding for their professional expertise.
Graduate Catalog I 50
NUR 806 Ecology of Human Suffering in a World of
Extremes
This course examines the cumulative illness-producing effects
of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither
coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that
strike population groups and communities unequally around
the world. Health status appraisal, risk analysis, and the levels
of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology.
NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among
indigenous peoples will be examined, including spiritual
forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be
compared to contemporary views of health and healing in bioscientific models of curing.
Practica
Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, selfdirected practice experiences mentored by faculty. All practica
are designed to develop students’ individual practice interests
and skills.
Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica
into a plan of study include the following:
• Practica will be completed incrementally throughout the
DNP program.
• Students may register for varying practica and credits each
term, including summer
• Practicum hours may be completed at the student’s job site,
if approved by a supervisor and the nursing faculty adviser,
but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP
program expected student outcomes.
• Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert
knowledge related to a particular phenomenon of interest
to the student.
• Students will develop objectives for practicum experiences
in collaboration with faculty advisers and keep a record of
practicum work in a professional portfolio.
• Students must register for enough post-baccalaureate
practicum credits to reach a total of 1,000 practicum hours
to earn the DNP degree. This will be evaluated when students are admitted to the DNP program.
Doctor of Nursing Practice
The following are examples of directed study practica and immersion practicum experiences developed and led by faculty
in the DNP program:
NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00
credits, 36-144 practicum hours)
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen
knowledge supporting expert nursing practice. In the practica
students will integrate and synthesize knowledge from emic
wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance
practice and/or systems management skills, including clinical
reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed
study practica are individualized to students’ specific areas of
interest and are planned by students in consultation with a
major faculty adviser, cultural guides, and other mentors in
the communities in which they wish to carry out the
practicum.
NUR 712 Culture Care on the Pine Ridge Reservation (0.5
course credits, 72 practicum hours)
In this practicum students live on the Pine Ridge Indian
Reservation in western, South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with
poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care
systems and beliefs about health and illness are compared and
contrasted with Western biomedical care and the politics of
health care provided through the Federal Government’s Indian Health Service (IHS) are examined.
NUR 742 Dia de los Muertos—Location: Mexico (0.5
course credits, 72 practicum hours)
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in
Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the
return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed.
NUR 723 Ancient Healing Practices—Location: England
(0.75 course credits, 108 practicum hours)
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and
the healing energy of and the sacred sites of ancient Celts. The
importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton
Hospital in Hackney, London, exemplifies transcultural care
with a diverse population of immigrants and asylum seekers.
NUR 752 Health Care on the Mexican–U.S. Border (0.5
course credits 72 practicum hours)
This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the
context of displaced communities. Participants meet face to
face with immigrants, refugees, border patrol agents, factory
workers, and community leaders on both sides of the U.S.–
Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and
efforts to achieve social justice.
NUR 734 Health and Community Building—Location:
Guatemala (1.0 course credits, 144 practicum hours)
This practicum explores health as a human right. Analysis
will focus on how widening gaps in the distribution of wealth
diminishes the health of all members of society. Learning is
based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health
and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language
school is an option in this practicum.
NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in Sub-Saharan Africa (.5
course credit, 72 practicum hours)
Students focus on the development of leadership skills that
promote Millennium Development Goal (MDG) achievement
in sub-Saharan Africa. Practicum activities are designed to engage healthcare professionals and members of local communities in best practices for achieving MDG targets by 2015.
Structured lectures and discussions supplement practice and
encourage students to explore sociocultural determinants of
health and illness—economic realities, cultural values and
gender roles, education levels, governmental policies, access
to technology, and the competence of healthcare providers—
in relation to the unequal burdens of suffering and disease evident in Africa.
NUR 794 Culture Care in a World of Extreme—Location:
Republic of Namibia (1.0 course credits, 144 practicum
hours)
Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience
the challenges care systems face in providing health care
within geographically and economically extreme contexts
where isolation, poverty, and virulent disease are epidemic.
Participant-observation among Ju/’hoansi communities in the
Nyae Nyae Conservancy provide opportunities to collaborate
and practice with nurses and other healthcare professionals
striving to provide culturally safe and effective health care to
one of the world’s “first peoples.”
NUR 782 Poverty and Community Building in the Inner
City—Location: Minneapolis, Minn. (0.5 course credits,
72 practicum hours)
An immersion in the inner city of Minneapolis provides expe-
Augsburg College I 51
Doctor of Nursing Practice
rience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among
the community of people who visit the Augsburg Central
Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore
issues of health and social reality with cultural guides from
the inner city populations and with nurses who work effectively with them.
Seminars
NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final
Seminar (0.25 credits per term while enrolled in the DNP)
Students are required to register for a seminar each term they
are in the DNP program. The purpose of DNP seminars is to
integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a
venue for students to test ideas for their practice with faculty
and peers and receive relevant feedback and support. Through
dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar
(NUR 841) culminates in the successful completion of a
scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will
be completing and presenting their final doctoral project,
along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is
implementing.
Elective courses
Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses
(at the 500 level or above) to add depth and breadth to their
nursing specialty focus. These credits may be chosen from
within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by
Master of Arts in Leadership, Master of Social Work, Master of
Business Administration, Economics, and the Master of Arts
in Education. This allows students to take optimal advantage
of the richness and diversity of opportunities afforded through
Augsburg College graduate programs.
Admission to the DNP
Admission Requirements
Applicants to the Doctor of Nursing Practice program must
have:
• Earned master’s degree in nursing from a nationally accredited institution
• GPA of 3.2 on a 4.0 grading scale in master’s in nursing
program
• A current unencumbered RN license to practice in the U.S.
• Evidence of a completed graduate research course
• Evidence of up-to-date immunizations
• Satisfactory results of a certified federal criminal background check
Graduate Catalog I 52
Decisions about admission to the program will be made on an
individual basis. Selection of candidates will be made on the
basis of an evaluation of the following items for each applicant:
• A three-page typed, double-spaced essay demonstrating
ability to write in a thoughtful, coherent manner
• Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official
evaluation from World Educational Services.)
• Three professional references
• An interview with program faculty
The number of applicants admitted to the DNP program will
be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant
will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of
Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to
forward their educational credentials report to the Minnesota
State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful
passing of the National Council Licensure Examination
(NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the
NCLEX, will be considered for admission and must meet the
same residency requirements expected of all students.
Applicants whose first language is not English must submit
evidence of earning a minimum score of 95 out of a possible
120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL).
Transfer of credits
Transcripts of students who have completed a master's degree
in nursing or other graduate work are required for admission
to the DNP. Doctoral credits may be transferred into the DNP
program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0
course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined
by the Department of Nursing faculty and the registrar. The
process of obtaining transfer credit must be initiated by the
student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of
course content will be needed to initiate transfer of courses
into the DNP program.
To qualify for credit the practicum hours must be officially
documented from the master’s degree program.
Doctor of Nursing Practice
Students may transfer up to 600 practicum hours that were
earned and documented in their master’s degree program.
These 600 hours will be counted toward the 1,000 hours required for the DNP degree.
Program Staff
Accreditation
Linden Gawboy, Administrative Assistant
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools.
Patricia Park, Program Coordinator, MA, Augsburg College.
Sharon Wade, Administrative Coordinator, BA, Augsburg
College.
The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in
Nursing and the Bachelor of Science in Nursing programs at
Augsburg. An accreditation site visit by CCNE is scheduled
for March 2011.
For a complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas.
Pauline Abraham, Assistant Professor. BSN, Winona State
University; MA, Augsburg College.
Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College
Katherine Baumgartner, Assistant Professor. BSN, Minnesota
State University; MA, Augsburg College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS,
PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College.
Susan Nash, Associate Professor. BSN, MSN, EdD, University
of Minnesota.
Joyce Perkins, Assistant Professor. BS, University of New
Hampshire; RN, College of St. Teresa; MA, St. Mary’s College
Graduate Center; MS, University of Minnesota; PhD, University of Colorado.
Kathleen Welle, Instructor and Coordinator of the Augsburg
Central Nursing Center, BS, MA, Augsburg College.
Augsburg College I 53
Master of Business Administration
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA provides students a
unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a demanding and proven accelerated program focusing on practical skills, knowledge, and teamwork
built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates
to bring a new and expanded focus through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni.
Steven M. Zitnick
Director, Master of Business Administration Program
Graduate Catalog I 54
Master of Business Administration
MBA Mission
To prepare students for professional careers in business by developing their decision-making skills and judgment, and by
transforming them into effective managers and leaders. The
program aspires to provide an outstanding student-centered
education that produces graduates who are critically astute,
technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and
on the world.
MBA Program Overview
groups enables you to enhance your strengths, build your
skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal,
social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and
relationships you build with fellow students and faculty will
extend into an important and valuable network as you take
your career to new levels.
Today’s business leader must be able to quickly analyze situations and information and critically think through alternatives
and courses of action. The purpose of the Augsburg MBA is to
prepare students to accept greater responsibility in organizations facing this fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically
and ethically as they face the increased challenges of a global
business environment. Quality, individual initiative, ethics,
and teamwork are hallmarks of the Augsburg MBA. We have a
commitment to continually improve students’ experiences
and learning in the program. Our faculty is uniquely qualified
to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the
flexibility of completing a general MBA or a specialized MBA
with a concentration that matches their interests and career
goals.
Course Credit
Accreditation
Full-credit MBA courses consist of seven four-hour sessions.
Classes meet one night each week with an occasional Saturday
session.
The Augsburg MBA is a candidate for accreditation with the
Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by The Higher Learning Commission,
North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals,
and memberships, see page 9.
Plan of Study
The Augsburg MBA is an accelerated, part-time program that
allows working professionals to complete an MBA degree in
fewer than 24 months. This is accomplished by using a cohort
model in which students follow a predetermined schedule
with classes meeting one night a week.
Students in a cohort program model stay together as a group
through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning
process. The cohort environment fosters a cohesive learning
community where students learn from each another, mentor
each other, and peer coach. You’ll share diverse professional
expertise and experience as you work in teams on projects,
case studies, presentations, and simulations, both inside and
outside of class. Working both individually and in small
Augsburg College uses a course-credit system. A full course
credit (1.0) is equal to four semester credits or six quarter
credits. Each full course on the trimester schedule meets for
approximately 28 contact hours with the expectation of substantial independent and group study offered through the
web-based electronic course management system.
Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals. The general
Augsburg MBA consists of 13 courses that can be completed
in fewer than 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and six additional
courses that focus on their chosen area of interest. An MBA
with a concentration can be completed in 28 months.
Academic Calendar
Currently, the Augsburg MBA uses the trimester schedule as
well as a summer session. As of fall 2011, the Augsburg MBA
will follow the semester schedule, including summer sessions.
Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The
program is designed to have students take at least two fullcredit courses per term.
Official academic calendars and the MBA registration policies
can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA
department.
The Augsburg MBA
The 13 required courses of the general Augsburg MBA are as
follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
Augsburg College I 55
Master of Business Administration
MBA 550
MBA 560
MBA 565
MBA 570
MBA 575
MBA 592
MBA 595
MBA 580
Marketing Management
Communication Issues in Management
Managing in a Global Environment
Quantitative Decision Making for Managers
Strategic Technology
Leadership: Ethics, Service, and Transformation
Strategic Management
Management Consulting Project (Capstone)
MBA Course Descriptions
MBA 510 Managerial Economics
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and
cost functions, demand and supply analysis, game theory and
the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking
skills and a framework of analyzing business decisions. In
summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others.
MBA 520 Accounting for Business Managers
Concepts of Generally Accepted Accounting Principles
(GAAP) for preparing financial statements. Students will learn
to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable
expenses, breakeven calculation, and capital budgeting.
MBA 530 Managerial Finance
Understanding the foundations of financial management including markets, institutions, interest rates, risk and return,
and the time value of money. Included are security valuation,
corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions,
derivatives, bankruptcy, and multinational implications.
MBA 540 Business and Professional Ethics
An understanding of the ethical problems faced by people in
organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course
conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right
and fair. The course also allows students to gain confidence in
their understanding and their proposed solutions for ethical
issues, thus being able to forcefully and reasonably defend
their point of view.
MBA 545 Organizational Development/Behavior
Theory and application of organizational development (OD)
of human resources within organizations. Topics include
strategies and tactics for developing human resources to support organizational cultural changes (such as total quality
management), team building, collaboration with other
teams, training, the impact of diversity, and evaluation of OD
strategies.
Graduate Catalog I 56
MBA 550 Marketing Management
Applying marketing theory and practice to real-life marketing
situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship
between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience
with marketing in cross-functional organization strategies.
MBA 560 Communication Issues in Management
An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of
participants shape communication. Students will use case
studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive
appeals, and communication of institutional values.
MBA 565 Managing in a Global Environment
Explores the reasons, conditions, processes, and challenges of
internationalization from an enterprise perspective. The foci
of the course will be international trade theory and institutional governance of international trade/monetary policy, and
the differences in political-economic/socio-cultural systems
and their implications for international business.
MBA 570 Quantitative Decision-Making for Managers
Extracting actionable information from data, interpreting data
in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases,
and using simulation and modeling in business decisions.
MBA 575 Strategic Technology
Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will
come to understand the impact of the internet and electronic
commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices.
MBA 580 Management Consulting Project
Working in teams with a local organization, students develop
expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic
knowledge to research, analyze, and make recommendations.
The management consulting project culminates in a presentation to the client and the faculty adviser.
MBA 592 Leadership: Ethics, Service, and Transformation
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed
as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and
distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership
communication, and self-awareness and discovery of leadership styles, traits, and abilities.
Master of Business Administration
MBA 595 Strategic Management
Organizations that survive over time generally meet customer
needs more effectively than the customer’s alternatives. These
organizations adapt to a constantly changing environment,
usually coordinating change in a variety of different functional
areas. Strategy matches the organization’s capabilities to its
market position, facilitates resource allocation, and provides
guidance for decision-making. This course is integrative of all
subject matter in the MBA program, and adopts the perspective of senior management.
Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses.
Students may choose one of five concentrations: finance, marketing, international business, human resources management,
or health care. A concentration may allow students to become
competitive in a specific career field or, in some cases, it may
assist students in achieving professional certification or accreditation.
The nine required core courses are as follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
MBA 550
Marketing Management
MBA 570
Quantitative Decision Making for Managers
MBA 580
Management Consulting Project (Capstone)
MBA 592
Leadership: Ethics, Service, and Transformation
Finance Concentration
Students prepare for careers in international banking, finance,
and investments by learning finance and investment theory
and applications, and the operations of financial markets.
•
•
•
•
•
•
Financial theory and applications
Investment theory and portfolio management
Financial markets
Options and derivatives
International finance
Financial statement analysis
Marketing Concentration
Students receive solid exposure to major topic areas beyond
the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing.
•
•
•
•
•
•
Marketing research
Marketing communications
Sales management
Consumer behavior
Technology and e-commerce
Strategies in global marketing
International Business Concentration
Students develop a specialized toolkit to deal with the global
economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions.
• International business: strategies, trade agreements, and
policies
• International finance
• Negotiations in a global environment
• Strategies in global marketing
• Global supply chain management
• Legal aspects of international business
Human Resource Management Concentration
The certificate in human resource management prepares
human resource professionals for a variety of human resource
positions. Successful completion of the certificate program as
well as passing the examination and meeting job experience
requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in
Human Resources (SPHR).
•
•
•
•
•
Global human resources
Organizational effectiveness
Training, selection, and performance
Compensation and benefits management
Industrial labor relations
Healthcare Management Concentration
The concentration in healthcare management (MBA/HCM) is
designed to provide students with leadership as well as the
management knowledge and skills needed to be successful in
today’s healthcare organizations. The MBA/HCM emphasizes
the identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and
decision models that will support the variety of management
roles in today’s healthcare environment.
•
•
•
•
•
•
Legal and ethical considerations in healthcare management
Integrated health delivery systems
Healthcare financing
Crosscultural issues in health care
Global healthcare issues
Healthcare operations management (elective)
Concentrations as Graduate Certificate Programs
For students who seek advanced skills and knowledge in a
specific business discipline, but either already possess an MBA
or are not interested in pursuing a degree at this time, the five
concentrations are available as graduate certificate programs.
These courses are transcribed as “for credit.” In most cases
(depending on employer policies), they will be accepted for
tuition reimbursement. Contact the MBA office at 612-3301778 or the Graduate Admissions Office at 612-330-1390 for
more information.
Augsburg College I 57
Master of Business Administration
MSW/MBA Dual Degree
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA degree
enables graduates to function in a workplace that demands
the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to
MSW students who elect the Program Development, Policy,
and Administration (PDPA) concentration.
MSW/MBA students will spend their first two years taking
Master of Social Work courses followed by approximately 15
months of MBA courses. For more information regarding the
Program Development, Policy, and Administration (PDPA)
coursework required for the MSW/MBA dual degree, refer to
p. 76 in the MSW section in this catalog. MSW students who
graduated after June 2002 are required to complete the following eight MBA courses:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 545
Organizational Development
MBA 550
Marketing Management
MBA 560
Communication Issues for Managers
MBA 575
Strategic Technology
MBA 595
Strategic Management
MSW students who graduated prior to 2002 are required to
complete nine MBA courses. This includes the eight MBA
courses listed above as well as MBA 592 Leadership: Ethics,
Service, and Transformation.
MSW students may also be required to adjust their summative
evaluation project to meet the requirements of the MSW and
MBA programs.
Students interested in the MSW/MBA program must apply to
both programs. See the application guidelines listed under
each individual program.
NOTE: Admission to one program does not guarantee admission to the other.
Locations and Schedules
MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three
times per academic year: fall term (September), winter term
(January), and spring term (April).
Orientation for new cohorts is generally scheduled for one-totwo weeks in advance of the beginning of classes. For more
information on class schedules, go to www.augsburg.edu/mba
or call the Graduate Admissions Office at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is comprised of both active and re-
Graduate Catalog I 58
tired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly
to review the program’s progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board
is invited to participate in student and alumni events throughout the year.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a
committee decision. The committee may include MBA program staff, Business Administration Department faculty, and
Graduate Admissions Office staff.
Admission Requirements
Applicants to the MBA program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Graduate
Admissions Office:
• completed application—Apply online at
www.augsburg.edu/mba/admissions/application.html
• $35 application fee
• Two personal statements
• Official undergraduate/graduate transcripts sent directly to
the Augsburg Graduate Admissions Office
• Current résumé of work history
• Two confidential letters of recommendation
• Official GMAT score report (school code 6014)—not required for certificate applicants
Admission as an international student
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to six (6.0) transfer credits.
(See Evaluation of Transfer Credit on p. 14.) Students must
complete no fewer than seven (7.0) courses at Augsburg in
order to receive their MBA degree from Augsburg College. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
GMAT Waiver Policy
As a general policy, the Augsburg MBA program requires the
GMAT of all applicants, due to both the analytical and critical
evaluation components of our accelerated program. The
GMAT is used both to evaluate the candidate’s opportunity for
Master of Business Administration
success as well as to indicate areas where remedial work may
be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the
MBA program. Waivers are not automatic for any candidate,
and a brief written request must be submitted outlining the
reasons why the Admissions Committee should grant a GMAT
waiver. Current occupation or undergraduate disciplines are
not specific grounds for a GMAT waiver.
• Current résumé (unless previously submitted to the Graduate Admissions office)
• Any other information that you wish to submit to support
your request.
Typically, GMAT waiver decisions are made within one week
of receipt of materials. For questions about this checklist or
the waiver policy, contact either the Graduate Admissions Office or the MBA program office.
Eligibility for GMAT Waivers
GMAT waivers may be offered to:
• Candidates with an appropriate and current GRE score.
• Candidates who have been enrolled in a graduate degree
program in a technical or quantitatively rigorous discipline
(such as actuarial science, engineering, mathematics,
physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an
overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four
academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree
requirement.
• Candidates who hold the following graduate degrees from
an accredited college or university with an overall grade
point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.)
• Medical or dental degree (MD,DDS)
• Master’s or doctoral degree in an academic discipline that
included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring
significant quantitative skills.
• Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous
graduate-level work
• Master’s, PhD, EdD, or advanced degrees in disciplines
other than those identified, including those granted by academic institutions outside the U.S. These will be evaluated
by the Admissions Committee. (See grade requirement
above)
• Candidates who have completed a graduate program at
Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Candidates with current and active CPA designation. If the
CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted.
GMAT Waiver Checklist
Submit the following documentation to the associate director
of the MBA program:
• One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver
• Copies of transcripts for all work completed at any college
or university, whether or not a degree was granted (unless
previously submitted to the Graduate Admissions office)
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort
and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of
the MBA program director.
All students are required to complete all components of the
program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to
the MBA director. Students who leave the program for more
than one trimester must request a leave of absence in writing
from the MBA program. A leave of absence may be granted for
one calendar year. Students who return to the program after a
leave of one year or more must fill out an Application for
Readmission form and submit it to the MBA office. Time spent
on an official MBA-approved leave of absence will not count
toward the five-year deadline for degree completion.
Academic Evaluation
Evaluation of academic performance in the MBA program will
be based on number grades using a 4.0-scale. For complete information, see p. 12.
Withdrawal from Class
For information regarding the last date on which students
may withdraw from a class and receive a “W” on their records,
refer to the course information on Records and Registration.
Attendance Policies
Student attendance at scheduled class meetings is a priority
and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities
who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem
is immediate. When the student knows in advance of a class
date where a potential conflict exists, they must discuss the
proposed missed class with the faculty member prior to the
date of the class. Students are responsible for the work covered during that class session and for making appropriate
arrangements for obtaining handouts, lecture content, or
other materials. Faculty members may assign appropriate independent work to insure that the student understands the
material covered during the class session.
Augsburg College I 59
Master of Business Administration
If appropriate and acceptable coordination is carried out by
the student, there need not be any grade reduction for a single
missed class session. This may be dependent on assignments
due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two
missed class sessions, unexcused or excused, may be grounds
for directing the student to withdraw from the course. More
than two absences, excused or unexcused, require that a student withdraws from the class.
Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of
Minnesota; PhD, Temple University.
Degree Requirements
Steven Lukas, Instructor, Business Administration. BS, MA,
University of Nebraska; EdD, University of St. Thomas.
To be conferred the MBA degree, students must achieve the
following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below, and
with a cumulative GPA of 3.0 or higher
• Successful completion and submission of the management
consulting project
Students who successfully complete Augsburg’s MBA program
will receive a Master of Business Administration degree.
MBA Faculty
William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University;
MBA, Boston University.
David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego.
Bruce Batten, Assistant Professor of Business Administration,
MBA. BS, Davidson College; PhD, Medical College of Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA,
PhD, University of Illinois.
Nora Braun, Associate Professor of Business Administration.
BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota.
C. Lee Clarke, Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary;
MBA, University of St. Thomas.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota.
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
Graduate Catalog I 60
Laura Lazar, Assistant Professor of Business Administration.
BA, MLS, Valparaiso University; MBA, PhD, Indiana University.
Edward Lotterman, Assistant Professor of Economics. BA,
MS, University of Minnesota.
Roseanne Malevich, Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison.
Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
Magdalena Paleczny-Zapp, Associate Professor and Chair of
the Department of Business Administration. BA, MA, Central
School for Planning and Statistics, Warsaw; PhD, Akademia
Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University.
Peter J. Stark, Assistant Professor of Business Administration.
BS, Northwestern University; MBA, Pepperdine University.
Master of Science in Physician Assistant Studies
Master of Science in Physician Assistant Studies
Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the information included in this catalog helpful as you make the decision to pursue your graduate degree in physician assistant studies.
Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College’s mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed in current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance,
with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development.
Your education here will be guided by a group of faculty who are committed to the physician assistant profession and to seeing
you achieve success as a graduate of the program. With a PA degree from Augsburg College, you will stand out as a person who
cares about changing the world one person at a time, and who is willing to risk becoming different by building on your
strengths.
Since its founding in 1995, our program graduates have achieved many successes, some of which include:
• The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the National Board Exam.
• 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try.
• ALL graduates seeking employment in the PA field have been employed within six months of graduation.
We believe that this success is due in part to the quality of the education and preparation that the student receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working, committed individuals dedicated to
their goal of becoming a physician assistant.
Choosing the PA Program at Augsburg College will require you to move beyond current comforts and assumptions. You will
likely encounter people of different backgrounds, and learn from their experiences to transform yourself into a competent and
caring healthcare provider. Here you will begin your lifelong commitment to the care and well being of people.
Dawn B. Ludwig, PhD, PA-C
Director, Physician Assistant Studies Program
Augsburg College I 61
Master of Science in Physician Assistant Studies
PA Program Mission
The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to
persons of all cultures and backgrounds and oriented toward
providing care to underserved populations. Students are well
educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with
the highest standards of ethics and integrity, and commitment
to lifelong personal and professional development. The Augsburg Physician Assistant Program was most recently granted
accreditation in September 2008.
A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and
specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies,
formulating diagnoses, and administering treatment.
In the state of Minnesota, a PA is registered with the Board of
Medical Practice. In Minnesota, and most other states, the PA
must be NCCPA (National Commission on Certification of
Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs
have prescriptive privileges under delegatory supervision with
their physician for prescriptive medications.
The Physician Assistant Program at Augsburg is 36 months
long with studies beginning each year in the summer semester (late May). The program accepts 28 students for each
new class.
Curriculum
Studies begin in late May of each year. The first 19 months of
study is didactic, or classroom work, including courses in
human gross anatomy, pathophysiology, clinical medicine,
pharmacotherapy, history and physical exam skills, research,
and ethics and legal issues in medicine.
The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family
medicine, pediatrics, women’s health, psychiatry, emergency
medicine, internal medicine, surgery, and an elective rotation
by choosing from various specialties. The clinical phase will
culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural
and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate.
PA Program Sample Calendar
Calendar - Year 1
Summer
• Anatomy
• Pathophysiology
Graduate Catalog I 62
Fall
•
•
•
Spring
•
•
•
•
Clinical Medicine I
Pharmacotherapy I
History and Physical Exam Skills I
Clinical Medicine II
Pharmacotherapy II
History and Physical Exam Skills II
Research Tools for the PA
Calendar - Year 2
Summer
• Master’s Project course
Fall
• Clinical Medicine III
• Clinical Phase Transition
• Professional Issues
Spring
• Clinical Rotations 1, 2, 3
Summer
• Clinical Rotations 4, 5
Calendar - Year 3
Fall
• Clinical Rotations 6, 7, 8
Spring
• Preceptorship
• Capstone Course
PA Program Course Descriptions
Academic Phase (first 19 months)
PA 501 Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human
anatomy. The course uses lecture, demonstration, discussion,
and dissection of human cadavers. The intention is to give the
students a foundation for Clinical Medicine. Prerequisites: PA
student or consent of instructor
PA 503 Human Pathophysiology
This course uses lecture, detailed objectives/study guide,
quizzes and exam, discussion, and case studies to learn and
review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular
adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and
musculoskeletal system. The intention is to give the students
a foundation for Clinical Medicine. Prerequisites: PA student
or consent of instructor
PA 511 History and Physical Exam Skills I
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive
Master of Science in Physician Assistant Studies
health care, and complementary and alternative medicine are
introduced. Units are coordinated with Clinical Medicine I
and Pharmacotherapy I. Prerequisites: PA 501 and 503
PA 512 History and Physical Exam Skills II
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered
include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology,
and the male reproductive system. Units are coordinated with
Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA
511
PA 521 Pharmacotherapy I
This course will cover pharmacology and pharmacotherapy
related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems
and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses.
Prerequisites: PA 501 and 503
PA 522 Pharmacotherapy II
This course will cover pharmacology and pharmacotherapy
related to disease processes of the orthopedic, neurologic,
ophthalmologic, hematologic, renal, urologic and endocrine
systems, and pain management. Units are coordinated with
the Clinical Medicine II and History and Physical Exam Skills
II courses. Prerequisite: PA 521
PA 531 Clinical Medicine I with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are
coordinated with concurrent courses in History and Physical
Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501
and 503
PA 532 Clinical Medicine II with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered
include orthopedics, rheumatology, neurology, ophthalmology,
hematology, nephrology, urology, and endocrinology. Global
health and healthcare disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam
Skills II and Pharmacotherapy II. Prerequisite: PA 531
PA 533 Clinical Medicine III : Integrative Health Care
This course provides an integrative approach incorporating
clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s
health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are
explored. The Community Seniors unit provides a service-
learning experience where students work one-on-one with an
elderly person from the community. Prerequisites: PA 532
PA 542 Professional Issues
A course designed to introduce the physician assistant student
to medical ethics and various professional topics that affect
the practicing physician assistant. The course focus is on the
medical and non-medical aspects of the profession such as
history of the physician assistant profession, laws and regulations governing physician assistant practice and education,
human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior.
Prerequisites: PA student or consent of instructor
PA 545 Clinical Phase Transition
This course incorporates experiential learning to prepare the
student for clinical practice. It will also facilitate the transition
of knowledge and skills from the academic phase into the
clinical phase. Students will be placed in a clinic or hospital
setting for part of the semester. Students will also have other
health-related community experiences and activities during
this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532
PA 555 Research Tools for the PA
The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages
between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge
base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated
throughout the course. Prerequisites: PA student or consent of
instructor.
PA 570 Interdisciplinary Perspectives on Aging
This course provides an opportunity for students in health
and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills
directly with elders utilizing an experiential learning model.
Students will build a beginning expert level knowledge base
regarding issues that affect older adults in contemporary
health and social welfare contexts. Prerequisites: PA student
or consent of instructor
PA 599 Directed Study
This course provides a practice-oriented approach to the information literacy methods used in health care. Students will
develop a topic, complete a full review of the literature, and
produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552
Clinical Phase (17 months)
The clinical phase of the physician assistant graduate program
is 17 months in length. The initial 12 months is designed
Augsburg College I 63
Master of Science in Physician Assistant Studies
much like a physician’s internship. Each student is required to
progress through seven required rotations in the following
disciplines: family medicine, internal medicine, pediatrics,
general surgery, women’s health, emergency medicine, and
psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such
as orthopedics, ENT, dermatology, etc.
The clinical phase of the program is designed to effectively
train students practice by placing students in healthcare facilities outside the metropolitan area for a minimum of two rotations. The goal is to provide students with one to two
locations in which to complete their required rotations to take
away some of the financial and travel burdens that a PA student often faces.
The clinical phase culminates with a 12-week preceptorship.
This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that
might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that thestudent has been in for the required rotations, or may be
elsewhere in the state.
The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare
providers. Each student is evaluated by the clinical instructor
for the designated rotation. Students will return to Augsburg
College five times during the clinical phase for evaluation and
education.
Clinical Phase Descriptions
PA 600 Family Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of family medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 601 Internal Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice
of internal medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 602 General Surgery Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of sys-
Graduate Catalog I 64
temic diseases and surgical conditions unique to the clinical
practice of general surgery. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 603 Pediatric Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of pediatrics. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 604 Women’s Health Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of women’s health. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 605 Emergency Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical
practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical
literature. Prerequisite: Clinical phase PA student
PA 606 Psychiatry Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of
psychiatric medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and development
of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 607 Elective Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of
medicine. Students are allowed to choose, in consultation
with the clinical coordinator, the area of medicine in which
Master of Science in Physician Assistant Studies
they would like to study as their elective. Prerequisite: Clinical phase PA student
PA 620 or 621 or 622 Preceptorship
A required 12-week rotation at the completion of the clinical
phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine.
Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans
incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine
Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607
PA 690 Capstone
This course provides each student the opportunity to present
results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an
understanding of the program’s and profession’s principles.
Prerequisite: PA 600-607
Admission to the PA Program
• one full course of general psychology
• one full course of developmental psychology (birth to
death lifespan)
• one full course of physiology* (human/vertebrate/organ)
• one full course of microbiology*
• one full course of biochemistry*
• one full course of general statistics
• one course of medical terminology
*Labs are recommended but not required.
Refer to our “Guide to Prerequisites” on our website to help
you with your prerequisite course selections.
The following are strongly recommended but not required:
• Cumulative GPA of 3.2 or higher
• Minimum science GPA of 3.0
• Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
• Clinical healthcare experience. Direct patient contact is the
best type of experience to obtain in order to strengthen an
application. Healthcare experience may be full time or part
time, paid or volunteer.
• Demonstration of a commitment to, and involvement with,
underserved communities.
Admission Requirements
Note: The Graduate Record Exam (GRE) is not required.
Complete and current-year admission guidelines can be found
on our website at www.augsburg.edu/pa.
PA Studies Application Process
Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in
physician assistant studies receives approximately 250 applications for each entering class of 28 students.
Qualified applicants will have:
• Bachelor’s degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0
• Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies
program, you must have completed the prerequisite courses
listed below. These courses must have been completed within
10 years of the year you are applying for admission.
Applicants completing their first undergraduate degree in the
spring term may complete prerequisite coursework in the
summer, fall, and spring term of the academic year they apply
as long as the degree and prerequisite coursework will be
completed by the start date for the program. Applicants who
already have an undergraduate degree, or who will complete
their degree in a term other than spring, have the summer and
fall semesters of the year they apply by which to complete
prerequisites.
All course prerequisites must have been passed with a grade
of C (2.0) or higher. Meeting minimum prerequisites does not
guarantee admission into the program.
The Augsburg Physician Assistant Studies program has a twostep application process—applying through CASPA and to
Augsburg’s PA Studies Program.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association
(PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at www.caspaonline.org.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as
calculated by CASPA), if you have completed or will complete
your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your
situation.
Augsburg’s PA Program Supplemental Application can be
downloaded from www.augsburg.edu/pa. It is important for
the applicant to determine whether he or she is in fact eligible
to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print
and sign the supplemental application and mail it to the program by the application deadline. Since all incoming students
begin the course of study in late May, the application is thus
made approximately a year before matriculation.
Augsburg College I 65
Master of Science in Physician Assistant Studies
Selection Process
All complete files (CASPA and Supplemental Applications that
meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blind
review, so applicant demographic data is unknown (e.g., race,
age, gender). Each file is reviewed by members of the committee.
The selection committee looks for a balanced application by
reviewing many criteria including cumulative GPA, science
GPA, overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), direct patient contact experience, knowledge of the
profession, fit with the program goals and mission, and recommendation letters.
Once the committee has completed the file review, a group of
candidates is selected for a telephone interview. The telephone
interviews are generally conducted in mid- to late-January. In
addition, those selected for a telephone interview are invited
to a Candidate Information Session in the program to meet
faculty, staff, current students, and to view the facilities. After
telephone interviews are conducted, the class of 28 students,
as well as a list of alternates will be selected. All applicants are
notified of their status by mid-February. Accepted applicants
must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the
background check could result in dismissal from the program.
Academic Policies
Technical Standards
The Augsburg College Department of Physician Assistant
Studies is pledged to the admission and matriculation of all
qualified students and prohibits unlawful discrimination
against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability.
Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but
will expect all applicants and students to meet certain
minimal technical standards, with or without reasonable accommodations.
Physician assistants must have the knowledge and skills to
function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they
must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by this
department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for
Graduate Catalog I 66
admission and progression must be able to perform these abilities and skills in a reasonably independent manner.
• Visual: Candidates must be able to observe and participate
in experiments in the basic sciences. In order to make
proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or
videos. Candidates must also be able to interpret X-ray and
other graphic images, and digital or analog representations
of physiologic phenomena, such as EKGs with or without
the use of assistive devices. Thus, functional use of vision is
necessary.
• Oral-Auditory: Candidates must be able to communicate
effectively and sensitively with patients. Candidates must
also be able to communicate effectively and efficiently with
other members of the healthcare team. In emergency situations, candidates must be able to understand and convey
information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information
to and receive information from patients in a caring and
confidential manner.
• Motor: Candidates must possess the motor skills necessary
to perform palpation, percussion, auscultation, and other
diagnostic maneuvers. Candidates must be able to execute
motor movements reasonably required to provide general
and emergency medical care such as airway management,
placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding.
These skills require coordination of both gross and fine
muscular movements, equilibrium, and integrated use of
the senses of touch and vision.
• Cognitive: In order to effectively solve clinical problems,
candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional
relationships and to understand the special relationships of
structures.
• Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities,
for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and
care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate
physically taxing workloads and function effectively under
stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face
of uncertainties inherent in the clinical problems of patients.
• Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician
Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum.
Successful completion of these examinations is required of
all candidates as a condition for continued progress
through the curriculum. Reasonable accommodation will
be made in the form or manner of administration of these
evaluations where necessary and possible.
Master of Science in Physician Assistant Studies
• Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and
curriculum progression of the candidates. Therefore, the
process of faculty evaluation of the clinical performance of
candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made,
participation in clinical experiences and the evaluation of
that participation is required.
lected coursework or meet new requirements of the Physician
Assistant Program that became effective after the student’s
withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed.
Costs of the PA Program
For tuition information go to www.augsburg.edu/pa.
Experiential Learning Policy
Payment Options
The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must
satisfactorily complete all prerequisite courses. Experiential
learning will be considered separately from prerequisite
courses. Experiential learning prior to and during admittance
to the Augsburg PA Program will not substitute for any part of
the clinical year or preceptorship.
For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll.
Employment while in the Program
Program faculty discourage outside employment while in the
Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this
recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program
may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter, the
student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 14 for information on withdrawal.
Readmission
Students may request readmission after voluntary withdrawal
by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date
for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or
reentry into the program. Reapplication to the PA Program
after dismissal from the program will be considered only
under extremely unusual circumstances. Students who submit
letters will be reviewed by the program faculty. Any student
requesting readmission will be considered a new applicant to
the program and will be required to complete the program application process as a new applicant, and may be required to
repeat coursework.
PA Program Faculty
Beth Alexander, Associate Professor of Physician Assistant
Studies. BS, PharmD, University of Minnesota.
Eric Barth, Assistant Professor of Physician Assistant Studies.
BA, University of St. Thomas; BS, PA Certificate, Trevecca
Nazarene University; MPAS, University of Nebraska.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA,
Northwestern University; MD, Loyola University Chicago
Stritch School of Medicine.
Dawn Ludwig, Assistant Professor and Director, Physician
Assistant Studies. BA, MS, University of Colorado; PhD,
Capella University; PA Certification, University of Colorado.
Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS,
Colorado State University; PhD, Utah State University.
Steven Nerheim, Instructor and Medical Director, Physician
Assistant Studies. MD, University of Minnesota; MDiv, Luther
Seminary.
Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification,
Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant
Studies. BS, Mankato State University; MS and PA Certification, Finch University.
Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student’s
previous academic record and the request for readmission, a
decision will be made. Students may be required to repeat se-
Augsburg College I 67
Master of Social Work
Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with
others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW
degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and
with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class
size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program,
we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families,
and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work
practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to
take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
Graduate Catalog I 68
Master of Social Work
MSW Mission
Academic Calendar
Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards
the well-being of people in a diverse and global society.
The MSW program meets on a trimester academic calendar,
offering classes September through June. Classes typically
meet every other weekend with an occasional back-to-back
weekend. Field practicum hours are generally completed during weekday hours in the student’s home town and vary depending on the agency placement and the student’s
availability. For academic calendars and schedules, go to
www.augsburg.edu/enroll/registrar.
Program Overview
The MSW program prepares social work students for agencybased practice in public and non-profit settings. By working
in the agency setting, social workers collaborate with others
to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging
MSW curriculum integrates social work theory with microand macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As
you progress through our MSW program, you will:
• learn how an individual lives in and is affected by his or
her social environment;
• understand how social policies and programs affect individuals, families, communities, and society;
• apply theories and methods of practice through the field
practicum experience;
• use a range of client-centered approaches to practice with
client groups of all types and sizes;
• engage in practice informed by sound, scholarly research;
• evaluate the effectiveness of your social work practice or
social work programs;
• advocate for eradication of oppression and discrimination;
and
• be a responsible and contributing citizen in the local and
global community.
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you wish to seek licensure with the social
work board of your state. For more information on CSWE accreditation go to www.cswe.org.
Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s
degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses.
Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a fouryear program.
Students entering Augsburg’s MSW program with a bachelor’s
degree in social work from a CSWE (Council on Social Work
Education) accredited institution have advanced standing.
Advanced standing students complete 13 full courses and are
enrolled in a one-and-a-half-year program. The part-time option is not offered for students with advanced standing.
All students must complete the MSW degree in no more than
four years following matriculation.
Class Periods
Classes meet in four-hour blocks on Friday evenings, 6 to 10
p.m.; Saturday mornings, 8 a.m. to noon; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a
given trimester.
Time Commitment
Although classes meet on weekends, students spend time on
their studies during non-class weekends and weekdays. On a
class weekend, the typical student will spend 12 hours in class
within a 23-hour period. For every hour spent in class, a student may expect to spend three to four hours outside of class
working on assignments or group projects. A student may
also spend 15 to 20 hours per week in the field practicum
during the fall and winter trimesters (a span of six or seven
months for each practicum). In the final year of study, students complete a summative document, which requires significant independent research, analysis, and writing.
Some MSW students work full time while enrolled in the program; however, full-time employment is not recommended.
Most students arrange to reduce their work hours or request
time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students
must develop strategies for balancing family, work, and academic responsibilities.
Course Credit and Contact Hours
A full credit MSW course (1.0) is equal to four semester credits or six quarter credits. Each full course meets for 32 contact
hours, with the expectation of substantial independent study
outside of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are
distinguished by level of admission (foundation or advanced
standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or
Program Development, Policy, and Administration [PDPA]).
Any changes to a student’s cohort selection must be approved
by the MSW director.
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field
Augsburg College I 69
Master of Social Work
practicum, applicable for foundation students, is a minimum
of 420 hours. Successful completion of the second field
practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and
winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
The foundation curriculum is made up of nine full courses
and a generalist field practicum. In the foundation courses,
you are introduced to social work as a profession. You will
learn both historical and contemporary theories and practice
methods relating to both the individual and the environment.
During the foundation year, you will study human behavior
and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum, you will apply this generalist
knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with your enrollment in two fieldwork seminar courses.
The full foundation curriculum is required of all students,
with the exception of those admitted with advanced standing.
Before beginning the concentration curriculum, all foundation
coursework and field hours must be successfully completed.
Concentration Curriculum
The concentration curriculum is made up of nine full courses
and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application.
Augsburg offers two concentrations: Multicultural Clinical
Practice (MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will deepen
your knowledge of the primary issues affecting families and
communities, develop a range of client-centered approaches
to practice, gain a broader understanding of human diversity,
develop competencies in practice-based research, and learn
practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced
knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your
chosen concentration and is completed concurrently with
your enrollment in two or three field seminar courses. As a
capstone to your MSW program, you will complete a summative evaluation project or a portfolio project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a
deep awareness of their social and cultural identity and the
use of multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the
biopsychosocial and spiritual functioning of individuals, fami-
Graduate Catalog I 70
lies, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions
with persons facing challenges, disabilities, or impairments,
including emotional, behavioral, and mental disorders.
Program Development, Policy, and Administration
(PDPA) Concentration
In the tradition of Jane Addams, the heart of macro social
work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on
individuals and families, social work must also actively seek
equality and justice for clients within agencies, institutions,
and society. Social work leaders must advocate for social
change to ensure social justice. The Program Development,
Policy, and Administration (PDPA) concentration responds to
this demand for leadership.
The macro (PDPA) social work practitioner recognizes the
strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in
partnership with these individuals and communities to do so.
In this concentration you will learn the knowledge and skills
necessary to work with others to achieve needed social
change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program
planning, or community and policy advocacy, this concentration helps you achieve that goal.
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration
of theory and practice, as well as to offer more vivid portrayals
of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative,
i.e., designed for guided reflection and self-evaluation. However they are also summative documents in that they illustrate
students’ competencies. All MCCP students are required to
create such a portfolio during their final year of study. Items
in a portfolio might include videotapes, process recordings,
reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from
service users, self-evaluations of personal progress, and links
to references.
Summative Evaluation Project (PDPA students)
All social workers must evaluate their practice to determine
whether they are helping or harming clients. While in the
concentration practicum, PDPA students will design and implement a program evaluation for their summative project,
which requires integration and application of knowledge and
skills from both the foundation and concentration curricula.
Students develop their research while in their field internship
and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their
final year of study.
Master of Social Work
Master’s Thesis
Students have the option of completing a thesis. Course credit
for the general elective is given for this option. Students work
with a thesis adviser to develop more in-depth research skills
contributing to social work knowledge. To pursue the thesis
option, students must notify the MSW program director by
the end of spring trimester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the
following:
• Successful completion of any admission conditions (e.g.,
statistics, bachelor’s degree)
• Successful completion of MSW courses:
18 full courses for foundation students
13 full courses for advanced standing students
• No more than two courses with a grade of 2.5, and with a
cumulative GPA of 3.0 or higher
• Successful completion of 920 hours of approved field practica for foundation students, 500 hours of approved field
practicum for advanced standing students
• Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA)
• Successful completion of all degree requirements within
four years of matriculation
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social
Worker (LGSW) license exam from the Minnesota Board of
Social Work. To achieve LGSW licensure students must pass
the state board exam and complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full time (or 4,000
hours part-time) as an LGSW under the supervision of an
LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam.
For more information, go to the Minnesota Board of Social
Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
SWK 535*
SWK 536*
SPRING
SWK 504
SWK 509
SWK 516
Integrative Field Seminar 2 (.5) (taken concurrent with first practicum)
Human Behavior and the Macro Social Environment (.5)
Research Methods 1
Assessment and Diagnosis in Mental Health
Practice
Community Development for Social Change
Concentration Courses
Multicultural Clinical Practice Concentration
FALL
SWK 610
SWK 615
SWK 628
SWK 629
WINTER
SWK 611
SWK 616
SWK 630
SWK 631
SWK 635
SPRING
SWK 612
SWK 634
SWK 636
SWK 639
SWK 699
Integrative Field Seminar 3: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: MCCP (.5)
MCCP with Individuals
MCCP with Families
Integrative Field Seminar 4: MCCP (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: MCCP (.5)
MCCP Policy Practice
MCCP with Groups (.5)
MCCP Evaluation 1 (.5)
Integrative Field Seminar 5: MCCP (.5) (taken
concurrent with second practicum)
MCCP Supervision (.5)
MCCP Evaluation 2 (.5)
MCCP Elective (.5)
General Elective
Program Development, Policy, and Administration
Concentration
FALL
SWK 651
SWK 657
SWK 660
SWK 667
Integrative Field Seminar 3: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 1: PDPA (.5)
Research 2: Program Evaluation
Organizations/Social Admin. Practice 1
Foundation Courses
FALL
SWK 500*
SWK 505*
SWK 530*
SWK 531*
WINTER
SWK 501*
SWK 506*
SWK 510
Human Behavior and the Social Environment
Practice Methods and Skills 1: Individuals
Integrative Field Seminar 1 (.5) (taken concurrent with first practicum)
Methods Skills Lab (.5)
History of Social Welfare Policy
Practice Methods and Skills 2: Groups
Advanced Practice Methods (advanced standing students only)
WINTER
SWK 652
SWK 658
SWK 668
SWK 675
Integrative Field Seminar 4: PDPA (.5) (taken
concurrent with second practicum)
Diversity/Inequality 2: PDPA (.5)
Organizations/Social Admin. Practice 2
Planning and Policy Practice 1
SPRING
SWK 669
SWK 676
SWK 699
Organizations/Social Admin. Practice 3
Planning and Policy Practice 2
General Elective
Augsburg College I 71
Master of Social Work
*Course potentially can be waived for advanced standing students (BSW holders).
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
MSW Course Descriptions
Foundation Courses
SWK 500 Human Behavior and the Social Environment
This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and
psychological factors that influence the growth of individuals
and families in contemporary world society. Basic knowledge
of biological systems is required.
SWK 501 History of Social Welfare Policy
This course analyzes the history of social welfare policy in the
United States and its impact on current social systems and social policy. It examines the major assumptions, values, ideas,
and events that contribute to the rise of the welfare state and
the profession of social work. Social welfare policies of other
countries are explored.
SWK 504 Research Methods 1
This course provides an introduction to social science research methods and ethics, including practice and program
evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare, and interpret findings. Students will be
introduced to the use of computers in data analysis. Basic
knowledge of statistics is required.
SWK 505 Practice Methods and Skills 1: Individuals
This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students
begin by learning about social work with individuals, with a
dual focus on the person in the environment. In this context,
they learn about direct services as well as social change.
SWK 506 Practice Methods and Skills 2: Groups
This course prepares students for generalist social work practice with larger client systems. The strengths perspective is
emphasized, and students learn to complete assessments and
formulate intervention strategies in partnership with groups,
organizations, and communities.
SWK 509 Assessment and Diagnosis in Mental Health
Practice
This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective.
Emphasis is placed on understanding biopsychosocial influences on the incidence, course and treatment of the most
commonly presented mental disorders and the differential effect of these factors on diverse populations at risk.
Graduate Catalog I 72
SWK 510 Advanced Practice Methods
This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge
and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work
practice with individuals, groups, families, organizations, and
communities will be covered, with opportunities to build on
students’ BSW background and post-graduate experience.
SWK 516 Community Development for Social Change
This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and
skills necessary to practice at the community level of social
work practice. Students will analyze social organizations, policies, and community development.
SWK 530 AND SWK 535 Field Seminar 1 & 2
(.5 credit each)
The integrative field seminars are courses where field practice
and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students
are expected to spend 420 hours in a fieldwork practicum
during enrollment in these two courses and to be enrolled in
the corresponding practice methods courses.
SWK 531 Methods Skills Lab (.5 credit)
This half-credit course places an emphasis on active learning
and the application of content presented in SWK 505. The
skills lab is an integral part of the required graduate school
core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1.
SWK 536 Human Behavior and the Macro Social Environment (.5 credit)
This course builds on HBSE 1, moving from the individual life
span focus to emphasizing the impact of the environment in all
relationships, stressing the link between social issues and individual problems plus defining the common human condition.
Multicultural Clinical Practice Concentration Courses
SWK 610, 611, and 612 Integrative Field Seminar 3, 4,
and 5: MCCP (.5 credit each)
The Field Seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work
principles using a culturally sensitive approach grounded in a
clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections
between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent
and inescapable contribution based on the students’ use of
self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document
their progress. All students in field placements must participate in the appropriate concurrent Field Seminar.
Master of Social Work
SWK 615 and 616 Diversity and Inequality 1 and 2:
MCCP (.5 credit each)
These courses are based on a dual focus of valuing diversity
and understanding social justice. This two-course sequence
studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In
the second trimester, students will participate in dialogue
group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender
identity and sexual orientation. The two-sequence course is
based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social
injustice occurs and is present at individual, institutional, and
societal/structural levels; and, professional social work ethics
and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
SWK 628 MCCP with Individuals
MCCP with Individuals is a required methods course in the
MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor
clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on
individual intervention, clients are viewed within the context
of their families and social context. The therapeutic process
and treatment strategies are examined, incorporating content
from psychodynamic, cognitive-behavioral, and post-modern
models. These content area are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by an ecosystems,
strengths, and empowerment perspective. Particular attention
is given to the development of self-reflective practitioners.
SWK 629 MCCP with Families
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention
in clinical social work practice. This course examines theory,
knowledge and skills for clinical practice with families within
a multicultural context. Students apply major family therapy
models to assessing and intervening with families experiencing problems. The models are compared from a multicultural
perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment
outcomes. Application of the models is placed within the
problem-solving model and guided by ecosystems, strengths
and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given
to family-centered practice in different social work fields of
practice and settings and to the development of self-awareness
of the practitioner.
SWK 630 MCCP Policy Practice
In this course, Multi-Cultural Clinical Practice (MCCP) students learn how organizational and social policies affect the
delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social
work practice is distinguished from other professional clinical
practice by this use of the person-in-environment perspective.
The multi-cultural lens sharpens focus on both the strengths
that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
SWK 631 MCCP with Groups (.5 credit)
This course prepares students for advanced multicultural
groupwork within a clinical practice. This course builds on
the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical
group processes. Applied theories of human development,
change, and resilience are integrated with theories of group
processes, group leadership, and group communication as a
critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of
group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice
serve as the foundation for culturally responsive groupwork.
Students will consider how their social identity and position
influences similar and mixed social identity groups and their
processes.
SWK 634 MCCP Supervision (.5 credit)
Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in
achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual
functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages
of the supervisory process (planning, beginning, work, and
ending), and they build a repertoire of supervisory questions
that have been associated in research with fostering success in
meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchal power, responsibility, liability, and authority from peer consultation. They gain
competencies in individual an group supervision and consultation with a multicultural lens to advance the application of
theories and models of clnical social work practice.
SWK 635 and 636 MCCP Evaluation 1 and 2
(.5 credit each)
The values and skills of advanced clinical practice combined
with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social
work, “dignity, self-determination, equity, empowerment, and
social justice” (Gutierrez, 2004, p. 127). Monitoring and eval-
Augsburg College I 73
Master of Social Work
uating clinical practice requires the integration of evidencebased practice knowledge, multicultural clinical skills and
multi-epistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern
methods.
SWK 639 MCCP Elective (.5 credit)
Courses in MCCP electives are opportunities for students to
practice with a focus on a particular field or aspect of social
work practice. Examples include Social Work with Involuntary Clients, Ethics, and Domestic Violence.
Program Development, Policy, and Administration Concentration Courses
SWK 651 AND 652 Field Seminar 3 and 4: PDPA
(.5 credit each)
The goal of these two courses is to strengthen the connections
between theory and practice. All students in field placements
must participate in the appropriate concurrent Field Seminar.
As part of this integrative function, the seminar also serves as
a means for making connections among course components
and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations;
human behavior; policy analysis; and research.
SWK 657 AND 658 Diversity and Inequality 1 and 2:
PDPA (.5 credit each)
These courses explore diversity and social inequality related
to race, ethnicity, social class, gender, sexual orientation, age,
and disability with application to the social service setting.
Students focus on the structural and institutional processes
through which social inequality is created and perpetuated.
Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and
advocacy.
SWK 660 Research 2: Program Evaluation
Building on the basic research skills developed in Research 1,
this course offers a program-oriented exploration of the range
of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of
research in assessing efficiency and effectiveness in social
service delivery, and identification with the responsibility of
social workers “to expand the knowledge base” of social
work. The course emphasizes research as a tool at all levels of
social work and will be concerned with strengthening the
linkages between research, theory, and program evaluation.
SWK 667 Organizations/Social Administrative Practice 1
This course examines organizational theory and structure,
processes of development, research, and evaluation, and social
work values and ethics in the workplace. The need to work effectively within an organizational context means that social
work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an
understanding of how organizations provide practice opportu-
Graduate Catalog I 74
nities and constraints. This course provides opportunities for
students to build the necessary skills to become effective service providers or change agents in the context of their work in
social service organizations.
SWK 668 Organizations/Social Administrative Practice 2
This course builds on the theoretical knowledge base of SWK
667 and is intended to provide students with opportunities to
apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop
specific skills in budgeting and personnel/human resource
functions (e.g., recruitment, selection, hiring, training, and
evaluation). Prerequisite: SWK 667
SWK 669 Organizations/Social Administrative Practice 3
This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups.
Prerequisite: SWK 668
SWK 675 Planning and Policy Practice 1
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy,
and their relationship to public policy. Students will gain
knowledge and build skills in the planning, implementation,
and evaluation of services at various levels of system design,
taking into account organizational, financial, and technological dimensions within an analytical framework of defined
need and demand for service.
SWK 676 Planning and Policy Practice 2
This course examines theories, concepts, and analytical
frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course
emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security),
welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675
Both Concentrations
SWK 699 General Elective
Students in both concentrations complete at least one general
elective course for graduation. The following are examples of
elective offerings that are rotated each year:
• Parent and Professional Planning
• Interdisciplinary Perspectives on Aging
• Child Welfare: History, Policy, and Practice
• Spirituality in Social Work and Human Services
We also offer short-term electives abroad:
Exploring Human Services in International Settings (examples
include Mexico, Slovenia, Namibia, South Africa, India,
China, and Hong Kong)
SWK 698 Independent Study
Students may propose to complete an independent study proj-
Master of Social Work
ect. Such directed study projects provide the opportunity for a
student to explore a particular area of social work. A faculty
sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent
study may be used to satisfy the general elective requirement.
Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through
the field experience, we expect that students will demonstrate
skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are
essential to successful learning. The foundation of the practice
includes:
• ethical, competent professional practice;
• problem solving within a systems framework and strengths
perspective;
• use of advanced practice theories in Multicultural Clinical
Practice or Program Development, Policy, and Administration settings;
• evaluation of the effectiveness of program or practice activities;
• an understanding of, and respect for, diverse peoples and
cultures;
• responsibility and service to the local and global community in the interest of social justice; and
• a commitment to oppose oppression of all forms.
Field Education Format
Under the instruction and supervision of professionallytrained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in
two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. The foundation practicum is spread over at least two trimesters (fall and
winter) and the concentration practicum is spread over the
entire academic year. Both practica are concurrent with enrollment in fieldwork integrative seminars as well as other MSW
coursework.
The fieldwork education of the MSW program is divided into
two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist
social worker. It requires a minimum of 420 hours and is
completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall
and winter terms in this practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced
practice skills and leadership qualities related to the chosen
concentration. It requires a minimum of 500 hours and is
completed by all students, including those admitted with ad-
vanced standing. Students spend an average of 18 hours per
week during the fall, winter, and spring terms in this
practicum.
Process for Field Practicum Selection
Field practica begin in the fall. Selection begins the previous
spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. The opportunity is also provided to
attend a Field Fair held jointly by Augsburg College and the
University of Minnesota School of Social Work. At this Field
Fair, students are able to meet a large number of agencies and
potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field
coordinators at the three MSW programs in the Twin Cities.
In some instances, students can petition to complete a field
practicum at an agency not on the approved list or at their
place of employment. Students work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of
each student in a stimulating and challenging field practicum.
Our current list of approved field sites includes agencies in
the following areas of practice:
• family and children
• child welfare
• mental health
• crisis intervention
• senior resources
• family social policy
• health and human services
• corrections and probation
• public and independent schools
• youth services
• hospitals
• developmental disabilities
• American Indian family services
• chronic and persistent mental illness
• chemical dependency
• court services
• immigrant, migrant, refugee services
• victims of torture
• faith-based social services
• neighborhood services
• legislation advocacy
• housing services
• employment services
• community organizing
• research centers
Dual Degree in Social Work and Theology
(MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis)
Augsburg College I 75
Master of Social Work
and Luther Seminary (St. Paul) offer a dual degree: Master of
Social Work and Master of Arts in theology (MSW/MA). The
dual degree has been approved by both institutions and by the
Council on Social Work Education. If you are interested in
combining a Master of Social Work with a Master of Arts in
theology, we recommend you begin with the Luther Seminary
program first and identify yourself as seeking the dual degree.
For application information visit the Luther Seminary website
at www.luthersem.edu/catalog/05_07/dual_msw.asp .
Purpose
The dual degree focuses on meeting the educational interests
of people planning to serve the spiritual and social needs of
families, individuals, and communities in both rural and
urban settings. Both institutions have a commitment to social
and economic justice and to teamwork in the pastoral and
human service settings. This joint program is ecumenical in
its admission policies as well as its academic outlook.
Objectives
Three primary objectives have been established:
• To educate practitioners in social work and ministry who
can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic
ways.
• To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government
support for those in poverty.
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
Dual degree students enroll in Luther Seminary courses first.
Upon completion of this first year of courses, students then
enroll in Augsburg courses for a second and third year (fulltime). In the dual degree, Luther Seminary offers nine courses
which can be completed in one year if pursued full-time. The
remaining Luther Seminary course requirements are waived
and replaced by the Augsburg MSW curriculum. At Augsburg,
dual degree students complete the entire MSW curriculum
with the exception of the general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule
and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual
degree program, such as congregational multidisciplinary
teams, nursing home chaplaincy, and social work teams. The
Luther Seminary program and the Augsburg College program
are both full-time; it is not feasible for students to do both
programs simultaneously.
Summary of MSW/MA Theology Dual Degree Requirements
• Luther Seminary full courses: 9
Graduate Catalog I 76
• Augsburg College full courses: 12—advanced standing,
17—foundation (elective is met at Luther)
• MSW field practicum course credit hours: see guidelines
under field practicum
• MSW portfolio or summative evaluation project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of
application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to
one institution does not guarantee admission to the other.
To request the catalog and application materials, you must
contact each program separately. Financial aid is also a separate process.
Dual Degree in Social Work and Business
Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social
work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly
limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year
of study for MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. In
this macro practice concentration, students learn to affect positive change in social service systems through their work with
communities, organizations, and social policy makers.
Prior Augsburg MSW graduates who have completed the necessary PDPA coursework will return to complete the MBA
portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends – Friday evenings,
Saturday mornings, and Saturday afternoons.
Year 3 (12–16 months)
MBA classes meet primarily one night per week. The MBA
program includes a summer term.
Curriculum
• 18 full MSW courses for foundation students or 13 full
MSW courses for advanced standing students
Master of Social Work
• Either 920 hours (foundation) or 500 hours (advanced
standing) MSW field practicum experience
• The MSW summative evaluation project may be accepted
by the MBA program as partial fulfillment of the MBA
project.
• Complete a minimum of 8 MBA courses for students who
completed the MSW degree 2002 and beyond; complete a
minimum of 9 MBA courses for students who completed
the MSW degree prior to 2002
•
•
•
•
statistics course. These courses must be completed prior
to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
Three completed and signed recommendation checklist
forms, with letters attached
Typed, double-spaced personal statement responding to the
questions noted on the application form
Results of the TOEFL language tests (refer to p. 16 for college policy)
Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
For more information regarding the MBA coursework required for the MSW/MBA dual degree see page 58.
•
MBA Admission
Admission as an international student
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year.
The GMAT is waived for MSW/MBA dual degree applicants.
MBA application materials include: completed application,
two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program
director. Admission to one program does not guarantee admission to the other.
International applicants must submit the required application
materials listed above. Refer to the additional requirements
outlined in Admission of International Students on page 16.
Admission to MSW
The Augsburg College MSW program promotes the widest
possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities
are provided to persons with a range of abilities, backgrounds,
beliefs, and cultures.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to eight (8.0) transfer credits. (See Evaluation of Transfer Credit on p. 14.) Eligible
courses must be from a CSWE-accredited MSW program and
students must have received a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg
College.
Admission with Advanced Standing
• Bachelor’s degree from a regionally-accredited college or
university
• Cumulative undergraduate GPA of 3.0 or higher
• Liberal arts coursework in the social sciences, humanities,
biology, and statistics
Advanced standing is an application category open to those
with a bachelor’s degree in social work accredited by the
Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for up to eight of the following MSW courses: Human Behavior and the Social
Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Fieldwork Seminars 1 and 2,
which include 420 field practicum hours. Advanced standing
applicants must offer an equivalent BSW course for each with
a grade of B (3.0) or higher in order to receive a waiver.
Application Checklist
Academic Policies
The following materials must be submitted to Augsburg’s
Graduate Admissions Office:
• Completed and signed application form—
www.augsburg.edu/msw or call 612-330-1520.
The application completion deadline is January 15 each
year for entry in the following academic year. All applications and materials noted below are due by 5 p.m. on the
application completion deadline.
• $35 application fee
• One official transcript from each previously-attended postsecondary institution. This includes colleges, universities,
vocational/technical institutions, and PSEO institutions.
• Liberal arts prerequisite coursework including four
social sciences, three humanities, one biology, and one
Academic Achievement
Listed below are general descriptions for the application
process. Refer to the MSW application documents for details
regarding specific application requirements.
Admission Requirements
Students must maintain at least a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the student will
be placed on academic probation for the following term. A 3.0
cumulative grade point average must be restored in order for a
student to be removed from probation. If the cumulative
grade point average again falls below 3.0, the student may be
dismissed from the program. Students are retained in the program who can:
• maintain expected grade point average (3.0 or higher);
• complete course requirements of the program and field
placement in a timely manner;
• complete the program within four years;
Augsburg College I 77
Master of Social Work
• abide by the department’s Standards for Social Work Education and the NASW Code of Ethics.
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the
credits and grades earned the second time are counted in the
grade point average. If a student receives a grade below 2.5 in
a field course, the MSW director will initiate a Level III review,
as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in
the MSW Field Manual, which is distributed to newly-admitted students at our field orientation prior to seeking the field
placement.
Four-Year Limit
All students are required to finish the degree within four years
of matriculation. See page 12 for policy on Continuation of
coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request
a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing.
A leave of absence typically requires a full year away from the
program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration
courses. Students may not enroll in the concentration courses
until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other
individual courses in the MSW curriculum. These are listed in
the MSW Handbook, which is distributed to newly-admitted
students.
Program Costs
In addition to tuition fees, MSW students can expect to purchase textbooks, a campus access permit, and student liability
insurance when in a field placement. There may be additional
fees associated with short-term electives abroad as well.
Graduate Scholarship Search Tips
Searching for grants and scholarships for graduate study can
be an arduous task. As you may know, graduate students do
not have access to many of the financial aid opportunities
open to undergraduates. Because of this, we strongly encourage you to spend some time doing your own independent research into graduate funding available locally, nationally, and
globally.
The simplest way to begin a search for graduate funding is to
look online. There are many “free” scholarship search engines
on the Web. We suggest you start with these before moving
Graduate Catalog I 78
on to the fee-based services. As with most free services, there
is a draw-back—your e-mail address may be shared with other
organizations that may send you solicitations. You should always use caution when providing your personal information
via the Internet. Make sure the webpage you are using to enter
a “profile” about yourself is protected by a security system.
This is usually indicated by your browser with a closed padlock icon in the lower right corner. You should also check the
fine print and know if anything besides your e-mail address
will be sold to other organizations. Having said that, the following websites may provide a good starting point for your
search:
www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnsocialserviceassoc.org
www.fastweb.com
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to
www.cswe.org.)
Gosnell Scholarship Funds
Ten awards ($1,000-$4,000) offered to social work students
interested in working with American Indian/Alaska Native
and Hispanic/Latino populations or in public and voluntary
nonprofit agency settings. Applications due in August (see
www.naswfoundation.org).
Vern Lyons Scholarship
One award ($2,000) offered to students interested in
health/mental health practice and a commitment to the
African American community. Applications due in August
(see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American,
American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service
Field. Applications due in June (see www.mnsocialserviceassoc.org).
Marjorie J. Carpenter Scholarship
One $1,500 award offered to students seeking education in
Master of Social Work
the human service field so they may enhance their professional and/or technical skill development. Applications due in
June (see www.mnsocialserviceassoc.org).
Resources in Academic Libraries
Most academic libraries have several directories to peruse if
you prefer using hard print. Examples in Augsburg’s library
reference section:
Grants Register
Directory of Financial Aids for Women
Scholarships and Other Financial Aid for Minnesota Students
Financial Aid for Native Americans 1999-2000
(part of a series consisting of additional volumes for African
Americans, Hispanic Americans and Asian Americans.)
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. These are available to second-year studentsonly. They range in amount from $300 to $3,000.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work
Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemning Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
AmeriCorps Tuition Discount
Augsburg offers a tuition discount to students who are or have
been AmeriCorps volunteers—25% off the tuition cost of one
course per trimester. This would apply to all trimesters of
your MSW program. Contact the Enrollment Center for more
information.
Military Discount
organization, the MSW Forum. The purpose of the forum is to
facilitate communication between social work students and
the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such,
forum members are invited to attend Social Work department
meetings via representatives.
The forum historically has been volunteer based. Any student
may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts.
The MSW director and MSW program coordinator also serve
on the forum. Other faculty may be invited as permanent
members or as guests.
Past forum members established these guidelines:
• provide an avenue for students to share and discuss ideas
and/or concerns related to the MSW educational experience with the Social Work Department
• encourage constructive dialogue among students, faculty,
and department and College administrators
• make recommendations to the department regarding program improvements
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects
MSW Faculty
Anthony Bibus, III, Professor of Social Work. BA, College of
St. Thomas; MA, University of Virginia; PhD, University of
Minnesota.
Laura Boisen, Associate Professor of Social Work, MSW Field
Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota.
(see page 18)
Other Resources
There is a general guide on Augsburg’s webpage that gives advice to “seniors” about finding funding for graduate school—
go to www.augsburg.edu/gradstudy.
Accreditations and Affiliations
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9.
The Augsburg Master of Social Work program is accredited by
the Council on Social Work Education (CSWE).
MSW Forum
Lois A. Bosch, Associate Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of
Iowa; PhD, University of Illinois-Urbana-Champaign.
Francine Chakolis, Assistant Professor of Social Work. BS,
Augsburg College; MSW, University of Minnesota.
Ankita Deka, Assistant Professor of Social Work. BA, Delhi
University; MSW, Tata Institute of Social Sciences.
Christina Erickson, Associate Professor of Social Work, Field
Education Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of IllinoisChicago.
Annette Gerten, Associate Professor of Social Work, BSW
Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota.
All MSW students are invited to participate in the student-run
Augsburg College I 79
Master of Social Work
Melissa Hensley, Assistant Professor of Social Work. BA,
MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia.
Barbara Lehmann, Associate Professor of Social Work, BSW
Program Director. BA, Knox College; MSW, Tulane University;
PhD, Case Western Reserve University.
Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of
Minnesota; MIA, School of International Training; PhD, University of Arizona.
Glenda Dewberry Rooney, Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota.
Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD,
University of Washington.
Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota.
Ngoh-Tiong Tan (on leave), Professor of Social Work. BA,
University of Singapore; MSW, University of Pennsylvania;
PhD, University of Minnesota.
Staff
Emily Cronk, Administrative Assistant
Doran Edwards, BSW Assistant Director
Courtney Kocher, Field Assistant
Holley Locher-Stulen, MSW Program Coordinator
Graduate Catalog I 80
Augsburg College Map
H
Lindell
Library
Sverdrup
F
Memorial
7th Street S.
Riv
ers
ide
Ave
n
ue
Foss
Center
J
Music
Building
7 1/2 Avenue
8th Street S.
Christensen
Center
K
Melby
Hall
Kennedy
Center
Ice
Arena
Murphy
Square
E
D
Athletic Field
A
25th Avenue S.
Old
Main
23rd Avenue S.
G
Oren Gateway
Center
22nd Avenue S.
21st Avenue S.
20th Avenue S.
6th Street S.
L
B
Butler Place
ce
I-94 West Entran
Interstate 94 West
Interstate 94 East
Disability Access
Rivers
ide/2
5th A
ve. Exi
t
Augsburg College I 81
Augsburg College Board of Regents
Andra Adolfson
Dan W. Anderson ’65
Mark A. Eustis
Anthony Genia ’85, MD
Alex Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Richard C. Hartnack
The Rev. Rolf Jacobson
Bishop Craig E. Johnson
Ruth E. Johnson ’74, MD
Eric J. Jolly
Cynthia Jones ’81
Dean Kennedy ’75
Toby Piper LaBelle ’96
LaJune Thomas Lange ’68
André J. Lewis ’73
Jennifer H. Martin
Marie O. McNeff
Paul S. Mueller ’84, MD
Lisa Novotny ’80
Bishop Duane C. Pederson
Paul C. Pribbenow
Stephen Sheppard
Marshall S. Stanton, MD
Philip Styrlund ’79
The Rev. David Tiede
Joan L. Volz ’68
The Rev. Norman W. Wahl ’76
Bonnie Wallace
The Rev. Mark Wilhelm
Graduate Catalog I 82
Show less
2012-2013 Undergraduate Catalog
www.augsburg.edu
Augsburg College
Undergraduate Catalog
2012-2013
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College
undergraduate ... Show more
2012-2013 Undergraduate Catalog
www.augsburg.edu
Augsburg College
Undergraduate Catalog
2012-2013
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College
undergraduate education and its curriculum. Although information was current at the time of
publication, it is subject to change without notice. The written policies in the catalog are the
College policies in force at the time of publication. It is the responsibility of each student to know
the requirements and academic policies in this publication. If you have questions about anything
in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the
registrar. Refer to the Directory for correspondence or telephone inquiries.
Published 2012
www.augsburg.edu
A Greeting from the President
A college catalog is a wonderful text, full of detail and data that offer all of us a map to our
lives together as a college community. This is a map grounded in Augsburg’s mission: “To
educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders.”
What has prompted you to study this map of Augsburg College? If you’re already enrolled at
Augsburg, I trust you will continue to find here the awe and wonder of an educational
experience that is meaningful and challenging. I hope you will be reminded of the relationships
and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you
find in this map signposts of the progress you have made in your vocational journey and that
you will continue to believe that you have rightly chosen Augsburg as the community in which
you will spend time for the next several years.
If you are studying this map to find out more about Augsburg College and an Augsburg
education, welcome. I believe you will find it not only tells you about the character and essence
of our institution, but also about our mission of service, particularly about those whom we serve
in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and
St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will
find a setting that not only provides remarkable learning opportunities, but one in which you will
be able to share your own talents and skills. Augsburg’s challenging academic environment is
enhanced by both education and service experiences that transform theory into action and unite
the liberal arts with the practical in preparing students as faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on
a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare
and the emergence and refinement of your vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us who await
you here find the College an exciting place, full of diversity and yet possessed of a community
dedicated to higher learning and good living. Here you can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
2012-2013 Academic Calendar
Day Program (and PA program)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated
calendar and registration information at www.augsburg.edu/registrar.
Fall Term 2012
Summer
September 5
October 26
Nov 12-Nov 30
November 22
November 26
December 14
December 17-20
First-year registration
Classes begin
Mid-term break (one day only)
Registration for spring
Thanksgiving recess begins
Classes resume
Classes end
Final exams
Spring Term 2013
January 14
March 18
March 25
April 8-19
March 29
April 26
April 29-May 2
May 4
Classes begin
Mid-term break begins
Classes resume
Registration for fall
Easter break begins
Classes end
Final exams
Baccalaureate/Commencement
The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar.
Please note that future years are subject to change.
2012-2013 Academic Calendar
Weekend and Evening College and Graduate Programs (not including
the PA program)
The academic calendar is subject to change. Refer to the registrar’s webpage for updated
calendar and registration information at www.augsburg.edu/registrar.
Fall Term 2012
Class Weekends:
September 7-9
September 21-23
October 5-7
October 19-21
November 2-4
November 16-18
Nov 30-Dec 2
December 7-9
Winter Term 2013—Class Weekends:
January 4-6 (MSW only)
January 11-13
January 25-27
February 1-3
February 15-17
March 1-3
March 15-17
March 22-24
Spring Term 2013—Class Weekends:
April 5-7
April 26-28
May 10-12
May 17-19
May 31-June 2
June 14-16
June 21-23 (MSW only)
NOTE: For Rochester programs, reference the registrar’s webpage at
www.augsburg.edu/registrar.
Directory
Area Code: 612
Access Center
330-1749
Academic Advising
330-1025
Academic Enrichment
330-1165
Academic Affairs
330-1024
Admissions Office
330-1001
Toll-free
1-800-788-5678
Alumni and Constituent Relations
330-1178
Toll-free
1-800-260-6590
Athletics
330-1249
Campus Activities and Orientation / SOAR
330-1111
Center for Learning and Adaptive Student
330-1053
Services (CLASS)
Classroom Services
330-1219
College Pastor/Campus Ministry
330-1732
Counseling and Health Promotion
330-1707
Development (financial gifts to the College)
330-1613
Toll-free
1-800-273-0617
Enrollment Center
330-1046
Toll-free
1-800-458-1721
Event and Conference Planning
330-1107
Facilities Management
330-1041
Financial Aid (scholarships and other aid)
330-1046
General Information (other office numbers;
330-1000
business hours only)
Fax
330-1649
Graduate Programs
330-1101
Human Resources
330-1058
Lindell Library
330-1017
Lost and Found
330-1000
Parent and Family Relations
330-1525
President’s Office
330-1212
Registrar
330-1036
Residence Life (housing)
330-1488
Rochester Campus
507-288-2886
StepUP
330-1405
Strommen Career and Internship Center
330-1148
Student Affairs
330-1160
Student Government
330-1110
Summer Session
330-1046
TRIO/Student Support Services
330-1311
Weekend and Evening College
330-1101
About Augsburg
At Augsburg College, we believe that the college experience should be a time of exploration,
of discovery, of new experiences, and new possibilities. We also believe that a liberal arts
education is the best preparation for living in the fast-paced, changing, and complex world of
today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a
major field of study, but also the ability to think critically, solve problems, and communicate
effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare
students to become effective, informed, and ethical citizens. Through “Search for Meaning”
courses, students explore their own unique gifts and interests and find where their own talents
intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime:
writing, speaking, critical thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many
courses are able to offer rich and varied learning opportunities in real-life situations through
academic internships, experiential education, volunteer community service, and cultural
enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg
students.
Selection from over 50 Majors
Augsburg offers more than 50 majors—or you can create your own major, either on campus
or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium
allows day program students to take courses on other campuses without charge while a full-time
student at Augsburg. The ACTC includes Augsburg College, St. Catherine University, Hamline
University, Macalester College, and the University of St. Thomas.
Weekend and Evening College offers 18 majors and a number of certificate programs.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world.
They stand as testaments to the College motto, “Education for Service,” and mission:
“Augsburg College educates students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education
is defined by excellence in the liberal arts and professional studies, guided by the faith and
values of the Lutheran Church, and shaped by its urban and global settings.”
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after
the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg
opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. The first
seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited
two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly
articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants
and to provide such “college” studies that would prepare students for theological study.
In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare
future theological students; and third, educate the farmer, worker, and businessman. The
statement stressed that a good education is also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of
education. This commitment to church and community has been Augsburg’s theme for more
than 140 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president
(1876-1907), required students to get pre-ministerial experience in city congregations. Student
involvement in the community gave early expression to the concept of Augsburg’s motto,
“Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran
Free Church. The church was a group of independent congregations committed to
congregational autonomy and personal Christianity. This change made Augsburg the only
higher educational institution of the small Lutheran body. The college division, however, was still
important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr.,
became president. He worked to develop college departments with an appeal to a broader
range of students than just those intending to be ministers. Augsburg admitted women in 1922
under the leadership of longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a
more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an
erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and
civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve
academic offerings. Now the College had become a larger part of the institution than the
seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college
program based on general education requirements and elective majors. Full accreditation of the
College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the
interests of the Lutheran Free Church second. The seminary moved to Luther Theological
Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged
with the American Lutheran Church. Subsequently, the American Lutheran Church merged with
two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980) Augsburg became a vital
and integral part of the city. The College began to reach out to nontraditional student
populations, ensuring educational opportunity for all students. Also in these years, Augsburg
added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy
Place.
Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s
commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and
programs, and a curriculum that draws on the resources of the city as extensions of campus
and classroom. Some of the accomplishments during his tenure include instituting two graduate
degree programs, hosting national and international figures at College-sponsored forums and
events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship,
Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell
Family Library.
Dr. William V. Frame became president in August 1997 and retired in 2006. Under his
leadership, the College sharpened its identity as a college of the city, providing an education
grounded in vocational calling that provides students both the theoretical learning and the
practical experience to succeed in a global, diverse world.
Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College
aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the
world.
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
• An Augsburg education should be preparation for service in community and church;
• Education should have a solid liberal arts core with a practical dimension in order to
send out productive, creative, and successful citizens;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning
laboratory for Augsburg students.
The vision of the College’s work today is lived out in the phrase, “We believe we are called
to serve our neighbor.” Through common commitments to living faith, active citizenship,
meaningful work, and global perspective, Augsburg prepares its students to become effective,
ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg
offers master’s degree programs in business, education, leadership, nursing, physician
assistant studies, and social work, as well as a doctoral program in nursing practice. For
information on graduate programs, go to www.augsburg.edu/grad.
Undergraduate education is offered both on weekday semester programs, and alternate
weekend trimester programs. The graduate programs generally follow the trimester schedule.
In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn.
Weekend and Evening College
Augsburg’s Weekend and Evening College (WEC) provides an educational opportunity for
adults who want to earn a bachelor’s degree and work or have other commitments during the
week. It is a means by which men and women can gain skills for professional advancement,
prepare for a career change, or pursue a personal interest in one or more areas of the liberal
arts and professional studies.
Weekend and Evening College began in 1982 with 69 students taking courses in three majors.
Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled
each term and 18 majors in the liberal arts and professional studies, WEC is one of the largest
programs of its type among Minnesota private colleges.
The Non-Traditional Student
Augsburg’s Weekend and Evening College is based on the assumption that non-traditional
students are mature, self-disciplined, and motivated learners who seek a combination of
classroom experience and individual study. Each course includes periods of concentrated, oncampus study as well as time for independent study and class preparation.
Alternate Weekends
To meet the needs of nontraditional students, classes generally meet on alternate weekends
for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday
afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be
scheduled during the week. WEC students may take from one to four courses each term. The
WEC academic year is divided into three trimesters (fall, winter, and spring), so that students
may complete three terms in the traditional nine-month academic year.
A Community of Learners
Essential to the goals of Augsburg’s Weekend and Evening College is participation in a
community of non-traditional learners. This community is enriched by the presence of men and
women with a variety of work and life experiences. To facilitate this kind of community
interaction, Augsburg encourages WEC students to make use of College facilities, such as
Lindell Library, and to participate in academic and co-curricular activities, such as the student
newspaper, travel seminars, student organizations, fine arts events, networking events,
workshops, and convocations. The WEC student body elects its own leaders through the WEC
Student Senate.
Augsburg continues its tradition of innovation to meet the needs of non-traditional students
by creating new programs, and providing faculty and staff development in teaching and serving
non-traditional students.
To learn more about graduate studies at Augsburg, go to www.augsburg.edu/grad.
Weekend and Evening College Faculty
The heart of any educational institution is its faculty, and the WEC faculty are full-time
Augsburg professors as well as adjunct faculty who bring professional experience to their
teaching. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be
the focus of their activities at the College. Professors are involved in social, professional, and a
variety of research activities, but these support and are secondary to their teaching. Faculty are
actively involved in a dynamic faculty development program that introduces them to best
practices in teaching and learning techniques and theories.
Weekend and Evening College’s small classes facilitate the College’s tradition of close
involvement between professors and students. Faculty act as academic advisers and participate
regularly in campus activities.
Rochester campus
Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of
the College’s mission and its expertise in teaching working adults. In Rochester, six
undergraduate majors, plus a certificate program in business management, are offered.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church
(ELCA), a few blocks south of the heart of the city which is home to about 100,000 residents. It
is a city that enjoys a rich ethnic diversity and superior technological resources.
Augsburg classes in Rochester meet on a trimester schedule with classes taking place on
weekday evenings and on occasional Saturdays, making them accessible to working adults. In
addition to the half- dozen degree programs that can be completed entirely in this location,
students may work on a variety of other majors through a combination of Rochester-based
courses and courses taken in the Day or WEC program in Minneapolis.
Students at the Rochester campus are Augsburg College students. They are supported
through an array of e-learning resources ranging from access to Lindell Library databases to the
use of online course management software. Information about the Rochester campus is
available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886.
College of the Third Age
Augsburg demonstrates its commitment to lifelong learning in part through its College of the
Third Age. College of the Third Age is a teaching-learning service founded more than 30 years
ago to serve older adults by encouraging lifelong learning, fostering interactive discussion, and
introducing new topics and subjects related to an ever-changing world. A roster of more than 25
retired, semi-retired, and working professors teach non-credit seminars for the program, based
upon their areas of expertise.
College of the Third Age partners with organizations and facilities that serve older adults in
the Twin Cities metropolitan area, including churches, synagogues, community centers, and
senior residences. The current catalog lists more than 200 classes available for group study at
partner organizations and facilities. To obtain further information about the program or to
request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage.
Campus Location
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul,
Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University
of Minnesota West Bank campus and the University of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers
with some of the country’s leading companies as well as entertainment, arts, sports venues,
shopping, dining, and transportation. The campus is blocks from the Hiawatha light rail line and
the future Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the
Minneapolis International Airport.
Facilities and Housing
Instruction facilities and student housing at Augsburg are conveniently located near each
other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings
on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss,
Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the first floor of Christensen
Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College
from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four
types of living units and houses 192 students, as well as the Master of Science in Physician
Assistant Studies; Center for Global Education; and the Office of Marketing and
Communication.
Counseling and Health Promotion—The Center for Counseling and Health Promotion
(CCHP) offers programs and services that enhance student learning by promoting personal
development and well-being. The center occupies the house located at 628 21st Avenue.
Christensen Center (1967)—The College center, with the admissions office, student
lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons
dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student
government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and
practice field of many of the Augsburg teams. An air-supported dome covers the field during
winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The
Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson
Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which
provides space for campus ministry, the drama and communication offices, and the Center for
Learning and Adaptive Student Services (CLASS).
Ice Arena (1974)-—Two skating areas provide practice space for hockey and figure skating,
and recreational skating for Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and
named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center,
fitness center, classrooms for health and physical education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology
center houses all library functions and brings together the computer technology resources of the
College. The library is located on the corner of 22nd Avenue and 7th Street.
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story
apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and
seniors in units from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942,
basketball coach, and head of the Christianity Department). It provides facilities for the health
and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer
Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was
dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923
to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the
Department of Public Safety and a lounge area.
Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom
facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and
Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in
1980, Old Main combines energy efficiency with architectural details from the past. It is included
on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren,
it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent
and Family Relations Offices, Center for Faith and Learning, and substance-free student
housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art
Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics;
mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various
other program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the
Enrollment Center, as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of
Augsburg’s second and third presidents, it contains the President’s Office, Human Resources,
and other administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides
living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents,
housed two to a room, with their own lounge, study, and utility areas.
Associated Support Organizations
Augsburg College has a commitment to programs that increase both individual and group
understanding and achievement.
Inter-Race: The International Institute for Interracial Interaction
Policies
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race,
color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity,
gender expression, marital status, status with regard to public assistance, or disability in its
educational policies, admissions policies, employment, scholarship and loan programs, athletic
and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg College is committed
to providing reasonable accommodations to its employees and students. (Approved by the
Augsburg Board of Regents Executive Committee on June 16, 2010).
The vice president/chief of staff in the Office of the President serves as the Title IX officer
and may be reached at 612-330-1212.
Deputy Officer for Students
Dean of Students
Sarah Griesse
612-330-1489
griesse@augsburg.edu
Deputy Officer for Employees
Assistant Vice President for Human Resources/ Chief Diversity Officer
Andrea Turner
612-330-1058
turner2@augsburg.edu
Deputy Officer for Athletics
Kelly Anderson Diercks
Assistant Athletic Director
612-330-1245
diercks@augsburg.edu
Any questions concerning Augsburg’s compliance with federal or state regulations
implementing equal access and opportunity can be directed to the affirmative action coordinator,
Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN
55454, 612-330-1058.
The College and its faculty subscribe to the Statement of Principles on Academic Freedom
as promulgated by the American Association of University Professors and the Association of
American Colleges.
Accreditation and Memberships
Augsburg College is accredited by the Higher Learning Commission of the North Central
Association of Colleges and Schools and the National Council for the Accreditation of Teacher
Education (Secondary and Elementary). Our programs are approved by the
• American Chemical Society
• American Music Therapy Association
• Commission on Collegiate Nursing Education
• Council on Social Work Education (BS and MSW)
• National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
• National Council for Accreditation of Teacher Education
• Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Augsburg College is an institutional member of the:
• American Association of Colleges and Universities (AACU)
• Association of Physician Assistant Programs
• Council of Independent Colleges (CIC)
• National Association of Schools of Music (NASM)
The College is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran
Education Council in North America (LECNA), Minnesota Private College Council, National
Society for Experiential Education, and Campus Compact.
Augsburg College is registered as a private institution with the Minnesota Office of Higher
Education pursuant to Minnesota Statutes, sections 136A.61 to 136A.71. Registration is not an
endorsement of the institution. Credits earned at the institution may not transfer to all other
institutions.
Undergraduate Admissions
Augsburg College strives to create a strong, rich, and vibrant campus community with
students representing a large number of backgrounds, viewpoints, experiences, talents, and
cultures.
Selection of students for Augsburg College is based upon careful consideration of each
candidate’s academic achievement, personal qualities and interests, participation in activities
and employment, and potential for development as a student and as a graduate of Augsburg
College.
Visit the Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year
and transfer applicants are encouraged to visit the campus and meet with an admissions
counselor. Arrangements can be made to meet with a member of the faculty and to attend
classes when school is in session.
Augsburg’s undergraduate admissions staff is ready to help students and families with
college planning. Call any weekday between 8:30 a.m. and 4:30 p.m.—612-330-1001 or toll-free
1-800-788-5678, and we’ll assist with your questions and arrange a tour for you. Admissions
visits and tours are available Monday through Friday, and most Saturday mornings during the
school year. The Office of Admissions is located on the first floor of the Christensen Center and
serves traditional, non-traditional, and graduate students.
Application Procedures
Day College First-year Students
Application for Admission—Students should complete the application for admission,
including the essay, and submit them to the Office of Admissions. Students may apply online for
free at www.augsburg.edu/day/apply.html or www.commonapp.org, or submit a paper
application with a nonrefundable $25 processing fee.
Transcripts—An official transcript from the high school is required of first-year applicants.
First-year applicants who are still high school students at the time of application should have
their most recent transcript sent, followed by a final, official transcript upon graduation. If the
student has taken college courses, an official transcript from the institutions should also be sent.
General Education Development (GED) scores may be presented instead of the high school
transcript.
Test Scores—First-year applicants are required to submit results from a college entrance
examination. The American College Test (ACT) is preferred; results from SAT are also
accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg
strongly recommends completing the writing portion of either the ACT or SAT.
Recommendations—Two letters of academic recommendation are required for students
who have below a 3.0 GPA and 22 ACT. If the applicant has been out of school for several
years, letters may be submitted by a supervisor, counselor, or pastor (spiritual leader).
Additional Information—If there is additional information that may have affected the
applicant’s previous academic performance, it may be included as a personal statement with the
application and discussed individually with an admissions counselor. On occasion, the
Admissions Committee may defer a decision on a candidate’s admission until other information
has been received. For example, more recent test scores, results of the present semester’s
coursework, additional letters of recommendation, or writing samples may be requested by the
committee. If any additional credentials are needed, the Office of Undergraduate Admissions
will inform the candidate.
Notification of Admissions Decision—Admissions decisions are made on a rolling basis.
Applicants are notified of the admissions decision usually within two to three weeks after the
application file is complete and has been evaluated by the Admissions Committee. Notification
of admission status for completed applications begins in late September.
Confirmation of Admission—Accepted students are asked to make a $150 enrollment
deposit* to the Office of Undergraduate Admissions. Students who wish to live in College
housing must also submit a $200 nonrefundable housing deposit along with the housing
contract to the Residence Life Office. *Nonrefundable after May 1.
Day College Transfers and Weekend and Evening College Students
A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college
work is recommended for admission to the College. Information regarding transfer credit policies
is found in the Academic Information section of the catalog.
Application for Admission—Students should complete the application for admission,
including the essay, and submit them to the Office of Admissions. Students may apply online for
free at www.augsburg.edu/day/apply.html, or submit a paper application with a nonrefundable
$25 processing fee.
Transcripts—Official transcripts from all previous postsecondary institutions should be sent
directly to the Office of Admissions. Applicants with less than one year of previous transferable
college work should also have their official high school transcript sent. The GED test certificate
may be presented instead of the high school transcript.
Test Scores—First-year applicants are required to submit results from a college entrance
examination, unless he or she has been out of high school for more than five years. The
American College Test (ACT) is preferred; results from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient. Augsburg strongly recommends
completing the writing portion of either the ACT or SAT.
Recommendations—Two letters of academic recommendation are required for applicants
who have below a 3.0 cumulative GPA and/or less than one year of college–level work. If the
applicant has been out of school for several years, letters may be submitted by a supervisor,
counselor, or pastor (spiritual leader).
Additional Information—If there is personal information that may have affected the
applicant’s previous academic performance, it may be included with the application and
discussed individually with an admissions counselor. Academic recommendations may be
required by the Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a candidate’s admission until other information has been
received. For example, test scores, results of current coursework, additional letters of
recommendation, or writing samples may be requested by the committee. If any additional
credentials are needed, the Admissions Office will inform the candidate.
Notification of Admissions Decision—Augsburg College uses a rolling admissions plan.
Students are notified of the admission decision usually within two weeks after the application file
is complete and has been evaluated by the Admissions Committee.
Application for Re-Admission
Day students who have not registered for courses at Augsburg College for one semester or
more, and WEC/Rochester students who have not registered for courses at Augsburg College
for three trimesters or more, must apply for re-admission
(http://www.augsburg.edu/registrar/documents/forms/readmit.pdf) through the registrar’s office
to resume attendance. Students who have attended other institutions during their absence from
Augsburg must have an official transcript sent from each institution to the Office of the Registrar.
Returning students do not pay the application fee.
Special Students (Non-Degree)
In some circumstances, people may be admitted as special students (non-degree) and
granted the privilege of enrolling in courses for credit. Students may request a change in their
degree status by contacting the registrar’s office.
Students regularly enrolled at another college may take coursework at Augsburg College as
a special student (non-degree). To apply for admission as a special student, submit the
completed application, academic intent, and all necessary official transcripts to the Office of
Undergraduate Admissions. Contact the admissions office regarding which official transcripts
you may need for your application file.
Special Students (Second Degree)
Students who have graduated from Augsburg who are returning to complete an additional
major will not be awarded a second degree unless it is a different degree from the first awarded.
Minors are not noted on the transcript if they are completed after a bachelor’s degree has been
awarded.
Students who have completed a four-year degree at an accredited college or university may
complete a second degree at Augsburg College. Second degree requirements include a
minimum of eight course credits taken at Augsburg, completion of a major, and completion of
any liberal arts requirements not covered by a previous degree. Depending on the student’s
previous degree, completion of a second major (non-degree) may also be an option.
International Student Admissions
International students are a vital part of the Augsburg community. (See International Student
and Scholar Services, in the Student Life section.)
International students should contact International Student and Scholar Services for an
international student application and financial requirements. All applicants must provide proof of
financial solvency. Applications must be completed two months prior to the start of the
semester—June 1 for fall, December 1 for spring.
For more information, call 612-330-1359 or 1-800-788-5678 (toll-free); e-mail Soniel Han at
han@augsburg.edu, or write to:
International Student and Scholar Services
Campus Box 307
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside of the United States will need to
obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a
nonprofit organization with more than 30 years of experience evaluating international
credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg
College understand how your international coursework compares to courses and grades in the
United States. Augsburg College will use this information in its admissions review and will grant
transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311
Fax: 212-966-6395
Financing Your Education
All students receive financial help indirectly, since a quality liberal arts education costs more
than tuition and fees cover. The College raises that difference in gifts—from alumni, faculty, staff,
parents, churches, friends, foundations, and endowment income.
However, the primary responsibility for paying for a college education rests on students and
their families. Financial aid is intended to supplement those resources.
College Costs 2012-2013
Day College
The Board of Regents has approved the costs listed below for the 2012-2013 academic year.
The board reviews costs annually and makes changes as required. The College reserves the
right to adjust charges should economic conditions necessitate.
Day College Tuition, Fees, Room, and Board
Tuition (full-time enrollment)
$31,292
This rate applies to all full-time students attending in September 2012. Students are
considered full-time when they take three or more course credits during the semester. The
charge includes tuition, general fees, facility fees, and admission to most College-supported
events, concerts, and lectures. The amount is payable at the beginning of each semester or you
can set up an official payment plan through the Office of Student Financial Services.
Tuition (part-time enrollment)
Per one-credit course $3,671
This rate applies to students taking fewer than three courses in a semester. Part-time
students taking lifetime sports are charged $220 for that course.
Audit Fee (for part-time students)
Per course $1000
Full-time students—see audit policy in the Academic Information section.
$5,116
Detailed room rates and housing options are available through the Office of
Residence Life.)
Meal Plans
15 Plus $4,076 (15 meals a week; $100 in Augsburg Flex Points a semester)
10 Plus $3,970 (10 meals a week; $150 in Augsburg Flex Points a semester)
5 Plus $3,630 ( 5 meals a week; $345 in Augsburg Flex Points a semester)
Other board plans are available as defined in the housing contract booklet available from the
Office of Residence Life.
Room Cost (average starting price)
Full-Time Fees
$664.50
(Student activity, technology, newspaper readership, wind energy fee, MPIRG)
Other Special Fees (Non-refundable)
Fees Billed on Student Account
Student Activity Fee (part-time students)
Late Registration
Petition fee for waiver of registration deadlines
(non-refundable)
Lifetime Sport (part-time students)
Newspaper Readership
Technology Fee (per credit)
Overload Fee (per course credit over 4.5, Day and
WEC/Rochester/United combined)
Private Music Lessons, per semester
(14 lessons—.0 credit or .25 credit)
(14 lessons—.5 credit)
Student Teaching (per course for full-time students)
Student Teaching (per course for part-time students)
Study Abroad (in approved non-Augsburg programs)
Zero-credit seminar (part-time students)
$ 50
$ 200
$ 50
$ 220
$ 10
$ 50
$ 3,671
$ 390
$ 780
$ 155
$ 215
$ 425
$ 1,000
Fees Payable by Check/Cash
Application (new and/or special students)
Locker Rental
Student Parking Lot Permit
Car
Motorcycle
Transcript Fee
Regular service
Next day
On demand
Special Examinations, Cap and Gown Costs
(Schedule on file in registrar’s office)
$ 25
$ 40
$ 220
$ 110
$ 6
$ 10
$ 16
Books and Supplies
These costs are estimated to average $125 per course.
Deposits
$ 150
Required of all new students after acceptance. If the student attends Augsburg College, the
deposit is considered initial payment toward their first-term tuition and fees. Should the student
not attend, the enrollment deposit may be forfeited. For more information, contact the Office of
Admissions.
Housing Damage Deposit
$ 200
Required of all resident students at the time of signing a contract to reserve a housing
assignment. This deposit is retained against damages and/or fines and is returned to the
student account (less all charges for damages and/or fines) at the end of the occupancy period
covered by the contract. New contracts may be terminated in writing for fall or spring term by
Enrollment Deposit (non-refundable)
following the conditions delineated in the housing contract. The resident will be responsible for
all costs incurred due to late cancellation or lack of proper notification as specified in the
housing contract.
College Costs 2012-2013
Weekend and Evening College
Application Fee (payable once, non-refundable)
Tuition (per course credit)
Tuition (per summer course, 2013)
Activity Fee (per trimester)
Facilities Fee (includes parking permit; per trimester)
Audit Fee (per course)
Lifetime Sports: Fee for WEC Course
Lifetime Sports: Fee for Assessment of Previous Learning
Nursing Clinical Fee
Supplementary Student Teaching Fee (per course credit)
Late Registration Fee
Transcript Fee
Regular service
Next day
On demand
Petition Fee for waiver of registration deadlines
(non-refundable)
Zero-credit seminar
$ 25
$ 1,830
$ 1,777
$ 11.50
$ 35
$ 1,000
$ 220
$ 150
$ 250
$ 215
$ 200
$ 6
$ 10
$ 16
$ 50
$ 1,000
Payments
Day College
Semester Fees—Prior to the start of each semester a statement of estimated charges
showing basic charges and financial aid credits designated by the Student Financial
Services Office is sent to the student via e-mail. All statements are available online.
Payment Options—Augsburg College offers payment plan options for all students.
Information about payment plan options is available online through the student’s Augnet,
Records and Registration account.
Weekend and Evening College
All statements are available online through Augnet, Records and Registration. For tuition
and fee information, please refer to the financial aid website.
Payment Options
(1) Payment in full at the start of each term or an extended payment plan.
(2) Employer Reimbursement: Students on this plan must file an employer reimbursement
application form each academic year, prior to the start of the first class. Once enrolled in the
employer reimbursement payment plan, students have until 60 days after the end of each term
to pay their term costs in full. There is a $20 per term fee associated with this payment option.
The student is responsible for payment of the balance should the employer not reimburse for
any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition
and fees must be paid in full at the start of the term.
(3) Students may also defer payment by enrolling in the College’s third party payment plan or in
a military payment plan if their term costs are to be covered by a third party or through VA
education benefits, such as the GI Bill. (More details can be found at
www.augsburg.edu/studentfinancial)
Financial Policies
A finance charge is applied at a simple rate of .67 percent per month on any account with an
open balance of 30 days or more.
Registration is permitted only if the student’s account for a previous term is paid in full or if
the student is making scheduled payments in accordance with an approved online payment
plan.
Augsburg College will not release student academic transcripts or graduation
diplomas/certificates until all student accounts are paid in full or, in the case of student loan
funds administered by the College (Federal Perkins Student Loan), are current according to
established repayment schedules and the loan entrance and exit interviews have been
completed.
Refunds
Students who withdraw from Augsburg College may be eligible for a refund of a portion of
their charges based on the appropriate refund schedule. Financial aid may be adjusted for those
students who withdraw from the College or drop course(s) and receive financial assistance.
Students who wish to withdraw from Augsburg should complete the Withdrawal from College
form available online through the registrar’s website. It must be filled out completely, signed and
turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who
are dismissed, or who are released from a housing contract will have their accounts adjusted for
tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in
accordance with the terms of their housing contract and/or the appropriate tuition refund
schedule.
Students are responsible for canceling courses through the Enrollment Center (or online) in
order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not
complete the drop/add form are responsible for all charges. Financial aid may be adjusted
based on the student’s last recorded date of attendance. Refund calculations are based on the
date that the drop/add form is processed.
Refund Policy for Day, Weekend and Evening, Rochester, and Graduate Studies
Students who withdraw from Augsburg College may be eligible for a refund of a portion of
their charges based on the refund schedule below. This refund is based on the percentage of
calendar time remaining on the date of the student’s official withdrawal from classes. This
applies to all students who drop one or more courses during the term and/or withdraw from all
courses in the term.
Percentage of calendar time remaining after official drop or withdrawal and amount of refund:
100% to 90% remaining
Full refund (minus $100 administrative fee)
89% to 60% remaining
50% refund
This refund schedule is effective whether or not a student has attended classes. Allow 30 to
45 days for tuition and possible financial aid adjustments to be finalized. If a credit balance
remains on the student’s account, a credit refund will be issued at that time.
The refund of charges calculation used is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions through the Financial Petition Committee. Petition forms
are available online through the registrar’s website.
Medical refund
If a student is forced to withdraw from one or more courses in a term due to illness or an
accident, the refund will include the normal refund percentage (based on the regular refund
schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be
considered upon submission of documentation from the attending doctor, on letterhead,
verifying the medical circumstances. Requests for medical refunds should be made through
the Financial Petition Committee. Petition forms are available through the registrar’s
website.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in
all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped
attending), the College is required to refund financial aid to the appropriate sources according to
federal or Augsburg refund policies based on the last recorded date of attendance. Students are
responsible for the entire cost of the term including the portion previously covered by financial
aid should they stop attending. Students are strongly urged to follow guidelines for complete
withdrawal from college. If there are extenuating circumstances, a petition to have the cost of
tuition refunded can be made. Petition forms are available online through the registrar’s website.
A student who registers, does not attend any classes, and does not withdraw may petition to
withdraw retroactively. The student must petition within six months of the end of term and
provide proof of non-attendance. Proof can include, but is not limited to, statements from each
instructor that the student never attended, or documentation of attendance for the term at
another college or university. If approved, grades of W will be recorded and charges for the term
dropped. The administrative cancellation fee is $300.
Financial Aid
All students who wish to be considered for financial assistance must establish financial aid
eligibility on an annual basis. This includes completing the application process as outlined below
and making satisfactory academic progress. In order to maintain eligibility in financial aid
programs, students must make satisfactory academic progress toward the attainment of their
degree or certificate as stipulated in the College catalog and as published on the Academic
Progress Standards for Financial Aid Recipients webpage, www.augsburg.edu/finaid/sap.html.
Financing higher education could be the most significant investment a person or family
makes in a lifetime. Proper planning and wise choices are important, not only in choosing a
college, but also in the methods used to pay for it. Augsburg College, through its Enrollment
Center, will help students and their families protect access to a quality Augsburg education in a
time of increasing financial challenge.
Financial assistance awarded through Augsburg may be a combination of scholarships,
grants, loans, and part-time work opportunities. The College cooperates with federal, state,
church, and private agencies in providing various aid programs. During the 2011-2012
academic year, more than eight out of ten students at Augsburg received financial assistance.
The primary responsibility for financing a college education rests upon the student and
family. Financial aid supplements student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of
assistance for which a student is eligible. This analysis takes into account such family financial
factors as current income, assets, number of dependent family members, other educational
expenses, retirement needs, and special considerations.
How to Apply
The following are required to process your financial aid application:
1). Be admitted to Augsburg as a regular student or be a returning student in good academic
standing with the College.
2). Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA.
Students are encouraged to file the FAFSA electronically online at www.fafsa.ed.gov. Students
and their parents may sign the FAFSA electronically using a PIN issued by the US Department
of Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to
include the Augsburg College code, 002334, on your application. Submit your application to the
processing agency after January 1. File your FAFSA by May 1.
What Happens Next?
Once all documents are received, we review the financial aid application to determine
financial aid eligibility for all available programs. A financial aid award letter will be sent to the
student. This letter details the financial aid award and includes information regarding:
•
•
institutional financial aid programs and requirements for continued eligibility,
federal and private loan programs (students must complete a loan application to receive
loan funds)
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a
specific scholarship or grant (except as noted). The various forms of aid available are listed here
for information only.
In addition to aid administered by Augsburg College, students are urged to investigate the
possibility of scholarships and grants that might be available in their own communities. It is
worthwhile to check with churches, the company or business employing parents or spouses,
high schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In addition to these sources, some students are eligible
for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational
Assistance for Veterans’ Children, and other sources.
Academic Excellence Scholarships
President’s Scholarship—Awarded to incoming first-year students, the President’s
Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50
GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of
1210 or greater). Separate applications are required. The application must be postmarked by
January 30.
Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer
students with a 3.50 GPA. The application deadline is August 1 for fall enrollment and
December 15 for spring. Call the Office of Admissions for information, 612-330-1001.
Achievement Scholarships
Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new firstyears of high academic achievement who apply and are accepted before May 1 for fall or
December 1 for spring. Selection is based on high school GPA and national test scores.
Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all
qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission
by May 1 for fall or December 1 for spring.
Augsburg Legacy Award—These scholarships provide tuition awards to full-time day
students working toward their first bachelor’s degree who are children of Augsburg graduates or
siblings of current Augsburg students or children or spouses of current ELCA pastors. Deadline:
May 1 for fall or December 1 for spring.
Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships
recognize incoming first-year students of high academic science achievement. The renewable
award of $10,000 per year is awarded to all eligible proposed chemistry or physics majors.
Students must be in the top 30% of their high school class or on national tests (ACT or SAT),
have a grade point average of 3.0 or above in the proposed science major, have completed
intermediate algebra or pre-calculus, and be a full-time student in the day program. No
scholarship application is required. Students who receive a science scholarship will not receive
a Regents’ award. Deadline: Accepted for admission by May 1 for fall enrollment.
ACAP Scholarship—Awarded to incoming first-year students who have participated in a
college preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for
admission by May 1.
Leadership, Service, and Performance Scholarships
Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning
Day program students with demonstrated scholarship and a record of, and/or potential for,
leadership. Eligible students must be full-time in the day program and have the recommendation
of the appropriate Augsburg Ethnic Student Services program director and another individual
knowledgeable about the student’s extracurricular activities. The application deadline is March
1. For more information and an application, contact:
• American Indian Student Services, 612-330-1144
• Hispanic-Latino Student Services, 612-330-1309
• Pan-Afrikan Student Center, 612-330-1022
• Pan-Asian Student Services, 612-330-1530
Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active
participation in the fine arts. Separate application and portfolio or audition are required. The
application deadline requires a postmark of January 25 for fall or November 1 for spring.
Lutheran Congregational Scholarship Program
Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA
congregation within the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern
Minnesota Synod, or Northwest Synod of Wisconsin. These four synods constitute the
Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year.
PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation
will receive a matching scholarship from Augsburg, up to $750 per year. Application and
payment from the sponsoring organization should be submitted to the Enrollment Center.
Gift Assistance (Need-Based)
Augsburg Tuition Grant—This grant is based on financial eligibility and academic record.
Minnesota State Grant—Eligibility requires Minnesota residency and enrollment of fewer
than four years (or its equivalent) at any postsecondary school. This grant is also based on
financial eligibility.
Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit,
SEOGs are awarded to students who demonstrate exceptional financial need. Preference is
given to students eligible for the Federal Pell grant.
Federal Pell Grant—Federal Pell grants are awarded to students attending eligible
institutions of higher education and are based on financial need as defined by program
guidelines. Maximum grant for 2011-12 is $5,550.
Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian
Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are
available to Indian students (both full- and part-time) who meet specific criteria. For Bureau of
Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter-degree Indian
ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg
American Indian Scholarships vary. Contact the director of the American Indian Student
Services Program. American Indian grants supplement all other forms of financial aid.
Questions may be directed to the director of the American Indian Student Services Program or
to your local BIA, tribal, or state Indian education office.
Loan Assistance
Federal Perkins Student Loan—A federally-funded program administered through
Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do
payments have to be made on the principal at any time you are enrolled at least half time in
school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month)
begin nine months after you leave school. Repayment may extend up to 10 years. The loan
offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate
study is $16,000.
Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the
federal government subsidizes by paying the interest while the student is in school and during
the grace period.
For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement
and the borrower is responsible for all interest. The borrower may choose to make payments
while in school or may defer payments and allow interest to accrue and be capitalized (added to
the balance of the loan).
The interest rate for new borrowers through the Subsidized Stafford Loan and the
Unsubsidized Stafford Loan, as of July 1, 2012, is a fixed rate of 6.8%.
The following borrowing limits apply to the Stafford Loan program after July 1, 2010:
o First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford)
o Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford)
o Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford)
o Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized)
Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet
college costs of their dependent children. Parents may borrow up to the cost of attendance
(minus all other student financial aid). Repayment begins within 60 days of final disbursement;
the interest rate is a fixed rate of 7.9% and a minimum payment of $50 per month. There is also
an origination fee of 4%.
Further information about all student and parent loan programs can be found online at the
Financial Aid website.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources
Office. Part-time work provided by the College is considered financial aid, just like scholarships,
loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment
per week. The number of hours a student can work is dependent on the position and the needs
of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the
student employee for each placement. Payment is made bi-weekly by check to the student
employee.
Federal College Work Study Program and Minnesota State Work Study Program—
Under these programs the federal or state government supplies funds on a matching basis with
the College to provide part-time work opportunities.
Student Life
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the
classroom are an important part of college life, yet learning and development also occur in
formal and informal activities of the College and the surrounding area. Whether students take
classes in the day, evening, or weekend, the climate for learning and living at Augsburg will add
dimension to their education.
Campus Ministry
As a college of the church, we are concerned about spiritual as well as academic and social
growth. Our concern for spiritual growth is evident in the opportunities we encourage and
provide for students to explore their own faith.
Because our campus is comprised of individuals from many different religious and cultural
backgrounds, our worship life is characterized by a similar diversity and richness of tradition.
Bible studies, growth groups, outreach teams, and community outreach opportunities, retreats,
peace and justice forums, concerts, and gatherings are examples of the wide variety of activities
on campus.
This ministry finds its most visible expression in chapel worship where students, faculty, and
staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers
and musicians. Each Wednesday night students gather for Holy Communion. Weekend and
Evening College Chapel is held each Saturday morning when classes meet. On Sundays,
Trinity Lutheran worship services are held on campus, with many other churches within walking
distance.
We seek to develop a free and open environment where people are encouraged to use and
discover the gifts and sense of call and vocation that God has given them. As a college of the
church, we encourage students to form values guided by our Christian heritage, which will be
the basis for the kind and quality of life that reaches beyond their years at Augsburg.
The college pastor, associate college pastor, and campus ministry staff have offices in the
Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for
spiritual guidance, counseling, support, or information.
Vocation
Augsburg College has a deep and long-standing commitment to the theological concept of
vocation—the idea that all people can use their individual gifts to serve God’s purposes in the
world and that each person’s contribution is uniquely valuable.
In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a
program called Exploring Our Gifts that was designed to help students, staff, and faculty explore
the connections between faith, learning, service, and work. Over the years, the program has
helped embed vocational themes into the curriculum and has sponsored a wide variety of shortterm projects that offer rich opportunities for reflection on how to live with purpose and meaning.
These ongoing projects include internships at nonprofit organizations, off-campus service
projects, international seminars, vocation-themed chapel presentations, interfaith forums,
vocation retreats, and scholarships for students interested in exploring service to the
community, ministry, or church leadership.
When Exploring Our Gifts ended in summer 2010, the College created a permanent center—
the Augsburg Center for Faith and Learning—that keeps vocation at the core of Augsburg’s
vision. This center continues many of the earlier initiatives and carries on the work of promoting
discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg
as well as members of the larger community.
For further information on how to participate in Augsburg’s vocation programming, visit the
Augsburg Center for Faith and Learning, Oren Gateway Center, Room 106.
Student Government
The Augsburg Day Student Government and the Weekend and Evening College Student
Government organizations support and advocate for student concerns, needs, and activities.
These student government groups serve as the official student governments, and the primary
voice and liaison between students and the administration, faculty, and staff of Augsburg
College.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming
that fosters individual and community development and creates an environment where students
can connect, engage, and invest in the Augsburg community. CAO programming works to
enhance and supplement the liberal arts and professional studies at Augsburg College through
quality transitional programs for new students as well as through leadership education. CAO is
made up of five program areas:
Campus Activities
CAO offers programs and activities designed to connect and engage students with the
Augsburg community and with the broader Twin Cities community.
Lesbian, Bi-sexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA)
Services
LBGTQIA Services works to improve the campus environment for all students, staff, faculty,
and visitors at Augsburg College by developing and supporting inclusive understanding of
gender and sexuality, as well as by fostering a community that honors and affirms the
wholeness of all identities.
Student and Group Leadership Development
Programs include Student Group Development and the Emerging Leaders Program (ELP).
CAO advises student groups and provides skill-building workshops focusing on recruiting
members, event planning, facilitating meetings, conflict resolution, and other areas of
development. ELP is an initiative designed to develop new leadership at Augsburg; emerging
leaders learn skills necessary to be effective in leadership roles through intentional learning
opportunities and relationships with upper class mentors.
Orientation Programs
Summer Orientation and Registration (SOAR) is a required two-day, overnight orientation
experience for incoming first-year day students that is designed to help with the transition to
Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college
resources and services; obtain fall semester schedules; and get a taste of life on campus.
Parent SOAR is an optional orientation experience for the parents and guardians of firstyear day students that runs concurrently with the students’ SOAR session. Parents obtain
important information about the campus; meet fellow parents, faculty, and staff; learn about
college resources and services; and get a taste of what life will be like for their students on
campus.
Transfer SOAR is a required one-day orientation experience for transfer students in the day
program designed to help with the transition to Augsburg College. Students will learn about
College resources and services, hear about academic programs, and discover why being a part
of the Augsburg community is so rewarding.
Auggie Days is a required on-campus orientation experience for incoming first-year day
students, which is designed to complement SOAR. It provides opportunities to enhance
academic and personal success and offers a helpful advantage in starting at Augsburg College.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and
guests. Traditionally considered the “living room” of the campus, the student union provides a
central gathering place for the diverse populations of residential, commuter, Weekend and
Evening College, and graduate students at Augsburg through the merging of curricular and cocurricular programs and activities.
Christensen Center also houses several student services, such as the Office of Admissions,
Campus Activities and Orientation, the Strommen Center for Meaningful Work, Ethnic Student
Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the
Information Desk, A’viands Food Services, and Mail Services.
The Auggies Nest, located on the ground floor of Christensen Center, serves as the student
group office area and houses the Augsburg Day and Weekend Student Government, the
Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Cubicles,
lockers, and additional workspaces are also available in this area for student group use.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to
appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform
on national and international tours. Many other ensembles are available to cover the entire
range of musical styles and previous musical experience. Students stage several plays on
campus each year under the direction of the Theater Arts Program and have the opportunity to
attend a series of on-campus workshops with visiting arts professionals.
Anne Pederson Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup
Hall 207, offering a variety of programming for Augsburg students (women and men) and a
meeting place for students, faculty, and staff alike. It houses a women’s studies library, a
seminar room for films and discussions, and a lounge space for studying, relaxing, and just
hanging out. The Women’s Resource Center sponsors numerous programs and activities on
topics such as sexuality education and sexual assault advocacy, as well as broader topics such
as The Vagina Monologues; an annual Feminist Film Series in the spring; monthly brown-bag
lunch discussions, and of course, the Koryne Horbal Convocation Lecture in the fall, which
features women and men who speak about the many issues important to women’s, as well as
everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student
Assocation’s Women in Islam Day and for the Asian American Women’s Group.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event!
Contact us or friend us on Facebook. Student staff positions at the WRC are posted online with
Human Resources.
The WRC is the home of the Student Feminist Collective and provides meeting space for
the Asian American Women’s Group, the Sexual Assault Advocacy Group at Augsburg
(SAAGA), and the Women of Africa Resource and Development Association (WARDA). Friend
us on Facebook to learn out about upcoming events.
Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a
member of the National Collegiate Athletic Association (NCAA) Division III. Men annually
compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and
field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice
hockey, softball, swimming, track and field, and golf.
Intramurals
Every student is urged to participate in some activity for recreation and relaxation. An
intramural program provides competition in a variety of team sports as well as individual
performance activities. Broomball has been an especially popular coed sport. Check schedules
for times when there is open use of the gymnasium and ice arena.
Sports and recreation
At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus
offers, on a space-available basis, a double-rink ice arena, gymnasium, tennis courts, a fitness
center with workout machines and weight room, and an air-supported dome over the athletic
field for winter fitness use by walkers and runners. (See additional information under Health and
Fitness, Fitness Centers.)
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic
goals here at the College and beyond. The center consists of five collaborating units:
Academic Advising
Academic Advising orients new Day and Weekend and Evening College undergraduate
students to the academic policies and procedures of the College and assists students on initial
course selection. This office continues to serve students throughout their tenure at Augsburg by
interpreting core curriculum requirements, administering entry-level skills assessments,
interpreting graduation requirements, providing degree-planning materials, and answering
questions on student academic progress. Academic Advising functions as a supplement to
Augsburg’s faculty advising system and supports the work of professional staff advisers across
campus. The Academic Advising office is located in the Gage Center for Student Success, Link
Level of Lindell Library.
All current students are assigned to a faculty adviser. Prior to the end of their sophomore
year, when they have completed 12 or more credits, students are required to declare a major
and select a faculty adviser. Majors and minors are declared online through Augnet Records
and Registration. Students select a faculty adviser from their major area of study using the
Change of Major/New Adviser Form. All day students are required to meet with their assigned
faculty adviser(s) each term prior to registration. Both day and weekend students are
encouraged to meet with their faculty adviser(s) as often as is necessary.
Center for Learning and Adaptive Student Services (CLASS)
The Center for Learning and Adaptive Student Services (CLASS) provides individualized
accommodations and academic support for students with documented learning, attentional,
psychiatric, and other cognitive disabilities, and for students with physical disabilities. CLASS
has been recognized as a leader in its field, helping these students gain full access to the
College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous
and challenging, yet supportive, liberal arts education to students with diverse backgrounds,
preparations, and experiences.
Support and specialized services are provided to students with documented physical
disabilities, which may include TBI, chronic illness, mobility impairments, and vision, hearing, or
speech impairments.
Each term, disability specialists work directly with students to discuss their disabilities and
determine a plan for academic access. Typically, meetings are held weekly and discussions
may include:
• Accommodations for testing and coursework (e.g., extended time, note-taking)
• Referrals to other campus resources (e.g., tutoring, general technology assistance,
academic advising, counseling, financial aid)
• Training and use of assistive technology through the Groves Accommodations Laboratory
• Assistance with academic, organizational, and time management skills
The disability specialists may also consult with instructors, academic advisers, and other
members of the College faculty, staff, or administration to support each student as they work
toward success. Taking advantage of those opportunities, however, remains the student’s
responsibility.
These services are available to any Augsburg student who establishes eligibility by
submitting appropriate documentation to CLASS. A copy of the Guidelines for Documentation of
a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal
screenings for students who suspect they may have a learning-related disability. These
screenings are meant only to help students determine whether they should seek a thorough
evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for
students with disabilities. The mandate to provide accommodations does not, however, extend
to adjustments that would “fundamentally alter” the basic nature or essential curricular
components of an institution’s courses or programs.
Housing accommodations are provided on an individual basis for students with disabilities
based on the review of appropriate documentation. The nature of the disability and the amount
of equipment and personal care needed are also considered in housing placement.
These services are made possible in part through endowment support provided by the Gage
family and the Groves Foundation.
Academic Skills Office (ASO)
The Academic Skills Office helps students to achieve their academic goals and become selfdirected learners. Comprehensive academic support (e.g., time management, note-taking,
reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all
Augsburg students through individual and group appointments. In addition, the Academic Skills
coaches address affective needs and aid in the transition to college. Coaches also refer
students to campus resources.
The Academic Skills Office coordinates several programs to support students:
Tutoring/Supplemental Instruction Services—ASO coordinates free tutoring (contract
and drop-in) for most classes and supplemental instruction in specific courses. Tutors
and SI leaders are recommended by course professors and trained by ASO to provide
tutoring support.
Conditional Admit Program (CAP)—A limited number of students are admitted
conditionally through the CAP program. If CAP students do not meet the program
requirements, they will be continued in the CAP program, placed on probation, or
dismissed. Get more information at the Academic Skills Office website,
www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal
section of the catalog for a description of probation and dismissal procedures.
Probation Advising—Students placed, continued, or returned to academic probation
are required to meet with an approved academic advocate. A registration hold is placed
on the student's record, which will prevent registration, until the student completes the
probation requirements. Students who do not fulfill the necessary requirements of their
probationary status will be continued on probation and/or dismissed. For more
information on probation requirements, go to the Academic Skills Office website at
www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal
section of the catalog for a description of probation and dismissal procedures.
Augsburg Advantage at St. Kate’s (AASK)—Based on their application for admission
to Augsburg, the Augsburg College Admissions Committee selects students for the
AASK program. The AASK program is a collaborative effort between St. Catherine
University (St. Kate’s) and Augsburg. The program assists students with the transition
from high school to college with specific courses and supportive programming. The
program provides participants with the opportunity to complete similar coursework that
first-year students complete at Augsburg. Students attend courses on the Minneapolis
campus of St. Catherine University and have access to both campuses for support,
resources, and activities.
Upon successful completion, students are guaranteed sophomore status (minimum of
seven course credits) and will have fulfilled many of the first-year Augsburg
requirements.
To complete the program, students are required to:
•
Complete all required courses (30 semester credits) including Foundations in
Fitness (at Augsburg) with a minimum 3.0 GPA and no course grade below 2.0 or P.
• Satisfactory completion of all Critical Competencies at St. Kates
• Attend all seminars and transition events at Augsburg and St. Kates
• Complete transition application and recommendation process with adviser at St.
Kate’s by March 15.
• Complete the Summer Transition Program (one course and all programming) in
Summer I at Augsburg after year at St. Kate’s.
A second year program, which would allow students to earn an Associate of Arts
degree from St. Catherine’s University, may be an option for students who are unable to
transition after their first year in the AASK program. Students should contact SCU and
Augsburg advisers if interested in this option.
TRiO Programs
TRiO programs are federal student services programs funded by the US Department of
Education, and hosted with additional funding by Augsburg College. TRiO Programs seek to
help students overcome class, social, academic, and cultural barriers to higher education. They
help students prepare for college, adjust to college life, persist in college, and maintain good
academic standing to graduate with a bachelor’s degree, as well as assist with preparation for
graduate school.
TRiO/ Student Support Services
Student Support Services (SSS) is a TRiO program designed to help students persist in
college and graduate in a timely manner. The program serves students who are low-income,
first-generation college students (neither parent has a four-year degree) and/or students with
disabilities to develop the skills and motivation necessary to successfully pursue and earn a
bachelor’s degree. Participants in TRiO/SSS must also be US citizens or permanent residents
or refugees, must demonstrate academic need for program services, and must be committed to
succeed in college.
Augsburg TRiO/SSS serves 160 students from the point of admission through graduation,
including transfer students. TRIO/SSS typically admits 40 new students to the program each
year. Students meet regularly with their program adviser to address academic success issues,
through:
• Individual academic advising and support, including appropriate goal attainment
strategies and self-advocacy skill-building
• Academic program planning, including pre-registration for each term, major and career
decision making, and long-term course planning
• Preemptive tutoring during the first seven weeks of the semester
• Financial aid counseling and financial literacy education
• Assistance with FAFSA renewal and supplemental scholarship applications
• Academic progress monitoring
• Weekly progress meetings for students on academic probation and for students admitted
through Conditional Admit Program (CAP)
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Career and personal skills development, with referrals to appropriate resources
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Social and cultural activities and student-led events
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including
free summer-term college coursework, academic seminars, adjustment-to-college
workshops, and advising
• Need-based scholarships for students actively participating in TRIO/SSS. Students may
apply for TRiO/SSS any time after admission to Augsburg College; however, preference is
given to students who apply within their first term of enrollment. For more information,
an application, or to make an appointment with a TRiO/SSS adviser, contact TRiO/SSS
program staff at 612-330-1311 or triosss@augsburg.edu.
TRiO-McNair Scholars Program—The McNair Scholars Program, a federal TRiO program
funded by the US Department of Education, is designed to prepare participants for doctoral
studies through involvement in research and other scholarly activities. The goal of McNair is to
increase graduate degree attainment of students from underrepresented segments of society
and to encourage these students to consider becoming college professors.
McNair Scholars enroll in the program during their sophomore or junior year. Students must
be enrolled full time (or will be enrolled full time) at Augsburg College, demonstrate strong
academic potential, and have an interest in pursuing doctoral studies. To qualify as eligible for
the program, the student must be low-income AND first generation OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or
Hispanic/Latino. The Augsburg McNair program serves 25 students per year.
A major component of the Augsburg McNair Scholars Program is a summer research
experience in collaboration with a faculty mentor. For research, scholars receive funding from
the College and the grant for a total of $4,000 stipend plus up to $1,500 for room and board and
up to $500 for research supplies. Stipends are also available for attending and presenting their
work at a professional conference (up to $1,000). Students will also participate in:
• Social and cultural activities to enrich participants’ academic lives and perspectives
• Conference travel and professional presentation of participants’ original research
• Graduate program exploration and application assistance
• Financial aid exploration, as well as graduate school application and GRE fee waivers, and
other financial incentives, such as McNair-designated fellowships
• Intensive preparation for the Graduate Records Examination (GRE), the test required for
admittance into most graduate programs
• Tuition-free academic credit courses—Discourse in the Disciplines and Introduction to
Research
• Sharpened writing, library, technology, and oral presentation skills
• A motivated, diverse, and supportive learning community
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for
Augsburg students seeking research, scholarship, and graduate and professional school
opportunities. URGO also supports faculty and staff in their work to engage students in these
areas. Services include:
Undergraduate Research
• Summer Research Program—URGO Summer Research is a 10-week, on-campus
program where students join a faculty member’s ongoing research/creative line or carry
out an individually designed project. Students receive $4,000, a supply budget and a
housing stipend.
• Academic year research—$1,000 to pursue scholarship with a faculty mentor
Nationally-Competitive Fellowships—Provide application assistance and interview
preparation for awards such as the:
• Fulbright US Student Program
• Goldwater ($7,500 science scholarship)
• Rhodes (two years at Oxford)
• Truman (graduate fellowship for public service)
• Mitchell (one-year study at Irish institution)
• Rotary Ambassadorial Scholarship
• Marshall (two-year study at UK institution)
• Udall ($5,000 for undergrad interested in environmental or tribal policy)
• UK Summer Fulbright (first and second years study abroad at UK institution)
• NSF (graduate fellowship)
• Gates/Cambridge (two years at Cambridge)
Graduate and Professional School Advising—Individualized advising and application
assistance for:
• Graduate school
• Pre-health sciences (medical school, physician assistant program, pharmacy school,
veterinary medicine, etc.)
• Off-campus summer research experiences for undergraduates (US and abroad)
GRE test Affordable, on-campus prep courses
Other Initiatives
• Fund student travel to national academic conferences to present research findings
• Mayo Innovation Scholars Program—Collaborative research between select Minnesota
private colleges, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual
Property
• Zyzzogeton—Annual on-campus festival showcasing undergraduate research and
creative activity
• Courtland Agre Annual Summer Research Symposium for students in STEM disciplines
(in conjunction with Nobel laureate, chemist, and Augsburg alumnus Peter Agre, and St.
Olaf College)
Services for Students with Disabilities
Center for Learning and Adaptive Student Services
Supports students with learning, attentional, psychiatric, and other cognitive disabilities.
Provides support and specialized services to students with documented physical disabilities.
TRiO/Student Support Services
Students with disabilities may be eligible to apply for TRiO/SSS.
StepUP® Program
The StepUP program at Augsburg College strives to help students champion lives of
recovery, achieve academic success, and thrive in a residential community of accountability and
support. The culture of StepUP is shaped by its values: recovery based on spirituality and the
12-step model; personal responsibility, integrity, and living a balanced life; educational success;
giving back through servant leadership; thriving in a community that is an alcohol- and drug-free
environment; and developing healthy minds, bodies, spirits, and emotions.
Students live in on-campus recovery housing, have individual support meetings with
licensed alcohol and drug counseling staff, and participate in team and community-building
activities. Students have access to academic skills specialists and other support services on
campus. Participation in Step-UP offers students leadership opportunities within the program,
on campus, and in the greater Twin Cities community. In StepUP, students join together to form
a community in which recovery is celebrated as a normal part of personal growth. Many of the
friendships and bonds students form while participating in the StepUP program last a lifetime.
In order to qualify for the program students must be committed to a 12-step abstinencebased recovery program, have a minimum of six months of continuous sobriety, agree to abide
by the StepUP contract, and live in StepUP housing.
Ethnic Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian
students to further their academic careers at Augsburg College since 1978. The program’s
mission is to recruit, retain, and graduate Native students by providing academic, financial,
emotional, and cultural support and advocacy in a comfortable and friendly environment. Some
of the services provided include:
• Assisting students with the admission process and financial aid application
• Nurturing students’ identification as an American Indian and providing opportunities for
students to learn about their heritage
• Providing opportunities for the campus community to learn about the variety of American
Indian people and cultures
• Providing academic advising and course plans
• Providing opportunities to network with other American Indian students, faculty, staff, and
alumni
• Providing a number of different scholarships, including the Bonnie Wallace Leadership
Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in
seeking and applying for other outside/tribal scholarships
•
Offering community and professional referrals, networking opportunities within the Native
community and information about jobs and internships
Hispanic/Latino Student Services
The Hispanic/Latino Student Services program offers students individualized attention in
many areas, including academic support, counseling, and advocacy.
Day, WEC, and graduate students find assistance in admissions and financial aid
procedures, scholarships, orientation and registration, academic planning, career counseling,
housing, internships and employment, and placement referrals.
The program advises Latino student organizations (such as the Spanish Club and the Allied
Latino/a Augsburg Students) and supports academic, social, and cultural events/activities that
improve the academic and personal development of Hispanic/ Latino students and provide
awareness of the unique aspects of Hispanic culture.
Pan-Asian Student Services
The Pan-Asian Student Services program was created in 1992 to recruit and retain AsianAmerican students and to enhance the quality of their total experience while at Augsburg
College. The program seeks to create opportunities where Asian students can be involved in
and contribute to all aspects of academic and student life.
The program provides assistance in the admissions and financial aid application process,
orientation, registration and coursework selection, career development, academic and nonacademic pursuits, and employment and placement referrals.
The Augsburg Asian Student Association is affiliated with the program. The association
organizes various activities during the academic year to increase the network of friendship and
support for Asians, other students at Augsburg, and the surrounding community.
Pan-Afrikan Student Services
The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in
May” when Augsburg hosted a series of interactive programs with the community. As a result,
Black Student Affairs was born. It has evolved, over the years, into the PAC.
PAC serves the Augsburg College community by providing culturally-conscious personal,
academic, financial, pre-professional and transitional support for students of Afrikan descent.
This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and
enables their learning experience to be interactive. PAC brings the knowledge and experience
of Afrikan people in the Diaspora to the community through a variety of programming and
advises the Pan-Afrikan Student Union.
The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is
to enable students of Afrikan descent to share their diversity and collectively express their
fellowship with the Augsburg community. PASU sponsors a variety of social and cultural
activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented
students of color who are continuing Augsburg undergraduate students. The goal of the
program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application
process. Scholars receive a $5,000 scholarship for the academic year and are paired with a
mentor who is an alumnus/alumna of color and is successful within their chosen profession.
Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally,
match ethnic group and field of interest.
Eligible scholars have:
o A GPA of 2.5 or higher
o Demonstrated financial need
o Demonstrated leadership ability or potential
o Demonstrated community involvement both on and off campus
Program objectives are to:
o Support scholars as they continue at Augsburg
o Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best
serve the world?
o Assist in discerning vocation
o Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the
program each successive year until graduation.
LGBTQIA Services
Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA)
Services works to improve the campus climate for all students, staff, faculty and visitors at
Augsburg College by developing and supporting inclusive understandings of gender and
sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA Services provides student advocacy and educational opportunities for the entire
campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender,
and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities
for the entire campus on issues around gender and sexuality. In addition, the department
honors LGBTQIA and allied students each year during Lavender Graduation, where the
recipients of the LGBTQIA Student Leadership Award and Karen Neitge Scholarship are
honored.
For more information, visit www.augsburg.edu/cao/lgbtqia.html.
Health and Fitness
Center for Counseling and Health Promotion (CCHP)
CCHP provides personal counseling in a confidential and supportive place for students to
discuss personal life challenges with professional mental health counselors. Through
counseling, students can name personal strengths and challenges, identify self-care and
support resources, learn new relationship and coping skills, and increase awareness of values
and choices. Counseling services to students include individual counseling, group counseling,
assessment and referral to campus and mental health resources, educational workshops, and
consultations in the case of concern for another student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood
swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol
and other drug concerns, family issues, eating concerns, coming out and other sexual identity
concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional
counseling can help increase student academic success both by increasing the opportunity for
increased self-understanding and personal growth, and by directly addressing potential barriers
to academic success.
CCHP also offers health promotion activities and events that increase awareness of health
issues and assists students in adapting new behaviors for a healthier lifestyle, such as weekly
pilates and yoga classes. Health promotion also includes an active group of peer health
educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an
interactive alcohol education program to groups requesting the program. Health promotion also
works with various campus organizations and student groups to foster positive change within
the campus environment.
Health Insurance
Augsburg College does not require that students have health insurance, with the exception
of international students and student athletes. If a student is not covered by a health insurance
plan, they may contact the Center for Counseling and Health Promotion for more information on
student health insurance plans.
Health Clinic Services
The College offers basic health care services to students through a contract with University
Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health
insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the
time of the visit. Emergency services of any kind are not covered through the contract between
Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic
for a variety of clinic or other health services. A student’s health insurance provider will be billed
for medical services and the student will be responsible for any co-pays or deductibles
associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic
services, call 612-330-1707 or visit www.augsburg.edu/cchp.
Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are
equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout
machines. They include a weight room with universal and free weight systems. All staff,
students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for the recruitment and advising of international students. Members of
the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa
program and carry out the Responsible Officer (RO) role for the College’s J-1 student/scholar
exchange program. A DSO ensures institutional and individual compliance with the law and
government policies pertaining to F-1 students. An RO ensures institutional and individual
compliance with the law and government policies pertaining to J-1 exchange students and
scholars. ISSS advises students regarding the F and J regulations so that students maintain
their F or J immigration status.
Other examples of ISSS responsibilities include:
● Providing general advocacy for international students
● Advising the International Student Organization
● Overseeing the International Student Mentor Program
● Supporting the development of intercultural competence
● Implementing a mandatory international student orientation program each semester
● Making referrals and providing guidance on issues related to health insurance, taxes,
banking, and acquiring a driver’s license, MN State ID or social security card
● Recruiting international student applicants and guiding them through application and visa
processing procedures
● Managing international student recruitment partnerships
● Marketing Augsburg College to the international community
Residence Life Program
Students who choose to make Augsburg their home find a friendly, 23-acre village in the
midst of a major metropolitan area. They make many new friends among roommates and
classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the
ice arena, fitness center, and Christensen Center. With just over 1,000 students living on
campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years.
Studies show that students who live on campus are more likely to persist academically, to be
involved on campus, and tend to have a slightly higher grade point average. Department of
Residence Life staff are professional and student team members available to support students
in their academic and co-curricular experiences. Through their efforts residential community
members become acquainted with life at Augsburg through educational and social
opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous
events are planned to welcome students to the community, including dances, movie nights,
open mic nights, and weeks devoted to special themes or issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study
lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are
equipped with hook-ups for telephone, cable television, computers, and internet access. A
skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and
Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to
class.
To secure housing on campus, students need to submit the following items by May 1:
o Enrollment deposit
o Housing deposit
o Housing contract
Students submitting deposits and the housing contract after May 1 will be placed in housing
as space is available. During spring semester, current Augsburg students are provided with
information on the process to secure housing for the next academic year.
Urness Hall—One home to new Auggies and upper-class resident advisers, this nine-story
high-rise houses 324 students. Each floor is considered a house-unit providing 36 students (two
to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens are not provided.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104
one-bedroom and two-bedroom apartments to accommodate 312 upper-class students.
Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and
dressers.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room
suites, floor houses, and townhouses. This residence houses 192 students, including new
Auggies, upper-class students, and the special interest housing program. All rooms are
furnished with beds, dressers, desks, and chairs.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and fourbedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided.
Underground parking is available at an additional cost. Meal plans are optional. This building is
designed to provide an environment for upper-class students.
Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway
Center offers substance-free living connected to a dining area, underground parking, and
classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and
upperclass community and upper-class students committed to an alcohol- and drug-free
environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal
plans are optional.
Special Interest Housing—Special interest housing is available to students who are
interested in creating a living/learning environment by designing their own house system. All
house members meet to determine their program focus, educational goals, and community
agreement guidelines. Examples of programs of past special interest housing include PASU,
Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, PreProfessional Health Association, and the Cross-Cultural House.
Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service
facility for students, faculty, and staff. This spacious room features small-table units for easy
conversation overlooking the College quadrangle and Murphy Square. Students on board plans
who live in residence halls eat their meals in the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels
sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the
accent on the first syllable, featured food options include salads, cold and hot sandwiches, a
pasta bar, pastries, and beverages.
Augsburg provides a variety of board plan options for those living in College houses or
nearby apartments.
College Policies
Student Standards of Behavior, Complaints, Records
The College has adopted a statement of standards for student behavior and has provided
for due process in matters of academic honesty, disciplinary action, and grievances. These are
in the Student Guide.
The College operates in compliance with the Family Educational Rights and Privacy Act.
Students have the right to inspect certain official records, files, and data that pertain to them and
that are maintained in the registrar’s office and the placement office, and to challenge
inaccurate or misleading information.
Information on these policies is found in the Student Guide available on the website at
www.augsburg.edu/studentguide.
Official Notices
Students will receive official notices via the student campus mail system (student campus
box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check
their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online
publication on Inside Augsburg.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides
certain rights to students regarding their education records. Each year Augsburg is required to
give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s
policy is published in this catalog in the Student Life section and in the Student Guide distributed
annually to students.
Augsburg College understands that no information other than “directory information” can be
released without the written permission of the student, except in limited circumstances. Students
must give permission in writing for educational information to be released to anyone outside of
the official personnel (faculty and administration) at Augsburg. This means that faculty or others
cannot write letters of support/recommendation or nominate students for awards unless explicit
written permission is given by the student to release non-“directory information.” It is not
sufficient to ask for letters of recommendation.
Complete information about Augsburg’s procedures with regard to FERPA are available
from the Office of the Registrar.
Discrimination Complaints
For inquiries or grievances in any of the following areas, contact the director of human
resources, ground floor, Memorial Hall 19, 612-330-1023.
Affirmative Action—for matters based on race, creed, national, or ethnic origin
Section 504—for matters based on physical or mental handicap
Title IX—for matters based on gender or marital status
Employment—All correspondence should be addressed to the Office of Human Resources
at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454.
Academic Information
Augsburg College constructs its curriculum upon the premise that students must be
educated intellectually, spiritually, and physically. To act effectively, human beings must have a
broad grasp of the world from which they have come as well as the world in which they live. By
providing courses in the humanities, fine arts, natural sciences, and social sciences, the general
education curriculum introduces students to the breadth and complexity of knowledge and
culture.
Required Search for Meaning courses are designed to acquaint students with the Christian
tradition, introduce them to other faith traditions, and encourage them to reflect upon the
importance and meaning of spirituality in their lives. Recreation courses offer students
opportunities to develop skills for participation in exercise and sporting activities.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a
discipline and to prepare for a career or further study. Thus, through a balance of curricular
activities supported by full programs in student life and religious life, an Augsburg College
education strives to educate its students in a real world for the real world.
Degrees Offered
Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science
degrees. Augsburg also offers the Master of Arts (in leadership, nursing, and education), the
Master of Business Administration, the Master of Science (in physician assistant studies), the
Master of Social Work, and the Doctor of Nursing Practice degrees.
Academic Calendar
The Augsburg day program follows the semester calendar, with fall and spring semesters of
approximately 14 weeks. Full-time students normally take four course credits each semester.
The Day College calendar is coordinated with those of the four other colleges of the Associated
Colleges of the Twin Cities (ACTC), so that students can take a course on another campus
during the regular term.**
Weekend and Evening College (WEC) classes typically meet on alternate weekends and
the program follows a trimester calendar. Some classes may meet weekly on weekday
evenings. The fall trimester is held from early September through mid-December. Winter
trimester meets from January through late March. Spring classes are held from early April
through the end of June. There are seven to eight class sessions each trimester, and classes
meet on weekends for 3.5 to 4 hours. (Refer to the program schedule for weekday evening
meeting times.) Students may take from one to four classes each term.**
The Rochester campus operates on a trimester calendar. Classes are held on weekday
evenings and meet alternate weeks. Similar to Weekend and Evening College, Rochester’s fall
trimester begins in September, winter trimester begins in January, and spring trimester begins in
April. There are seven to eight class sessions each trimester with each class meeting for 3.5 to
4 hours. Students may take one to four classes each term.**
**See Registration under the Academic Policies and Procedures section and Calendars
under Academic Calendars
Courses and majors offered through Weekend and Evening College and on the Rochester
campus are the same as their Day College counterparts. However, the curriculum is limited to
selected liberal arts courses and majors.
Augsburg offers two summer school sessions, plus two summer online options. Select
graduate-level courses may be made available in a separate summer term. The summer
session schedule is available in March of each year.
Augsburg graduate programs follow a trimester calendar, except for physician assistant
studies. (See Graduate Programs Section.)
Faculty
The heart of any educational institution is its faculty. Augsburg College is particularly proud
of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest
degree in their field, and all consider teaching to be the focus of their activity. Faculty are also
involved in a variety of professional and research activities that support their teaching. They are
actively involved in an exciting faculty development program that introduces them to current
thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between
professors and students. Faculty act as academic advisers and participate regularly in campus
activities. Every incoming student receives an adviser. In this close interaction, faculty act as
both mentors and models for students.
Library and Information Technology Services
The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot
facility houses the library and information technology functions of the College as well as the
Gage Center for Student Success. In addition to its large collection of print volumes, e-books,
and e-journals, Lindell Library includes special collections and archives, a curriculum library, a
computer lab and student computing help desk, a library instruction classroom, and facilities for
media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup
Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of
technology as well as spaces for collaborative learning. In the Learning Commons multimedia
lab, students can create digital audio and visual projects.
Library Resources
Students can search a wide variety of local, regional, national, and international databases.
They have access to 23,000 e-journals, 17,000 e-books, and 190,000 print volumes within
Lindell Library and, through a daily courier service, access to the library holdings of the seven
private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of
media resources. A service-oriented staff provides students and faculty with research
assistance and instruction in the use of information resources. Arrangements are made for
access by students with physical limitation and special needs.
Information Technology Resources
Augsburg College has built a reputation as a leader in its commitment to provide students
with relevant and timely access to information technology and training. Visit the Student
Technology website, www.augsburg.edu/techdesk, for more on Information Technology at
Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh
desktop computers are available in the Lindell Library Learning Commons and computer lab,
and in the 24-hour Urness computer lab. The College has six computer classrooms and 41
technology-enhanced classrooms. The circulation desk in Lindell Library has 40 wireless
laptops available for use in the library.
Several computer clusters are available for more specific student use within academic
departments. A high-speed fiber optic campus network provides access to AugNet online
services, printing, and to the internet and internet2. Network-ready student machines can
connect to the campus network from residence hall rooms or any building on campus using
WiFi. All of the AugNet online services and several of the registrar’s student services are
available securely on- and off-campus.
Academic Organization and Programs
Divisions and Departments
The College curriculum is offered by 26 departments that are grouped into three divisions for
administrative and instructional purposes:
Fine Arts and Humanities—American Indian Studies, Art, Communication Studies, English,
History, Languages and Cross-Cultural Studies, Music, Philosophy, Religion, Theater Arts,
Women’s Studies, College librarians.
Natural and Social Sciences—Biology, Chemistry, Computer Science, Economics, Mathematics,
Physics, Political Science, Psychology, Sociology.
Professional Studies—Business Administration, Education, Health and Physical Education,
Nursing, Social Work.
Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or
may cross academic disciplines. Some students decide on a major or majors before they enter
college; others explore a variety of disciplines before deciding.
The College requires students to declare a major upon completion of 12 course credits, and
earlier in some disciplines. Details of majors and minors are in the Departments and Programs
section. Unless otherwise indicated, majors are part of the bachelor of arts degree.
Students are not required to complete a minor for graduation; however, minors completed
prior to graduation will be listed on the transcript. Minors are not noted on the transcript if they
are completed after a bachelor’s degree has been awarded.
Student-Designed Major
Students may design their own major with the assistance and approval of three advisers
from relevant fields and subsequent final approval by the Augsburg College Academic Affairs
Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any
student wishing to design a major must complete a proposal, submit it with approval and
supporting letters from three faculty advisers, and obtain AAC approval of the program.
Students should seek AAC approval as early as possible so that any changes suggested by
AAC may be incorporated into the design without affecting the student’s proposed completion
date. The deadline for initial submission of the program design to AAC is the first term in which
the student has achieved junior status; the final version must be approved the term before the
student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisers from relevant
fields, who together constitute the Review Team. All advisers must sign the proposal cover
sheet and submit supporting letters of approval to AAC. Supporting letters should assess
both the student’s ability to complete the proposed major and the validity and value of the
proposed major, including (in at least one of the letters) the proposed capstone course. The
advisers’ signatures and supporting letters represent their approval of the program, including
the capstone course, and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
a. A statement of learning goals and objectives
b. A list of proposed courses (minimum of nine, no more than one of which is a lowerlevel language course, and at least five of which are upper division) and a discussion
of how the courses are related to the program goals. Indicate how the proposed
courses collectively support a specialized and cohesive plan usually associated with
a college major. Proposals must include research describing comparable programs
of study at a minimum of three other academic institutions. In addition, students
should consult with the Strommen Career and Internship Center for additional
information regarding career objectives. The proposal should provide information
showing how the Augsburg Core Curriculum requirements (including graduation
skills) are to be fulfilled.
c. A description of the student-designed major capstone to be taken sometime during
the senior year. The student should devise the capstone in consultation with
advisers. It should require an integrative project/paper that draws together the
coursework up to that point and/or prepares one for further study. In addition, at least
one of the advisers must specifically address the rationale for the proposed capstone
in his or her supporting letter, though approval of the student-designed major
program by all advisers presumes their approval of the capstone course.
3. Submit the completed proposal and supporting documentation to the dean’s office.
If AAC approves the proposed major program, the student will be expected to complete the
program designed and still meet all of the other Augsburg degree requirements as stated in the
college catalog.
Students who design their own majors will meet with their advisers regularly throughout the
design and subsequent evaluation of their program. Changes in the approved student-designed
major may be made through the normal petition process to the Student Standing Committee
with adviser approval.
ACTC Majors—It is possible for full-time day students to complete other majors through the
Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or
minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor
Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses
required and be signed by the ACTC school adviser. Some majors may not be available or may
have a competitive application process with acceptance determined by the major department.
Weekend and Evening College is not part of the ACTC consortium, and weekend students
may not register for ACTC courses or complete ACTC majors under the terms of the ACTC
consortium agreements.
Other Study Programs
Teaching Licensure
Several teaching licensure programs are offered at Augsburg. Licensure is available in
kindergarten-elementary, or K-6 license. A middle school endorsement is available in one of the
following: mathematics, science, communication arts/literature, social studies. A preprimary
endorsement (3- to 5-year-olds) is also available.
Licensure is also available in the following middle school/high school fields: life sciences,
chemistry, communication arts/literature, health, mathematics, physics, and social studies. This
license prepares people to teach in grades 5-12. Students seeking licensure in one of these
areas obtain an appropriate subject area major and complete secondary licensure coursework.
Specialist licenses are available in art (K-12), vocal music and instrumental music (K-12),
and physical education (K-12). The licenses prepare people to teach in grades K-12. Students
seeking licensure in one of these areas also obtain the appropriate subject area major and
complete the secondary licensure coursework. (See Department of Education and subject area
departments for more information.)
K-12 special education majors and licenses in emotional/behavioral disabilities and in
learning disabilities are also available. These majors and licenses are offered only through
Weekend and Evening College. Students seeking elementary licensure and special education
licensure have Education Department advisers.
Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in
the Education Department. It is very important that students work closely with their advisers
throughout their programs.
Certificate Programs
Augsburg offers undergraduate certificates through the Departments of Art and Business
Administration (see Departments and Programs section). Certificates are available to nondegree seeking students or students who are completing a degree from a different academic
department. A student may declare degree-seeking status after earning a certificate.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science,
pharmacy, or engineering can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be
reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is
available in each field to assist students in their planning. Students who want to plan a preprofessional program should contact Academic Advising prior to or early in their first year to
arrange for faculty advising.
Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the
School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM
115, 116, 351, 352; MAT 114 or 163 or 248; PHY 121, 122; PSY 105. Requirements at other
universities may vary.
Pre-Engineering—See Engineering in the Departments and Programs section.
Pre-Law—Students considering a career in law should examine the handbook published by
the Association of American Law Schools. Students may wish to take law-related courses to
help determine their interest in law. Pre-law students should major in a discipline of their own
choosing; most law school entrance requirements will be satisfied with a record of solid
achievement coupled with an acceptable Law School Admission Test (LSAT) score.
Pre-Medicine—Majors in chemistry and biology are not required in order to apply to medical
schools, but many students with an interest in the health sciences choose to major in these
fields. The competitive candidate typically has substantially more training than the minimal
course requirements. At this time, most medical schools list as prerequisites courses which are
the equivalent of CHM 115, 116, 351, 352; BIO 151, 152, 253; MAT 145, 146 and PHY 121,
122. Many also require the equivalent of BIO 369 and MAT 163 or 248. Students should take
care to examine closely the requirements of each program to which they intend to apply.
The Medical College Admission Test (MCAT) is scheduled to be substantially altered in
2015. A new section in social and behavioral sciences will be added and greater emphasis
placed on advanced topics in biology. Students planning to enter medical school in the fall of
2016 or later should work closely with health profession advisers to learn how the exam will
differ from the current format and what prerequisite coursework will be required by medical
schools at that time.
Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy—
Coursework in preparation for these programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the
College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351,
352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two
courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other
universities may vary.
Pre-Seminary—A student may enter a theological seminary with any of several different
majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended
preparation includes REL 100, 200; at least two semesters of history (Western civilization); one
or more courses in the history of philosophy; and Greek in the junior and/or senior year. The
Augsburg Center for Faith and Learning provides resources and support, including scholarship
opportunities, for students considering seminary.
Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary
Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT
114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 351, 352; PHY 121, 122.
Additional liberal arts courses are required. Requirements at other universities may vary.
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a
passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students
committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it
gives students the resources and freedom to build their own ideal higher education. Students
have the opportunity to create their own courses, edit and write for the Honors Review of
Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors
House, and learn through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a
challenging “signature experience” such as writing a play, putting great books on trial, or
attending music, theater, and art performances. Honors courses bring in professors from
several different departments so students can learn from talented professors teaching their
specialties.
For information, contact Robert C. Groven, Honors Program director, at
honors@augsburg.edu. Also see the Honors Program in the Departments and Programs
section.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several
programs.
Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private
colleges library consortium, the Augsburg community has direct access to more than 2.5 million
volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and
the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas
may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or
approved independent studies. Exchange courses are not transfer courses, and thus courses
taken through ACTC are considered Augsburg College courses and do not impact the residency
requirement. The permanent record of courses for which an Augsburg student has crossregistered is kept in the Office of the Registrar at Augsburg College, not at the host ACTC
institution. Students may elect to participate in the cooperative program to gain new
perspectives, to get better acquainted with the other schools, or to undertake a specific course
or major not offered on the home campus. A regularly scheduled bus shuttles students among
the campuses.
Weekend and Evening College is not part of the ACTC consortium, and weekend students
may not register for ACTC courses or complete ACTC majors under the terms of the ACTC
consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation
with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the
International Programs and Metro-Urban Studies sections of Departments and Programs.)
McNally Smith College of Music—Augsburg College full-time students may elect to take
one course each semester at McNally Smith College of Music (MSCM) providing that they meet
all MCSM requirements. This program is open to sophomores through seniors. There is no
additional fee for this program. Students should consult with their adviser to confirm if the
classes will count toward graduation requirements. In no instance may a McNally Smith course
be used as a substitute for any Augsburg course specifically listed within a degree program.
Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally
Smith exchange are considered Augsburg College courses and do not impact the residency
requirement. The permanent record of courses which a student has registered for through the
exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith.
Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program
at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to
compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at
Augsburg. For more information, contact the Office of the Registrar, or call the University of St.
Thomas at 651-962-6320 or 1-800-328-6819, x6320.
Army ROTC—Augsburg day students may participate in the Army ROTC program at the
University of Minnesota under an agreement between Augsburg, the University of Minnesota,
and the program. ROTC credits serve as electives at Augsburg. For more information, contact
the Office of the Registrar.
Augsburg Abroad
Augsburg Abroad is the front door for students and faculty interested in education abroad,
which includes study, internships, service-learning, research, student teaching, and field study
abroad.
Services provided through the Augsburg Abroad office:
• Study abroad program selection advising
• Financial and academic advising for study abroad
• Registration and billing for study abroad
• Pre-departure and re-entry support (application, orientation, etc.)
• Faculty-led, short-term program coordination
About half of Augsburg undergraduate students study abroad at least once before
graduating. Students can study a variety of disciplines in a wide variety of countries. For
example, students have the opportunity to study gender issues in Mexico, study social change
in Central America, carry out business simulations in Norway and Germany, do student teaching
in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do
ecological field study in Tanzania, take organic chemistry in New Zealand, and gain fluency in a
foreign language where it is widely spoken.
Students can choose from more than 300 programs in 90+ countries. Programs vary in
length from one week to a year abroad. In addition to the Augsburg Study Abroad programs
(Augsburg faculty-led short-term, Center for Global Education, exchange and HECUA
programs), students can choose from affiliated program providers.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement on Augsburg Abroadapproved study abroad programs. Courses taken abroad can also fulfill graduation requirements
including major, minor, language, Liberal Arts Foundation, lifetime activity, and internship
requirements. This is determined prior to departure when students fill out the required Course
Approval Form that is signed by faculty adviser(s), and appropriate staff and faculty approving
courses.
Semester and Summer Programs
• Courses taken on off-campus programs during the senior year will meet the Augsburg
residency requirement.
• Students must take a full load of credits while abroad on semester programs.
• Students must take courses graded A-F while abroad.
• Grades received on affiliated and non-Augsburg programs are reported as transfer credit on
the transcript, and thus are not figured into the GPA.
• A C-equivalent or higher must be received for the credit to transfer to Augsburg.
Faculty-led Short-term Programs
Students must register for all courses required by the short-term program. Credit values may
vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses
removed by the student without Augsburg Abroad permission prior to the start of the program
will be re-added to the student’s schedule. If no work was completed in these reinstated
courses, a grade of zero will be awarded.
Overload Fee Exemption for faculty-led January and Spring Weekend and Evening College
(WEC) programs: January and spring WEC faculty-led programs are placed within the spring
semester. However, full-time day students will not be billed an overload fee if an additional 4.0
or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring
can use the January or Spring WEC faculty-led short-term program as a spring term course in
order to be considered part-time or full-time.
Crossover Policy Exemption—The crossover policy does not apply to study abroad students.
WEC students who do a study abroad program placed in the day program do not count that as
their crossover course. The same policy exemption is valid for day students doing a study
abroad program scheduled in a WEC term.
Eligibility
Following are Augsburg College’s requirements for study abroad:
•
•
Minimum 2.5 GPA at the time of application. Individual programs may require a higher
average. Students with lower averages should consult with Augsburg Abroad
Sophomore, junior, or senior standing by the time you study abroad. Short-term, faculty-led
programs will allow participation as a first-year if the student receives approval from the
faculty-leader.
•
Transfer students must complete one semester at Augsburg before they may study off
campus.
• No academic or disciplinary probation. Students placed on academic or disciplinary
probation after admittance to study abroad may be withdrawn from the program. The
student is responsible for all non-recoverable program costs incurred.
• No outstanding balances on student account
Note: Students applying to faculty-led programs who meet the above criteria are accepted to
these programs on a first applied, first accepted basis. Space is limited, so early application is
important.
Application Process
In order to study abroad students should follow the P-A-C-K steps:
• Profile: Create an online profile by clicking “Get Started” on the Augsburg Abroad website at
www.augsburg.edu/augsburgabroad.
• Advising: Attend an advising meeting--held daily in the Augsburg Abroad office or by
appointment
• Choose: Choose from more than 300+ Augsburg and affiliate programs in more than 90
countries. An advanced online search tool help students find programs based on location,
academic needs, and personal interests. Applying online is easy—click "Apply Now" and follow
the simple steps.
• Key Dates: Keep track of application deadlines.
Application Deadlines:
September 30 Spring semester study abroad and winter-break faculty-led programs
November 1 Spring-break faculty-led programs
February 1
Spring WEC term and Summer Session faculty-led programs
March 1
Fall semester and non-faculty-led summer study abroad programs
Program provider deadlines vary; students need to meet all deadlines and eligibility
requirements set by program providers. Students should start planning in their first year for
study abroad to be sure to do appropriate research and meet all deadlines.
ACCESS/CLASS Abroad
Students should be prepared for the fact that disability may be culturally defined. Attitudes
toward disability and levels of accessibility can vary greatly from country to country. The
Americans with Disabilities Act mandates equal access to university-sponsored programs and
services to students with disabilities. However, providing access by US standards can present
unique challenges in international settings. The expectation on the part of US students and
institutions is that reasonable accommodations will be made. Depending on the country and
culture, there may be different ways to define accessibility and different expectations in terms of
accommodations that can or should be made. Students are encouraged to work closely with
Augsburg Abroad/CLASS/ACCESS.
Students are responsible for requesting accommodations abroad within a reasonable time
frame prior to departure, ideally as early as program selection. Augsburg Abroad will work
closely with the student, CLASS, and /or ACCESS offices to determine needs and make
appropriate and possible accommodations abroad.
Costs and Financial Aid
The cost of semester study abroad is comprised of program fees that generally include
tuition, housing, international health insurance, some meals, excursions, and study abroad fees.
Airfare, personal expenses, books, and other expenses are not included in the price of semester
programs. Program costs vary; Augsburg College pays the program provider on the student’s
behalf and then bills the Augsburg student account. This allows students to access their
financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when
studying abroad.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg
can use that entire package to cover their study abroad program costs. Students receiving
Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other
Augsburg scholarships, and tuition remission benefit) may use their scholarships to study
abroad multiple times on Augsburg programs (see below in Study Abroad Program section).
However, institutionally-funded aid may be used only once toward study abroad costs on an
affiliate program. Cost estimates for the time abroad are drawn up to assist the student in
planning and the financial aid office in awarding aid to students studying abroad. Additional
scholarships are available for semester and academic year programs.
The cost of short-term faculty-led programs is typically comprised of tuition (for summer
programs), meals, airfare, ground transportation, and interpretation/translation services. These
costs are on top of any semester/year tuition charges. Some scholarships are available, but are
limited for short-term programs. Students often apply loans to fund the additional cost of
education travel.
Students are required to notify Augsburg Abroad immediately if they choose not to continue
with their study abroad experience. At the moment of notification, non-recoverable costs and a
cancellation fee will be assessed and charged to the student account. Depending on the time of
notification of withdrawal, students may owe nothing; or they may owe the study abroad fee, the
deposit, or some or all of the program fee. Students are also subject to the cancellation and
refund policies of Augsburg Abroad and their program provider.
Augsburg Study Abroad Programs
Augsburg Faculty-led Short-term Programs
Faculty-led winter break, spring break, and summer programs offer opportunities to intensively
study on a course abroad with an Augsburg professor and other Augsburg students. Program
length varies from nine days to five weeks. Programs change annually. Scholarships are
available for some programs.
The Center for Global Education
The mission of the Center for Global Education at Augsburg College is to provide cross-cultural
educational opportunities in order to foster critical analysis of local and global conditions so that
personal and systemic change takes place leading to a more just and sustainable world.
The center’s study programs are conducted in Central America, Cuba, Mexico, and
Namibia. Students experience three distinct types of living situations: living with other students
in a community house, spending several days in a rural setting, and living several weeks with
host families. In the Mexico and Namibia programs, students travel together on two-week
seminars—from Mexico to Central America, and from Namibia to South Africa. The cost of
these programs is equivalent to full tuition, room, and board for one semester on campus, plus
airfare. Scholarships are available for Augsburg students.
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientially-based intensive semester of study and travel designed to
introduce students to the important issues facing Mexico, US-Mexico relations, and the context
in which many Mexicans are immigrating to the United States. Students will improve Spanish
language skills, as well as develop intercultural communication skills. Students will learn about
key social, economic, political, and cultural issues in Mexico, as well as explore the
interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn
firsthand from diverse women and men involved in struggles for social change, as well as
business leaders, religious leaders, and feminist activists and scholars, government
representatives, politicians, and political activists. Spanish courses range from beginning to
advanced, including courses for bilingual students. The program includes rural travel within
Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center
for part of the semester and with Mexican host families for four to six weeks, although semesterlong homestays are available for Spanish majors and others upon request. Students may meet
several AugCore requirements while in Mexico and/or take courses in the following four
concentrations: business, religion, Spanish, and women’s studies.
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives
(Namibia)—Fall or spring
This program examines the crucial issues of nation-building, globalization, and decolonizing
the mind, from the perspectives of the new democracies in southern Africa. Namibia won its
independence in 1990 after decades of apartheid under South African colonization. South Africa
had its first democratic election in 1994. As these nations struggle to build nationhood and deal
with the legacies of apartheid and colonialism, they are faced with the challenges posed by
today’s world—rapid globalization as well as under- and unequal development. Decolonizing the
mind is a long-term project. Credit is available in history, religion, political science, and
interdisciplinary studies. Internships are also available in several disciplines.
Social Change in Central America: Exploring Peace, Justice, and Community Engagement
(Guatemala, El Salvador, Nicaragua)—Fall or spring
This is an intensive semester of study and regional travel designed to introduce students to
the key issues facing Central Americans. Students will explore the history, culture, and struggles
of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches toward
social and economic development. Course credit may be earned in Spanish, religion, history,
women’s studies, and political science. Students spend the first five weeks in Guatemala, the
next four weeks in El Salvador, and the final six weeks in Nicaragua. Students live with local
host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent.
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and
globalization. It is ideal for students who are interested in working with Spanish-speaking
populations in the United States. as it includes intensive Spanish language classes, an
internship or independent research opportunity, and courses that help students understand the
connections between globalization and migration while learning from diverse communities that
are organizing for positive social change around issues of race, ethnicity, socioeconomic class,
gender, sexuality, economics, and the environment. Credit is available in Spanish, history,
women’s studies, political science, and religion. Students spend most of the semester living in
Augsburg housing and approximately six weeks living with Mexican host families.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor of Social
Work degree program. Its goal is to develop cross-culturally competent, ethical social work
professionals with a global perspective by providing a semester of transformative, experiential
learning focused on social and economic justice. It includes Spanish language study and social
work courses. Social work field is also available for qualified students. Students live with
Mexican host families for six weeks.
International Exchange Partner Programs
The Office of International Programs offers a broad range of semester and academic year
exchange programs in China, Finland, Germany, Norway, and Slovenia. Students can choose
from several options in diverse disciplines. All coursework is in English. Travel scholarships are
available for these programs. For further information on these programs and scholarships
contact Augsburg Abroad.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester programs in
Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. All HECUA programs
explore civic engagement, community, and social change, and emphasize internships and field
study.
For more information on international HECUA programs, see the International Programs and
Metro-Urban Studies sections of Departments and Programs).
Community Internships in Latin America (Ecuador)—Fall and Spring
This interdisciplinary program, based in Quito, Ecuador, enables the student to combine
intense involvement in a community-based organization with study of the community
development process. A home-stay and a hands-on internship develop Spanish and other skills.
The program addresses globalization, the environment, oil politics, and other local and
international issues.
New Zealand Culture and the Environment: A Shared Future—Fall
Based in Auckland, this new program examines how social and environmental factors shape
political and ecological dimensions of identity and culture, and how New Zealanders from many
different backgrounds are envisioning and creating a shared future. A number of topics explored
during the semester include the history of colonization, the treaty and the truth and reconciliation
process that shape contemporary life, Maori protest and social movements, key strategies used
to address sustainability, and many more economic and environmental issues.
Northern Ireland: Democracy and Social Change—Spring
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the
progress being made. Through a seven-week internship, students get hands-on experience with
organizations working for social change. Field seminars focus on human rights, conflict
transformation, and education for democracy. The program is located at the UNESCO Centre at
the University of Ulster in Coleraine.
SUST: Scandinavian Urban Studies Term (Norway)—Fall and Spring
A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing
Northern Europe using Norway’s welfare state and Scandinavian national identity as case
studies. Coursework and an internship provide unique perspectives on how the Norwegian
social democracy and Scandinavian welfare states are working to address the challenges posed
by immigration and cultural and ethnic diversity. Students choose an independent study project
or Norwegian language courses.
MUST: Poverty, Inequality and Social Change —Fall or Spring
This semester-length Metro-Urban Studies Term (MUST) program delves into the root
causes of increasing levels of poverty and inequality in the United States. To understand these
issues, the program focuses on the economy, housing systems, education, welfare, government
policies, urban sprawl, regional race and class segregation, and institutional discrimination.
City Arts—Spring
An interdisciplinary study of the role of art and the artist in working for social justice, and an
exploration of the relationship between art, culture, and identity. Students meet Twin Cities
artists, activists, private and public arts funders, and politicians, and engage in a thorough
examination of the role of art in advocating for social change.
Environmental Sustainability: Science, Public Policy, and Community Action—Fall
Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict
over environmental change, and public policy and community-based strategies to achieve
sustainability. Uses social, economic, and environmental sustainability to address themes like
the links between rural and urban concerns and the way local decisions relate to regional and
global trends. Students gain first-hand experience learning from community organizers,
government planners, and business leaders who are rising to the challenges of creating a more
sustainable world.
Writing for Social Change—Fall
Writing for Social Change prepares students to be better readers, writers, and actors in our
society by looking at the role of literature and literary production in creating social
transformation. As one theme of the program, students focus on “voice” and the idea of claiming
voice as a means of empowerment, while they simultaneously develop writing craft and critical
reading skills. The program offers a balance of creative writing workshops (in fiction, poetry, and
creative nonfiction) and critical reading/reflection sessions.
Clair and Gladys Strommen Career and Internship Center
The Strommen Career and Internship Center is a comprehensive resource center
emphasizing the importance and value for all students to engage in internships, career
development, and the exploration of vocation throughout their college years. The integration of
“knowing and doing” adds breadth and depth to the curriculum and assists students in making
more informed academic and career decisions. The underlying assumption is that a liberal arts
education is an effective preparation for life, meaningful work, and active citizenship.
Career Services
Career Services provides opportunities, programs, and career counseling to help students
discover their unique gifts, talents, skills, and interests; explore career paths; and grapple with
questions of vocation and purpose in a changing world. This process is viewed as an important
part of a student’s development while attending college. To aid in this process, professional
career staff provide career assessments and individualized career planning and coaching. Staff
also assist students with choosing majors, planning for internships, preparing for internship and
job searches, and making connections to community, business, and alumni resources.
Internships
Academic Credit
An internship for credit is a carefully planned, work- or service-based learning experience
where a student focuses on specific learning objectives that connect concepts of the major to
the experience. An academic internship is approved, supervised, and evaluated by a faculty
member in the department in which the student wishes to earn the internship credit. A learning
agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the
academic-related objectives, strategies, and evaluation methods for receiving credit. Students
do internships in nonprofits, small and large businesses, government agencies, museums, arts
organizations, and schools and churches.
Internships for credit are available in all majors and can be taken during a day program
semester, Weekend and Evening College trimester, or summer sessions. Interdisciplinary (INS)
internships are also available. For extension of an internship beyond one term, see Evaluation
and Grading. Internships can be registered for 1 course credit or .5 credit. One course credit
involves a minimum time commitment of, on average, 10 hours per week or 140 total hours.
Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of
internship may count toward the total courses required for the degree. Internships completed off
campus for credit will automatically fulfill the Augsburg Experience graduation requirement.
Non-Credit and Transcript Notation
Not-for-credit internships related to a student’s major or career interests can be registered
for a zero-credit transcript notation (GST009). The goal is for students to apply theory to
practice in a work setting and reflect on the experience. Work opportunities typically are part
time during the academic year and/or full time during summer, and can begin and end anytime.
Students set learning goals and evaluate their experience. The director of the Strommen Career
and Internship Center supervises non-credit internships and transcript notation work
experiences. Internships not for credit and transcript notations may be used to fulfill the
Augsburg Experience graduation requirement by completing a Work-Connections reflection
process.
Sabo Center for Citizenship and Learning
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to
understand and respond to needs in the city through course-embedded service experiences and
civic engagement activities. A key component of community service-learning is reflection on and
analysis of community issues in order to promote personal and educational growth and civic
responsibility. By connecting classroom content with service-learning experiences in the city,
Augsburg students deepen their understanding of abstract course concepts while learning about
pertinent and related community issues. This dynamic and interactive educational approach
employs reciprocal learning between students and their community. Service-learning
components are embedded in most academic disciplines.
Examples of community service-learning sites include homeless shelters, cultural and
environmental organizations, tutoring programs, and literacy centers.
Campus Kitchen Project and Community Garden
The Campus Kitchen Project connects the campus community with the larger community by
using food as a tool to nourish bodies, develop leadership, and educate students through
service-learning. To accomplish these goals, three separate programs exist:
Food to Share—Surplus food from the Augsburg Dining Service is donated, reheated, and
served by student volunteers to neighborhood partners, including homeless shelters, youth and
senior programs, and others.
Food to Grow—On the corner of campus, Augsburg staff and students manage a community
garden composed of 70 individual plots where community and campus members can grow their
own food. The garden staff also hosts classes on healthy living in which neighborhood youth
learn to grow and cook healthy food.
Food to Buy—A farmer’s market and CSA delivery is available weekly at Augsburg College and
the Brian Coyle Community Center in order to increase access to healthy foods. Surplus
produce from the market and CSA shares are donated to the Campus Kitchen meal delivery
program.
Bonner Leader Program
In November 2008 Augsburg College launched its first year of the Bonner Leader program,
funded through the national Bonner Foundation. Through the Bonner program at Augsburg,
students develop deep community relationships and engage in long-term policy advocacy
throughout their four years at Augsburg. Those selected to be a part of the Augsburg College
Bonner Leaders were largely first-year students, with diverse ethnic and geographical
backgrounds and unique experience with community-leadership roles. Through service
placements with partner nonprofit community organizations, students worked an average of 200
hours over the course of the academic year in placements supporting ELL classrooms, running
an employment education computer lab, helping coordinate a low-income housing program,
providing community health outreach, and working with a financial literacy program. Beyond
their work-study service, students participated in at least 100 volunteer hours with various
community initiatives and civic engagement projects on campus.
Through their participation with the Bonner Leader program, students engaged in monthly
guided reflections and leadership development training. The Augsburg Bonner Community
Leader program is a successful campus model to build on the College’s culture of community
and civic engagement and bring together existing community service programs to take the
College community to the next level of deepening knowledge, reflection, and authenticity of civic
engagement in the community.
Augsburg Reads
The Augsburg Reads program is a federally-funded literacy and tutoring program focused
on elementary student achievement. Augsburg Reads pairs college students with community
organizations in the Cedar-Riverside neighborhood that are focused on student achievement
through after-school programs.
Graduate Programs
Augsburg College offers seven graduate degree programs: Master of Arts in Education,
Master of Arts in Leadership, Master of Arts in Nursing, Doctor of Nursing Practice, Master of
Business Administration, Master of Science in Physician Assistant Studies, and Master of Social
Work. Consult the Augsburg Graduate Studies catalog for complete information.
The Master of Arts in Education (MAE) offers initial licensure coursework at the graduate
level in elementary education, secondary education, and special education—E/BD and LD. The
MAE also offers the preprimary specialty and the K-12 Reading Teacher endorsement. Students
are able to take up to six licensure courses at the graduate level and complete their licensure
programs with a combination of graduate and undergraduate coursework. Students can then
apply their graduate level licensure courses to complete a master’s degree program. Students
will complete their master’s degree through a combination of Master of Arts in Leadership
coursework and graduate level education coursework.
Licensed teachers also can pursue special education (E/BD and/or LD), as well as the K-12
Reading Licensure Endorsement and the preprimary endorsement at the graduate level. The
program is available through the Weekend and Evening College schedule, and the admissions
process begins with the Office of Admissions. For further information about the programs,
contact the Education Department or the admissions office.
The Master of Arts in Leadership (MAL) is based on a liberal arts approach to leadership
studies. This cross-disciplinary program directs its academic content and pedagogical
approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s
program recognizes that today’s leaders need a broad spectrum of abilities to provide them with
a more comprehensive understanding of their world. Designed for working adults, the program
offers courses primarily on alternate Saturdays (Note: A five-year program is available to
Augsburg undergraduate accounting majors that would qualify them for CPA certification and
fulfill requirements for a BA in accounting and an MA in leadership. See the Department of
Business Administration, accounting major section of the catalog for further information.)
The Master of Arts in Nursing prepares nurses for transformational leadership and
transcultural community health nursing practice across care settings, with emphasis on
addressing health inequities among diverse populations. The program is offered within the
context of a Christian liberal arts education. Graduates are eligible to apply for national
certification in Advanced Community Health Nursing, or Advanced Nursing Administration
through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in
Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a
flexible schedule (every other week or once per month) that includes weekdays, weekday
evenings, and Saturdays. Web-enhanced teaching is used for all classes. Practicums include
optional short-term study abroad experiences. Students may choose to study in Mexico;
Guatemala; Namibia; Pine Ridge, S.Dak.; and/or Europe. The Master of Arts in Nursing
program is accredited by the Commission on Collegiate Nursing Education in accordance with
its accreditation standards and procedures.
Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a
bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program
as a “bridge student.” This process requires acceptance to the MA in Nursing program and
completion of three courses in the Augsburg undergraduate nursing program.
Students in good standing in the Augsburg undergraduate nursing program can enter the
MA in nursing through an “expedited” process. After provisional acceptance to the MA in
Nursing program while still a student in the undergraduate program, students can take three
designated courses in the Master of Arts in Nursing, which will be applied to the MA at
Augsburg upon successful completion of the undergraduate nursing degree.
The Doctor of Nursing Practice (DNP) program is designed for registered nurses (RNs)
who currently hold a master’s degree in nursing and wish to advance their practice within
diverse communities and complex institutions. The program prepares nurses for advanced
transcultural nursing in community life, integrating holistic practice modalities that uphold and
improve human potential across care settings and care systems. The emphasis is on nursing
leadership and system level changes that decrease health inequities and improve health
outcomes of persons underserved by the current health system. Short-term study abroad and
away opportunities are woven throughout the curriculum, and students are encouraged to take
advantage of these opportunities.
The DNP program is structured in a cohort model. Students are admitted to the program
during the spring, and classes begin in the fall term. Classes meet face-to-face one day per
month and three times during a term. Seminars are scheduled for the mornings following
classes. Video conferencing between Minneapolis and Rochester is used for most classes and
seminars. The program is structured to be completed in 32 months of part-time study---five
semester credit hours per term.
The Master of Business Administration (MBA) is designed to give students mastery of
the skills and knowledge necessary to advance in their careers and accept roles of greater
responsibility in an organization. Meeting primarily one evening per week, this challenging
program is designed to be completed in 23 months. Organized in cohort format, the program
encourages learning in a collaborative small-group environment and features a high level of
interaction and attention from the faculty. The program focuses on giving students the ability to
think critically and effectively manage in complex environments. An intensive management
consulting course allows students to apply theory and classroom learning to an actual business
or organizational environment. Local businesses and organizations provide a laboratory for
students as they complete comprehensive projects in various disciplines and functions.
The core program can be enhanced through participation in a number of concentrations
including finance, health care management, international business, social entrepreneurship, and
marketing management.
The Master of Science in Physician Assistant Studies (PA) is designed for students
interested in careers as health care providers. The mission of the program is based on a
foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward
providing care to, underserved populations. Students are well educated in current medical
theory and practice in primary care medicine. All physician assistants must have a supervising
physician in order to practice. The program is three years long with classes held Monday
through Friday during the day.
The Master of Social Work, accredited by the Council on Social Work Education, prepares
students for entering advanced social work practice. The program builds on the liberal arts base
of the College and supports the College’s mission to nurture future leaders in service to the
world.
There are two concentrations: multicultural clinical practice (MCCP) or program
development, policy, and administration (PDPA). Students choose one of the two
concentrations for their program focus. The curriculum emphasizes work with diverse and
oppressed groups, social justice, leadership for social change, and a holistic, strengths-based,
problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday
evenings, Saturday mornings, and Saturday afternoons.
The multicultural clinical practice concentration prepares students to work with diverse
peoples across the full range of contemporary clinical social work practice settings. The
program development, policy, and administration concentration prepares students to actively
seek equality and justice for clients within agencies, institutions, and society, while directing
energy toward changing policies that obscure and oppress people.
Two dual degrees are also available: a Master of Social Work/Master of Arts in Theology
degree (MSW/MA, Theology) and a Master of Social Work/Master of Business Administration
degree (MSW/MBA). The MSW/MA dual degree is offered in collaboration with Luther
Seminary. It is designed to meet the educational interests of people planning to serve the
spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree
is offered in collaboration with the Augsburg MBA program. It provides students with the skills
and expertise necessary to build well managed and financially sound organizations that serve
diverse communities, both locally and globally.
Other Programs
Continuing Education Program
The mission of Augsburg College continuing education program is to provide working adults
with lifelong learning opportunities that will enable them to continue to grow personally,
professionally, and spiritually in their homes, workplaces, and communities. The program strives
to meet the needs of the community by offering credit and noncredit programs consistent with
the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative
departments of the College and community organizations. These collaborations have included
the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for
Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St.
Paul public school districts, Minnesota Department of Education, and the Midwest Regional
Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel
bequest for Canadian studies. The program supports special events and conferences as well as
student internships and faculty activity in Canadian studies. The goals of the program include
community involvement, increased awareness of the importance of Canadian/US relations, and
provision of opportunities to learn directly from Canadians through visits and exchanges.
Academic Policies and Procedures
Registration
A student must be registered for a course in order to earn credit, and all registered courses
will be reflected on a student’s AugNet Records and Registration page. Day students are
required to meet with their faculty adviser prior to registration for the fall and spring terms.
Weekend and evening students are not required to meet with a faculty adviser, but it is strongly
encouraged. Students are responsible for verifying the accuracy of their registrations.
Web registration through AugNet is the primary method of registration, although the
Enrollment Center is available to process registration forms. Please reference the academic
calendar for the schedule of open registration dates.
Students who encounter a prerequisite issue when trying to register for a course through
AugNet should come to the Enrollment Center for assistance.
The following registrations cannot be completed online and must be processed at the
Enrollment Center:
• THP courses (Theater practicum courses)
• 100-level MUP courses (Variable-credit music lessons)
• Student Teaching (Education Department approval required)
• Independent Study and Directed Study (Separate form available at the Enrollment
Center;
instructor and department chair signatures required)
• Internships (Registration form available at the Strommen Center or Enrollment
Center;
instructor and director of Strommen Career and Internship Center signatures
required)
Full-time day students normally register for four course credits per semester. Students
registered for three or more course credits in a semester are classified as full-time students.
Students registered for two course credits are classified as half-time students.
To register for more than 4.5 course credits, students must contact the Enrollment Center to
petition the Committee on Student Standing unless the following apply: Students with a
cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits without
petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of
5.5 course credits without petitioning. All overload registrations must be done in person at the
Enrollment Center. (Note: There is an additional tuition charge for course loads over 4.5 course
credits. This includes combining the credit load from both the day and WEC programs. Spring
day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit
will also incur a tuition charge.
Official academic calendars for all programs are available on the registrar’s webpage.
The last day to initially register for courses in the day program (semesters) is the Friday
before the term begins. After initial registration, day students may add individual classes to their
current schedule or withdraw without notation through day 10 of the term. The signature of the
instructor is required to add a class after the fifth day. From day 11 through day 20, students
may still petition the Committee on Student Standing for permission to add a class. There is a
fee for this petition. Day 20 is the last day to petition for adding a class.
Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of
the term may add or withdraw without notation through the fifth school day after the start of the
course. Changing grade option or withdrawing with a W is allowed through the fourth week of
T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at
www.augsburg.edu/registrar. .
Weekend and Evening College and Rochester program students typically register for one or
two course credits each trimester. Maximum credit load is 4.0 credits. Students registered for at
least two course credits in one term are considered full-time for that term. Students registered
for one course credit are considered half-time for the term.
The last day to initially register for courses in the Weekend and Evening College program
(WEC) is the last business day before the term begins. After initial registration, WEC students
may add individual classes to their current schedule or withdraw without notation through Friday
after the first class weekend. The signature of the instructor is required to add a class after the
class meets. Students may petition the Committee on Student Standing for permission to add a
class through the Thursday prior to the second class weekend. There is a fee for this petition.
The last day to petition to add a class is the Thursday prior to the second class weekend.
Students registered for Weekend and Evening College T1/T2 courses may add or withdraw
without notation through the Friday after the first weekend class meeting. Changing grade
option or withdrawing with a W is allowed through the Tuesday after the second weekend class
meeting.
The last day to initially register for courses on the Rochester campus is the last business
day before the term begins. After initial registration, Rochester students may add individual
classes to their current schedule and/or withdraw without notation through Monday after the first
week of classes. The signature of the instructor is required to add a class after a class meets
and it must be processed through the Enrollment Center. Students may petition the Committee
on Student Standing for permission to add a class through the Friday prior to the second week
of classes. There is a fee for this petition. The last date to petition to add a class is the Friday
before the second week of classes.
Students registered for Rochester T1/T2 courses may add or withdraw without notation through
the Monday after the first week of the class. Changing grade option or withdrawing with a W is
allowed through the Monday after the second week of the class.
Separate rules apply to Summer Session. Late course registrations may be subject to
additional late fees.
ACTC school course listings are also available online and should be checked to verify the
correct meeting times and room assignment. As some courses are offered only in alternate
years, students should also consult with departmental advisers when planning their academic
program.
Summer session and graduate program courses are published in separate schedules.
Specific information on registration and help with registration on other campuses are
available from these offices:
Office of the Registrar—612-330-1036
Academic Advising—612-330-1025
Rochester Program—507-288-2886
Crossover Registration Policy
Every Augsburg undergraduate student is admitted to a “home program,” either the day,
Weekend and Evening College, or Rochester Program. It is expected that students will
complete most degree requirements through their home program. However, full-time students
may register for up to 1.0 credit per term outside their home program. Enrollment will be based
on class availability.
Tuition will be charged at the rate of their home program for courses registered outside their
home program. The rate will be based on the maximum credit load they are carrying on any
calendar date over the span of the two terms. For example, a day program student taking 2.0
credits in the day program, and 1.0 credit in the WEC program, will be considered full-time and
will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the
WEC program, and 1.0 credit in the day program, will pay the WEC tuition rate x 3.0 credits.
Day students taking more than 4.5 credits will pay the day part-time rate for any credits over
4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring
WEC). The maximum number of credits that may be included in the day full-time tuition rate for
students who cross-register is 4.5.
Students have registration priority in their home programs. Crossover registration dates are
published on the registrar’s office webpage. Crossover registration is not available online.
The WEC and Rochester programs are not part of the ACTC (Associated Colleges of the
Twin Cities) tuition exchange program. WEC/Rochester students may NOT cross over to attend
ACTC courses.
Students must have completed an undergraduate degree and be admitted to a graduate
program before taking graduate level courses from that program. (An exception is made for
approved courses in the Department of Nursing and the joint BA Accounting/MAL.)
Undergraduate students enrolled in graduate courses will pay the graduate rate for those
courses. Any student enrolled in an Augsburg graduate level program wishing to take an
undergraduate course will pay the rate of the program in which the course is offered (Day,
WEC, or Rochester).
Change of Program
Students may apply to change their “home program” by filling out a Change of Program form
available at the Enrollment Center. The change will take effect the following term. Changes are
limited to one each academic year. A Change of Program form must be submitted before the
term begins. Students registered in spring day may not do a change of program into spring
WEC.
Withdrawal from College
Students are urged not to abandon courses for which they are registered because this will
result in a failing grade on their official academic record. Cancellation of courses or withdrawal
from College must be completed in the Enrollment Center. A Withdrawal from the College form
may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last
day to file for withdrawal from the College is the last day of classes prior to finals week.
Withdrawal from college and any consequential adjustments in accounts are effective as of the
date the Withdrawal from College form is returned to the registrar’s office. Students must be readmitted to the College when they are ready to resume their studies. The Application for
Readmission form is available from the Enrollment Center or can be downloaded from the
registrar’s webpage.
Students are responsible for keeping the registrar’s office informed of their current mailing
address.
Leave of Absence
Students following the day calendar (semester) may apply to take a leave of absence for
one term. The leave of absence allows continued access to e-mail and AugNet Records and
Registration. If a student on a leave of absence does not register for the subsequent semester,
the student’s file will be deactivated and the student will need to submit an Application for
Readmission form in order to re-enroll. The leave of absence program is not available to day
students who withdraw from all courses in a term.
Military Called to Active Duty
Augsburg College will allow students to withdraw from courses without penalty if they are
called to active duty as military reservists, National Guard, or for other military service. This shall
include a 100 percent refund of tuition and fees upon verification of call to active duty. Students
must provide a copy of their orders to the registrar.
If the student is called to duty after the deadline to drop a course, the registrar will place a W
for the course(s) along with a notation on the transcript that the student was called to active
duty. This is to assist the student with any financial aid complications that may arise and also
indicate that the withdrawal was outside of the student’s control.
Alternatively, the College supports faculty in enabling students who are called to active duty
and have substantially completed a course, to assign a grade based upon the coursework
completed, or to work out an “incomplete” agreement. Students who are able to complete some
of their courses would have their refund adjusted to reflect this.
Students who are being placed on active duty should contact the registrar and/or the dean’s
office as soon as possible so the College can notify all parties and aid in this process.
Student Standing Committee
The Student Standing Committee reviews requests for exceptions to academic policies.
Typically, the committee considers requests for:
•
Minor exceptions to academic requirements and/or approval of transfer course
substitutions
• Extending time for an incomplete
• Permission to take a course overload
• Student schedule changes after registration deadlines (adding, withdrawing, or
grade
option changes)
Note: Petitions for an exception to published registration deadlines will require a $50 petition
fee attached to the petition. This fee is nonrefundable regardless of the outcome of the petition.
Petitions involving adding or dropping courses/withdrawing from college after the deadline must
be submitted within six months of the published registration deadlines for the term involved.
For petitions requesting a late registration, any student account holds must be cleared
before submitting the petition. Students who are allowed to add a course by petition after the
published registration deadline will incur a $150 late registration fee per course.
In addition, the committee reviews students’ transcripts in determining academic probation
or dismissal from the College on academic grounds. The committee also hears appeals from
students who have been dismissed for academic reasons.
The committee reviews student requests for readmission to the College after dismissal or
returning after leaving while on probation, or students readmitting to the College immediately
after a term in which they withdrew from College.
The committee typically meets every other week throughout the school year (SeptemberApril), and once a month during summer.
Petition Process
Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s
webpage, www.augsburg.edu/registrar/.
Step 2: Fill out the petition form completely. Include documentation for illness or family
emergency. Have your adviser, instructor, or department chair sign and add comments
concerning your request. Petitions without comments from faculty will be returned for
completion. Note: If petitioning for a change in registration, submit a drop/add form signed by
both the instructor and student.
Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; if
applicable, include a signed drop/add form and $50 check.
Step 4: Confirmation of the committee’s decision will be e-mailed to the student via his or her
Augsburg e-mail account.
Catalog Applicability
Students must fulfill the general education requirements that were in effect when they
matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of
any of the catalogs in effect during their years of enrollment. However, students who are
readmitted after more than six years away from the College must complete the departmental
major requirements of the most current catalog at the time of readmission or any one of the
catalogs in effect during their subsequent years of continuous enrollment at Augsburg.
Second Majors and Degrees
Students who graduated from Augsburg and are returning to complete an additional major
will not be awarded a second degree unless it is different from the original degree awarded.
(BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to
earn multiple degrees from the same academic department if the majors are distinct. For
example, a student cannot earn both a BA in computer science and a BS in computer science,
but may earn a BS in computer science and a BA in computational philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Office of the Registrar and is based on
a student’s official transcript. College credit is granted for liberal arts courses completed at
regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined
as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not
grant transfer credit for developmental-remedial courses, vocational-technical courses, or
continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to
Augsburg College. Competency credits and exam credits issued by another institution may and
will be evaluated on an individual basis. The registrar’s office evaluates coursework for credit
and for applicability toward Augsburg Core Curriculum requirements. Academic departments
are responsible for evaluating the applicability of coursework toward a student’s major or minor.
The College requires that certain courses and a minimum number of courses be taken at
Augsburg. (Refer to the Residence Requirements section of the catalog.)
Augsburg operates on a course credit system rather than semester or quarter hours.
Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer
credits that have been reported to Augsburg as semester or quarter hours are converted to
Augsburg course credits by dividing by four or six, respectively.
Augsburg College limits transfer credit from two-year colleges. Students may transfer a
maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student
reaches this credit limit, no additional credits will transfer from two-year institutions toward the
minimum number of course credits required for a bachelor’s degree. However, courses taken
beyond the credit limit can be used to meet liberal arts and major requirements.
Courses and credits that are accepted in transfer are reported on the student’s transcript.
Grades and grade points from other institutions are not transferred to Augsburg and are not
included in the student’s cumulative grade point average.
Students should consult with their faculty advisers and the Office of the Registrar before
taking courses at other institutions to ensure compliance with transfer credit policy and
residency requirements. (Refer to the Residence Requirements section of the catalog.)
MnSCU Transfer Students
Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point
average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will
reduce the Search for Meaning requirement to one course (REL 300). Students will be granted
credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC
must be completed prior to enrollment at Augsburg.
Completion of the Associate of Arts degree with the MnTC and a cumulative grade point
average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will
reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two
Lifetime Fitness requirements. Students will be granted credit for transferable courses graded
C– or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry
level math, and modern language must have a grade of C or better in order for credit to be
granted. To qualify for this transfer program, the AA degree and MnTC must be completed prior
to enrollment at Augsburg.
Note: Additional prerequisite coursework beyond the AA degree may be required in some
Augsburg majors. Students are advised to consult an academic adviser in the major department
to discuss major requirements. Courses with C– grades or below will not be accepted as
prerequisites or for application to majors.
Admission to a major—a separate process from admission to the College—is sometimes
required. Check with the Office of Admissions and consult the Departments and Programs
section of this catalog.
Advanced Transfer Students
Students who enter Augsburg with 13 or more course credits accepted in transfer are
considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for
advanced transfer students as outlined below:
• Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and
REL 200
• Waiver of Augsburg Seminar requirement
• Waiver of Engaging Minneapolis
• Waiver of the Entry-level Critical Thinking Assessment
• Waiver of one Lifetime Fitness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for
Advanced Transfer Students.
*Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and
will not be granted for courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Office of the Registrar for
transfer credit evaluation. A military transcript will contain credit recommendations from the
American Council on Education (ACE) for training and courses completed in the US Armed
Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
Army records maintained by AARTS: http://aarts.army.mil
Navy and Marine Corps records maintained by SMART: https://smart.navy.mil
Coast Guard records maintained by US Coast Guard Institute:
www.uscg.mil/hq/cgi/ve/official_transcript.asp
Air Force records: Air University and Community College of the Air Force are regionally
accredited institutions. Students should submit official transcripts from these schools during the
admission process.
Graduation Requirements
The responsibility for ensuring that all degree requirements are satisfied rests with the
student. Each student is required to apply for graduation at the end of his or her junior
year to confirm remaining graduation requirements. Application forms are available at the
Enrollment Center or on the registrar’s webpage. Faculty advisers, the Academic Advising staff,
department chairs, and the registrar’s staff are available for counsel and assistance in program
planning.
Students who enter an academic program with a bachelor’s or higher degree should contact
the Office of the Registrar about specific requirements for a second bachelor’s degree or for the
equivalent of a major. See Special Students section (Second Degree).
All degree and course requirements must be completed and verified in the Office of the
Registrar in order for the degree to be conferred. (There may be no incompletes or open
courses on the academic record.)
Requirements for Undergraduate Graduation
Degree requirements include completion of a minimum number of credits, a major, the
Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and
residence.
1. Completion of 32 course credits—No more than these maximums may be applied
toward the 32 total course credits required: two course credits by independent/directed study;
four course credits of internship; and six course credits with a grade of Pass (P). To graduate
with Latin honors, students may take no more than two elective P/N graded course credits.
Each department sets its own limitations on the number of P/N graded courses that may be
applied toward the major and minor programs, but normally students may apply no more than
two course credits with P grades toward a major and no more than one course credit with a P
grade toward a minor. The Department of Education is an example of a department that allows
students to apply more than two course credits with P grades within the major program (two in
major field courses plus student teaching).
2. Completion of a Major—Requirements for each major are listed under the departmental
headings.
3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core
Curriculum are listed in the next section.
4. Grade Point Average —Students must earn a minimum overall grade point average of
2.00. Additionally, all majors and minors require at least a 2.00 grade point average in
coursework for the major or minor. Some majors, licensure, and certificate programs require a
higher grade point average or a minimum grade in each course. See the departmental section
for details about the grade and grade point average for individual majors and minors.
5. Residence —A minimum of 8.0 course credits must be completed through Augsburg
College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at
Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg
Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted
against the residency requirement. Therefore, students are encouraged to complete transfer
work and APL credits prior to reaching senior standing. Some departments have a minimum
number of courses that are required in residence within the major or minor. Consult the catalog
description of the major/minor or the chair of the department for further information.
The Augsburg Curriculum
The Augsburg Curriculum is comprised of three main components: core curriculum (or
general education requirements), major requirements, and electives. Some students may need
to complete entry-level skill courses before enrolling in college-level classes. The general
education requirements, known as the Augsburg Core Curriculum, include signature courses
and experiences, a liberal arts foundation, and skills development.
Entry Level Placement Tests
Critical Thinking, Math, Writing, English, and language placement for Augsburg language
courses
Core Skills
Effective Writing
Modern Language
Lifetime Fitness
The Augsburg Core Curriculum
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning I and II
The Augsburg First Year
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
Augsburg Experience
Senior Keystone
The Liberal Arts Foundation
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Electives
Majors
Graduation Skills
Critical Thinking
Quantitative Reasoning
Speaking
Writing
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective,
informed, and ethical citizens through their engagement in a curriculum that:
• Provides a liberal arts foundation and promotes the acquisition of intellectual and
professional skills;
•
Calls for common inquiry into questions of Christian faith and the search for
meaning;
• Cultivates the transformative discovery of, and appreciation for, the student’s place
of leadership and service in a diverse world — vocatio and caritas.
The curriculum has three major components:
The Augsburg Signature Curriculum
The Liberal Arts Foundation
Skills Requirements
Skills Requirements
Entry Level Placement Tests
There are entry level skills assessments in:
Critical Thinking
Mathematics
Writing
Placement in French, German, or Spanish
English Language Learners
Placement in writing, math, and critical thinking courses is determined by assessments.
These assessments are a prerequisite for (not completion of) core and graduation skills course
requirements.
First-year students who begin at Augsburg in the fall of 2012 or later must complete all
required developmental/entry-level courses by the end of their fourth term. Transfer students
who begin at Augsburg in the fall of 2012 or later must complete all required
developmental/entry-evel courses by the end of their third term. The developmental courses
subject to this policy are:
• GST 100
• ENL 101
• ENL 111 / HON 111 / ENL 112
• ENL 217 / 218
• MAT 103 / 105
Critical Thinking Assessment and Requirement
Students identified as needing the entry-level critical thinking skill component, based on
review of their past academic work, are required to complete GST 100 with a minimum grade of
2.0 or better.
Mathematics Assessment and Requirement
All students are required to have their math placement group (MPG) determined. In some
cases, students who have transferred a mathematics course taken at another college may have
their MPG determined by the registrar’s office. All other students must take the Augsburg Math
Placement Exam, which is administered by Academic Advising. Students are required to take
the Math Placement Exam before registering for the first term. Practice questions and other
information are available from Academic Advising. Students may retake the Math Placement
Exam once during their first term of enrollment.
Based on the math assessment result, students will be enrolled in the appropriate courses
or advised on preparation for retaking the Math Placement Exam. Students in MPG 1 must take
MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3.
Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a
student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level.
Students are encouraged to advance their MPG as soon as possible. Students must
achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses
require MPG 2, 3, or 4 as a prerequisite.
Writing Assessment and Requirement
A writing sample is required of students to determine their placement in an appropriate
writing class. In some cases, students who have transferred an equivalent English composition
course from another college or Advanced Placement English Language and Composition with a
score of 4 or 5 may have their placement determined by the registrar’s office. All other students
must take the Writing Placement Test, which is administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. All
students are required to complete Effective Writing (or Advanced Effective Writing or Honors
Effective Writing). Students who need to develop competence in composition skills—such as
stating and supporting a thesis, organizing clearly, and constructing paragraphs and
sentences—are required to enroll in Developmental Writing (ENL 101) before taking Effective
Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or
higher before enrolling in Effective Writing (ENL 111/112/HON 111).
Modern Language Assessment
Students with proficiency or experience in French, German, or Spanish will complete an
assessment to determine placement in Augsburg’s modern language courses. This
assessment determines the appropriate starting point for satisfying the modern language
requirement. This online assessment is administered by Academic Advising. Assessment to
determine placement in other languages taught at Augsburg is administered by faculty
representing the specific language.
English Language Learners Assessment and Requirement
Students whose primary language is other than English will complete an assessment to
determine English comprehension and preparedness for classes taught in English. This
assessment is administered by Academic Advising. Students whose first language is not
English and whose score is below the minimum on the English Language Learners (ELL)
placement test must fulfill the ELL requirement by taking ENL 217/218. The requirement is
satisfied by successfully completing the ELL course(s) and achieving a score above the
minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the
Modern Language Core Skill requirement.
Core Skills Requirements
Effective Writing
ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or HON 111 Honors
Effective Writing with a grade of 2.0, P, or higher, or an equivalent transfer course is required.
Attendance at the first day of class is required.
Modern Language
For students who have not previously studied a modern language, completion of a twocourse sequence in the same language with a minimum grade of 2.0 or P in both courses is
required. For a language previously studied, placement into the 211 level or successful
completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement
into French, German, and Spanish courses is based on assessment results from an online
Brigham Young University evaluation tool. Students proficient in other modern languages may
seek a placement evaluation through faculty fluent in the specified language at Augsburg or
other ACTC schools. Availability of assessment in all languages is not guaranteed.
Assessment is used for placement only and does not grant course credit. Students may
audit, but will not receive course credit for any course taken below their placement level. The
Department of Languages and Cross-Cultural Studies may override assessment results as
deemed appropriate.
Modern language courses accepted in transfer may be applicable to this skills area for partial or
full completion of the requirement.
Students who have demonstrated competence in American Sign Language by passing an
approved course sequence will have fulfilled the Modern Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the
English Language Learners (ELL) placement test must fulfill the ELL requirement. The
requirement is satisfied by successfully completing the ELL course(s) and achieving a score
above the minimum on the ELL placement exam. Students who complete the ELL requirement
fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English
Department for additional information. More information can also be found in the English
Language Learners section.
Lifetime Fitness
Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all
students. The second course may be chosen from a variety of different lifetime activity courses
(HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from
a selected lifetime activity. Proficiency exams are offered through the Health and Physical
Education Department each semester. There is a fee to take the lifetime activity proficiency test.
Intercollegiate athletes and Health and Physical Education majors may not test out of this
requirement.
Foundations of Fitness and Lifetime Activity courses are noncredit courses and are not
included in the 32-course credit graduation requirement.
The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning
Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the
Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200)
highlight Augsburg’s commitment to this identity and the College’s related interest in asking
students to think critically about the concept of vocation.
Faculty who teach these courses make the following commitments to their students:
•
•
•
•
•
•
You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or
Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not
religious.” Our Christian understanding is rooted in a generous spirit of hospitality.
We will treat each other with respect as we learn how to engage in conversation with
one another about our different values, commitments, convictions, and faith traditions.
We will challenge and support one another to develop a mature faith for our time—open
to doubts and eager to explore our questions and the realities of our world and culture.
We will equip you with basic knowledge about vocation, religion, the Bible, and
Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories,
claims, and key concepts.
We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe
matters,” and invite you to continue the process of developing your own lived theology.
We will explore the concept of vocation and our understanding that we are beloved and
called to live and serve as neighbors. We will explore the idea that vocation is a model
and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Augsburg First Year
In order to help them make the transition to college and their new community, first-year
weekday program students are required to take courses containing the following components:
Augsburg Seminar
All students who enter the College as first-year students in the weekday schedule program
must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year
learning community in their major or related area of academic interest. AugSem’s purpose is to
help first-year students embrace the expectations and benefits of being a member of a learning
community at Augsburg College by:
• Encountering the community
• Engaging the learning process
• Exploring the self as scholar
AugSem equips students to become intentional learners, connects them to the larger
Augsburg community, and helps them succeed in future college work.
Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in
experiential education as well as its commitment to its urban location. The course linked with
their AugSem introduces students to the city as a resource for intentional learning, typically
through civic engagement, cultural engagement, or service-learning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices
Project engages first-year students in discussion of a common text addressing themes of
cultural diversity and global awareness. Emphasizing ways in which written communication can
promote understanding and productive engagement among different cultures and points of view,
the Many Voices Project is intended to teach skills and methods that promote successful
communication among diverse writers and readers.
Augsburg Experience
All students must complete at least one approved Augsburg Experience as a requirement
for graduation. Augsburg Experiences highlight the College’s commitment to experiential
education and active participation in the broader community, both locally and globally. Five
categories of approved experiential learning opportunities are recognized as Augsburg
Experiences: internships and applied work experiences (including fieldwork, practicums, and
student teaching), faculty-student research, service-learning/community service, study abroad,
and off-campus immersion experiences.
An Augsburg Experience integrates experiential learning with academic learning. Approved
Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic
learning and (2) link on-campus learning to the goals, mission, needs, or ideas of off-campus
people, organizations, and/or communities, either through community partners, professional
activities, and/or travel. Augsburg Experiences may be embedded in designated courses that
are part of the regular class schedule or may be completed for zero credit outside the regular
class schedule. The length of time required, credit/no-credit status, and grading options for
approved Augsburg Experiences vary.
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of
an Augsburg education—vocation and the search for meaning in a diverse and challenging
world. Students reflect on the meaning of their educational experiences and consider issues of
transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major
requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with
the professional skills and in-depth study of the major. It asks graduating students to think
critically, reflectively, and ethically about their place in the world as leaders and servants.
The official list of approved keystone courses is found on the registrar’s webpage—
under the heading General Education Requirements, click on Senior Keystone.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry
across a wide range of disciplines and subjects. The course offerings in the traditional liberal
arts provide the opportunity for students to acquire a broad and solid foundation for their
specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain:
Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts.
The official list of approved LAF courses is found on the registrar’s webpage—under the
heading General Education Requirements, click on Liberal Arts Foundation.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Mathematics,
Physics.
One must be a lab science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics,
Environmental Studies, Political Science, Psychology, Sociology
Humanities
Two approved courses from two different departments/programs: American Indian Studies,
Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural
Studies (literature and culture courses), Women’s Studies
Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as
humanities Liberal Arts Foundation requirements.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film,
Music, Theater Arts.
One fine arts LAF requirement can be met by participating in one of the following:
• Four semesters in any combination of the major choral ensembles listed (MUE 111,
112, 114, 115)
• Four semesters of orchestra (MUE 121)
• Four semesters of concert band (MUE 141)
Graduation Skills Requirements
An Augsburg education includes enhancement of certain skills during the years in college.
Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components
of certain courses. Graduation skill requirements typically are embedded in required courses in
the major. Some departments, however, designate courses outside the major or elective
courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill has two components: foundational skills and the
application of those skills. Courses in which foundational quantitative reasoning skills are taught
have a QF designation. Courses that contain an embedded project in which students apply and
practice those foundational skills have a QA designation. Courses that provide both foundational
skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a
prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate
one required course with a QF designation and one required course with a QA designation
(departments may also designate a list of QF or QA courses from which students can choose);
OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill
(departments may also designate a list of QFA courses from which students can choose); OR,
departments may list this skill as embedded.
See the Departments and Programs pages in this catalog, consult the graduation skills
catalog supplement found online on the registrar’s webpage, or consult the department chair for
more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify
their Core Curriculum requirements in one of the following ways.
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the
Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science
and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course,
and one Humanities course) The following majors are approved for the Bachelor of Science/LAF
Waiver:
• Biology
• Biopsychology
• Chemistry
• Elementary Education
• Health Education (teaching licensure only)
• Mathematics
• Medical Laboratory Science
• Music Therapy
• Nursing
• Physical Education (teaching licensure only)
• Physics
Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of
Science/Modern Language Waiver are not required to complete modern language courses as
part of their degree. The following majors are approved for the Bachelor of Science/Modern
Language Waiver:
• Biology
• Biopsychology
• Chemistry
• Mathematics
• Medical Laboratory Science
• Music Therapy
• Nursing
• Physics
Evaluation and Grading
Explanation of Grades
The official delivery of end-of-term grades to students is online via the AugNet Records and
Registration website.
Student achievement in courses is measured by final examinations, shorter tests, written
papers, oral reports, and other types of evaluation.
Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or
the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit
and a grade of less than 2.0.
Pass/No Credit
Students who choose the P/N option are cautioned:
• In order to receive a grade of P, a student must achieve at least a grade of 2.0.
• Some graduate and professional schools do not look favorably on a large number of
P-graded courses, or rank each as a C.
•
Maximum number of course credits taken P/N that may be applied to graduation is
six course credits with a grade of Pass (P).
• P-graded courses do not count toward the requirement that 14 traditionally-graded
course credits be earned at Augsburg in order to be considered for Latin honors.
Transfer students should be especially aware of this requirement.
• To be eligible for graduation with Latin honors, students may elect only two P/N
credits.
• See P/N limitations in the Graduation Requirements section.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime
activities are graded only P/N). In courses where there is a choice, students will be graded on
the traditional system unless they indicate on their registration that they wish to use the P/N
grading option. Any changes in choice of grading system must be made according to dates
published each term.
Numeric Grades
Numeric grades are used with these definitions:
4.0 Achieves highest standards of excellence
3.5
3.0 Achieves above basic course standards
2.5
2.0 Meets basic standards for the course
1.5
1.0 Performance below basic course standards
0.5
0.0 Unacceptable performance (no credit for the course)
Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point
average.
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission after
determining that a student emergency may delay completion of coursework. Students who
receive an incomplete grade should be capable of passing the course if they satisfactorily
complete outstanding course requirements. To receive an incomplete grade, a student must file
an Application for Incomplete Grade form by the end of the term with the Office of the Registrar.
This form states the reasons for the request, outlines the work required to complete the course,
and includes the course instructor’s signature. The instructor may stipulate the terms and
conditions that apply to course completion; however, students may not attend the same course
(or a portion of the same course) in a following term with an incomplete grade. The student must
complete the outstanding work in enough time to allow evaluation of the work by the instructor
and filing of a grade before the final day of the following academic term in the student’s
program. If the work is not completed by the specified date of the following academic term, the
grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one
term. When this is the case, they must be completed by the grading deadlines within one year
from the beginning of the first term of registration. A grade of X (extension) is given by the
instructor to indicate that the study is extended. It is expected that students given X extensions
will continue to communicate with their instructors and demonstrate that satisfactory progress is
being maintained. A final grade will be issued at the end of the term in which the work is
completed and evaluated (but not longer than one year). An instructor has the right to not grant
an extension where satisfactory progress is not demonstrated. If the course is not completed, a
grade of 0.0 will be assigned.
Withdrawal Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for
dropping classes without notation on the record and before the last day to withdraw deadline.
Repeated Courses
A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for
credit. Courses in which higher grades have been earned may not be repeated for credit and a
grade, but may be audited. All courses taken each term and grades earned, including W and N,
will be recorded on the academic record. Only the credits and grades earned the second time,
for legitimately repeated courses, are counted toward graduation and in the grade point
average. Courses completed at Augsburg College must be repeated at Augsburg to be included
in the repeat policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit
(V). Full-time day students will be charged an audit fee if their total credit load is over 4.5
credits. The charge for part-time and Weekend and Evening College students is listed under
Weekend and Evening College costs in the Financing Your Education section. The signature of
the instructor is required to register an audit. Students who audit a course should confer with the
instructor within two weeks of the beginning of the term to determine expectations, attendance,
and any other requirements. If expectations have been met, the course will be listed on the
transcript as having been audited. If expectations have not been met, the course will be listed
with a grade of W. Audited courses do not count toward graduation and do not fulfill general
education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not
include credit and grade points for work transferred from other colleges. Courses taken on the
P/N grading option are recorded, but not computed in the GPA. The formula for computing the
GPA is:
GPA = Total grade points divided by number of credits attempted, i.e., courses with 0 to 4
grade assigned.
Classification
Students are classified when grades are posted at the end of each term. Classification is
based on the number of course credits completed.
Sophomores—7 completed course credits
Juniors—15 completed course credits
Seniors—23 completed course credits
Assessment of Previous Learning (APL) Program
Augsburg College recognizes that learning can and does take place in many life situations.
Some of this learning may be appropriate for credit recognition within the disciplines that
comprise the academic program of a liberal arts college. The Assessment of Previous Learning
program (APL) at Augsburg provides a means by which a student’s previous learning, other
than that which is transferred from another accredited institution, may be presented for
examination for possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal
arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a
field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively
demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have their
previous learning assessed for credit recognition. The following is a brief description of each of
these means of assessment:
International Baccalaureate Program (IB)—Courses earned from the International
Baccalaureate program will be considered by the College for advanced placement and
appropriate credit. IB exams may fulfill general education and/or major requirements. Credit
granting guidelines are available in the registrar’s office and on the Academic Advising website.
Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3,
4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is
required. AP exams may fulfill general education and/or major requirements. Additional
information is available on the Academic Advising webpage and from the Office of the Registrar.
The College Level Examination Program (CLEP)—This is a series of standardized tests
developed by the College Board that are offered to students for a small fee at regional testing
centers. Students who score at or above the American Council on Education’s recommended
score on an approved examination may receive academic credit for that subject at Augsburg
College. CLEP exams may fulfill general education and/or major requirements. Information
about CLEP tests is available from the Office of the Registrar and on the Academic Advising
webpage.
Language Testing International World Language Assessment Program (LTI)—This
standardized test assesses written and/or spoken proficiency in world languages. For a small
fee, students can assess their level of knowledge in world languages to earn college credit
or/and waive the modern language requirement. Information about LTI Assessment is available
from Academic Advising.
Departmental Comprehensive Exams—These are available for students to use in obtaining
credit for previous learning if the following conditions are met:
• There is a departmental exam available for the subject area in question.
•
•
There is a faculty member designated by the department to administer the exam.
The registrar approves the student’s request to take the exam. Credit for
departmental exams is available on a P/N basis only, and there is a charge per exam
of $400 for a full course credit.
Portfolio Assessment Program—This is a credit assessment alternative in which a faculty
team completes a credit evaluation of a learning portfolio submitted by the student. The faculty
team is composed of two faculty members from fields of study directly related to the student’s
previous learning. Students who wish to prepare a portfolio of previous learning for credit
assessment should consult the Office of the Registrar. In completing the evaluation of a
student’s previous learning, the faculty team applies the following criteria:
• There is documentable evidence of a cognitive component in the previous learning
experience that involved prescribed or systematic study of content material found
within liberal arts coursework.
• The learning has been objectively verified by individuals in addition to the presenting
student.
• The learning lends itself to both qualitative and quantitative measurement.
• The learning relates well to the student’s educational goals.
• The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of
academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is
strongly recommended that the process not be used when four or fewer courses remain for
graduation. There is a nonrefundable application deposit of $200 to initiate the credit
assessment process for each course presented in a portfolio. An additional $200 is charged
upon approval of each course. Credit is available on a P/N credit basis only.
Transcript credit will be recorded with the equivalent Augsburg course numbers as
determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the
validity of learning that takes place outside the traditional classroom, this learning must be
placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg
allows a maximum of eight credits (one-fourth of a bachelor’s degree) to be obtained through
previous experiential learning. In compiling the eight credits for previous experiential learning,
the student may use any combination of the five assessment processes available in the APL
Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit
granted through portfolio assessment.
English Language Learners (ELL)
Students whose primary language spoken at home is not English must take the ELL
placement test in conjunction with the English writing placement test prior to registering for their
first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL
111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan
test (85-100 range for exemption from ELL courses) and by a writing sample.
Near the end of each term of the English Language Learner’s course, an objective test will
be administered to all students in the class. The score on this test and the grade earned in the
class will determine whether additional ELL coursework is required. Usually a score of 85 to 100
and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement.
All students whose native language is not English must stay enrolled in ENL 217/218 until
such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be
counted only twice in the total number of courses required for graduation.
Students who fulfill the ELL requirement, by examination or by course completion, have
completed the Modern Language Core Skill requirement for graduation.
Academic Progress, Probation, and Dismissal
The College requires that all students maintain a 2.00 cumulative grade point average
(GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a
higher minimum GPA.
A student will be placed on probation and considered for continuation or dismissal if:
• His/her cumulative GPA is below 2.00
• He/she is a first-year student who receives two (2) zero or No Pass grades
• He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass
grades
• At the end of the first term, he/she has not fulfilled the requirements established
through the Conditional Admit Program [see the Academic Skills Office Conditional
Admit Program (CAP) section of the catalog].
For more information on probation requirements, go to the Academic Skills Office website at
www.augsburg.edu/acskills/.
Dismissal from the College is not automatic. Each case is reviewed by the Student Standing
Committee. Evidence of a student’s commitment to academic progress is the primary
consideration used when deciding whether to dismiss a student.
Students who have a poor academic record may be strongly advised to withdraw before the
end of a term. Students on probation who voluntarily withdraw from the College must receive
permission from the Student Standing Committee to re-enroll.
Students who have been dismissed may apply for readmission after one year. At that time,
the Student Standing Committee will review the application for readmission accompanied by
any statements and evidence attesting to the student’s commitment to academic success.
A student will be removed from probation if:
• His/her cumulative GPA reaches 2.00; or
• He/ she was placed on probation because of unfulfilled Conditional Admit
Requirements and he/she subsequently satisfies those requirements.
The College reserves the right to dismiss any student who does not meet the guidelines
stated above. Once a student is dismissed, he/she may appeal the decision to the Student
Standing Committee within 10 school days. Specific appeal instructions are included in the letter
of dismissal.
Students may also be dismissed from professional programs, such as social work,
education, and nursing. A student dismissed from a program may appeal the decision through
the Program Dismissal Appeal Process. The process is available at
www.augsburg.edu/studentguide/.
Dean’s List
The Dean’s List, compiled after each semester, lists undergraduate students whose grade
point average for a semester is 3.50 or better. Students must be full-time students (a minimum
equivalent of three full course credits for a weekday schedule student or two equivalent full
course credits for a Weekend and Evening College student), graded on the traditional grading
system, with no incompletes in courses offered for credit. Courses taken outside of a program’s
calendar (e.g., crossover courses taken in a WEC trimester term by a day student, or in a
semester term by a weekend student) are not calculated when determining the Dean’s List. If
permission has been given by the student, an announcement of the Dean’s List is sent to the
student’s hometown newspaper.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic
achievement by conferring Latin honors upon completion of a bachelor’s degree.
This designation and the standards set are in effect for all students who complete degree
requirements in May 2004 or later. Students may also receive honors recognition for
departmental honors and for participation in the Honors program. (See individual department
and program descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa cum laude
3.90-4.00 GPA, plus successful completion of the summa oral
examination
Magna cum laude
3.80-3.89 GPA
Cum laude
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 14 traditionally-graded credits at
Augsburg and have no more than two elective pass/no pass graded credits at Augsburg
(classes offered only as P/N by the department will not be counted).
For additional information, including the guidelines for the summa cum laude oral
examination, go to the Latin Honors section at www.augsburg.edu/registrar/.
Graduation and Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry
different meanings. Graduation refers to the completion of all degree requirements. Students
graduate when all requirements for the degree have been fulfilled, meaning that one can
graduate at any point during the academic year provided that all requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the
Augsburg College community to celebrate academic achievement. Participation in
commencement, however, does not mean that a student has graduated. A student will not
graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to accommodate the
College’s different student populations. The May commencement ceremony is for students in the
day undergraduate program and for students in the Physician Assistant Studies graduate program.
The June commencement ceremony is for students in the other six graduate programs as well as
undergraduate students in the Weekend and Evening College and Rochester programs.
Undergraduate students who have not completed all degree requirements may participate in
commencement if: (1) no more than three requirements will remain in their program at the
conclusion of spring term; and (2) the remaining requirements will be completed in the summer
or fall terms immediately following commencement.
Enrollment/Degree Verification
Augsburg College has authorized the National Student Clearinghouse to act as its agent for
verification of student enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
13454 Sunrise Valley Road, Suite 300
Herndon, VA 20171
Web: www.degreeverify.org
Phone: 703-742-4200
Fax: 703-742-4239
E-mail: degreeverify@studentclearinghouse.org
Veterans of Military Service
Augsburg is approved by the state approving agency for veterans education. Veterans
should consult with the VA certifying official in the Office of the Registrar about completion of
enrollment verification and the forwarding of other information to the Department of Veterans
Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding
repayment of educational assistance funds received.
Additional information about veterans education benefits can be found at www.gibill.va.gov.
Family Educational Rights and Privacy Act Notice
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides
certain rights to students regarding their education records. Each year Augsburg College is
required to give notice of the various rights accorded to students pursuant to FERPA. In
accordance with FERPA, you are notified of the following:
Right to inspect and review education records—You have the right to review and inspect
substantially all of your education records maintained by or at Augsburg College. The student
must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records—You have the right to seek to have
corrected any parts of an education record that you believe to be inaccurate, misleading, or
otherwise in violation of your right to privacy. This includes the right to a hearing to present
evidence that the record should be changed if Augsburg decides not to alter your education
records according to your request.
Right to give permission for disclosure of personally identifiable information—You
have the right to be asked and to give Augsburg your permission to disclose personally
identifiable information contained in your education records, except to the extent that FERPA
and the regulations regarding FERPA authorize disclosure without your permission. One such
exception which permits disclosure without consent is for disclosure to school officials who have
legitimate education interests. A school official is a person employed by the College in an
administrative, supervisory, academic or research, or support staff position (including law
enforcement unit personnel and health staff); person or company with whom the College has
contracted (such as an attorney, auditor, or collection agent); a person serving on the board of
trustees, or a student serving on an official committee, such as a disciplinary or grievance
committee, or assisting another school official performing his or her tasks. A school official has a
legitimate educational interest if the official needs to review an education record in order to fulfill
his or her professional responsibility.
Right to withhold disclosure of “directory information”—FERPA uses the term
“Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg College without notification of the
request or disclosure to the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed
below. Please consider very carefully the consequences of any decision by you to withhold
directory information. Should you decide to inform Augsburg College not to release Directory
Information, any future request for such information from persons or organizations outside of
Augsburg College will be refused.
“Directory information” includes the following:
• The student’s name
• The student’s address
• The student’s telephone number
• The student’s e-mail address
• The student’s date and place of birth
• The student’s major and minor field of study
• The student’s academic class level
• The student’s enrollment status (FT/HT/LHT)
• The student’s participation in officially-recognized activities and sports
• The student’s degrees and awards received (including dates)
• The weight and height of members of athletic teams
• The student’s dates of attendance
• Previous educational agencies or institutions attended by the student
• The student’s photograph
Augsburg College will honor your request to withhold all Directory Information but cannot
assume responsibility to contact you for subsequent permission to release it. Augsburg
assumes no liability for honoring your instructions that such information be withheld. The Office
of the Registrar must be notified in writing of your intent to withhold your Directory Information. If
the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start
of a subsequent term for a new student), it will be assumed that all Directory Information may be
disclosed for the remainder of the current academic year. A new notice for withholding
disclosure must be completed each academic year.
Right to complain to FERPA Office—You have the right to file a complaint with the Family
Educational Rights and Privacy Act Office, US Department of Education, 400 Maryland Ave.
SW, Washington, DC, 20202-4605, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information
may be reported in the letter.
Clery Act
The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on
and near Augsburg property and campus, as well as institutional policies concerning campus
security and crime. The report is available online at www.augsburg.edu/dps/security/report.html.
For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
Majors and Minors
Listings that are in bold type are offered through both the day program and Weekend and
Evening College. Listings indicated by asterisks are also offered through both the day program
and Weekend and Evening College, and may include completion of weekday evening courses
for some requirements. Students are encouraged to discuss scheduling rotation of major
courses with their faculty adviser.
Weekend/Rochester/Partner Hospitals students may choose a major offered in the day
program if they wish, but must adhere to crossover registration policies and limitations. They
may also take as many courses as possible through Weekend and Evening College, then finish
the major as a day program student. A change of program is allowed once each academic year,
and will take effect the following term.
Majors and Areas of Emphasis
Accounting
American Indian Studies*
Art*
Art History
Studio Art*
Biology (BA or BS)
Life Sciences (BA)
Biopsychology (BS)
Business Administration
Economics/Business Administration
Marketing (WEC only)
Music Business
Chemistry (BA or BS)
Communication Studies
Communication Arts/Literature (teacher licensure major)
Human Relations
Marketing Communications
Mass Communication
Organizational Communication
Professional Communication
Public Relations and Advertising
Supervisory Management
Computer Science (BA or BS)
Computational Economics (BA)
Computational Philosophy (BA)
Economics
Applied Economics
Computational Economics
Economics
Economics/Business Administration
Economics/Political Science (teacher licensure major)
Mathematical Economics (BS)
Education
Education Studies (non-licensure)
Elementary Education Studies (non-licensure)
Kindergarten-Elementary (BA or BS- licensure)
Special Education: Emotional/Behavioral Disabilities (WEC only)
Special Education: Learning Disabilities (WEC only)
Secondary (nonmajor, licensure only)
Engineering 2
English*
Creative Writing*
Literature, Language, and Theory*
Media Writing*
Environmental Studies
Exercise Science
Film
Finance
Health Education (BA or BS)
History*
International Business
International Relations
International Business Concentration
Languages and Cross-Cultural Studies 1
Cross-Cultural Studies
French
German
Norwegian
Spanish
Management
Management Information Systems
Marketing
Mathematics (BA or BS)
Medical Laboratory Science (BS)
Medieval Studies
Metro-Urban Studies
Music
Music (BA)
Music Business (BA)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (BS)
Nordic Area Studies
Nursing (BS-Evening program offered through Weekend and Evening College only)*
Philosophy
Computational Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Space Physics (BS)
Political Science
Political Science/Economics (teacher licensure major)
Psychology
Psychology and Law
Social Psychology
Religion*
Youth and Family Ministry
Social Work (BS)
Sociology
Student-Designed Major
Theater Arts
Directing/Dramaturgy Concentrations
Performance Concentration
Technical Design/Technology Concentration
Women’s Studies 1
Minors
Accounting
American Indian Studies*
Art
Architecture
Art History
Studio Art*
Biology
Business Administration
Chemistry
Communication Studies
Computer Science
Economics
English*
English Literature, Language, and Theory
Writing
Writing–Creative Emphasis
Writing–Media Emphasis
Environmental Studies
Film
Health Education
History*
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Norwegian
Spanish
Leadership Studies
Management Information Systems
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion*
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theater Arts
Theater Arts
Theater History and Criticism Dramaturgy
Women’s Studies
1
Cooperative program of the Associated Colleges of the Twin Cities (ACTC) and agreements
with the University of Minnesota. It is possible for students to take beginning/intermediate/
advanced language courses not available at consortium colleges. Consult with the ACTC office
for specific program options. Students register directly with the ACTC office.
2
Dual-degree programs with the University of Minnesota Institute of Technology and Michigan
Technological University.
Departments and Programs
As a liberal arts institution, Augsburg College believes that knowledge and truth are
interrelated and are integrated into a whole. The tradition of the academic world, however,
divides this unified truth into more manageable parts: the academic disciplines. The knowledge
of individual disciplines is subdivided into courses that make it more accessible to students.
These courses can be arranged in various ways to construct majors, to create the substance of
a broad general education, and to give students the opportunity to study areas of particular
individual interest.
Course Descriptions
Descriptions of courses are arranged by departments and programs. These descriptions
offer a brief summary of the subject matter to aid students in planning a program. A syllabus
containing a more detailed explanation of content, approach, requirements, and evaluations for
a particular course can be obtained from the instructor.
Department entries also contain a narrative discussion of the educational philoso-phy of
each department, its goals, and its place in the College’s program. A listing of requirements for
individual majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In general, day classes are offered fall and/or spring
terms unless otherwise indicated. The schedule of classes offered through the Associated
Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online.
Since some courses are offered alternate years, it is important that the student review major
requirements and course offerings with an adviser to ensure that all requirements can be met.
Descriptions and schedules for the Master of Arts in Education, Master of Arts in Leadership,
Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician
Assistant Studies, Master of Social Work, and Doctor of Nursing Practice courses are published
in a separate Graduate Studies catalog.
Credits
A full course is offered for one course credit. A few fractional courses, for one-half or onequarter course credit, are offered. Unless noted, all courses are one course credit. A full course
is valued as four semester credits or six quarter hours. Most day program courses meet for
three 60-minute periods or two 90-minute periods per week with additional time required for
laboratory work. All full credit Weekend and Evening College courses meet for eight three-andone-half-hour sessions during fall and for seven four-hour sessions during winter and spring
terms.
Numbering
Courses numbered below 300 and above are classified as upper division. In general, courses in
the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the course
description as prerequisites. A student may enroll in a course when a prerequisite has not been
fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such
as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE:
Not all courses are offered in all schedules. Refer to Augnet Records and Registration for
information on when specific courses are offered.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course
description and process for registering for credit is normally the same for each department.
Some departments have additional statements that can be found in the departmental course
listing. Interdisciplinary internships are also available.
Internships
Registration for internships consists of the following steps:
1. Obtain the internship registration permission form and secure the signatures of the faculty
supervisor and director of the Strommen Career and Internship Center.
2. Register: Turn in the completed internship registration form (with all signatures) to the
Enrollment Center. You must register the internship for the academic term that coincides with
the internship experience.
3. A learning agreement plan (on-line form available from the Strommen Career and
Internship Center) must be submitted to the faculty member responsible for grading the
experience. The form is is sent to the Strommen Career and Internship Center and copies are
sent to the faculty supervisor and student.
196
Internship/On-campus
197
Internship/Off-campus (.5)
198
Internship/On-campus (.5)
199
Internship/Off-campus
A work or service-based learning experience typically at the sophomore level in which a
student, faculty member, and site supervisor design a learning agreement that links the
ideas and methods of the discipline with the opportunities inherent in the placement. Prior
to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Career and
Internship Center regarding requirements and permission to register.
396
Internship/On-campus
397
Internship/Off-campus (.5)
398
Internship/On-campus (.5)
399
Internship/Off-campus
A work or service-based learning experience at the junior/senior level in which a student,
faculty member, and site supervisor design a learning agreement that links the ideas and
methods of the discipline with the opportunities inherent in the placement. For some
majors, participation in a concurrent seminar may be expected. Prior to the beginning of
the term/registration, interested students must consult with the departmental internship
coordinator or a faculty member and the Strommen Career and Internship Center
regarding requirements and permission to register. (Off-campus 397/399 internships are
one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the direction
of an instructor. Open to all students, but normally taken by sophomores and juniors.
Approval must be secured in writing from the instructor and the department chairperson
before the term in which the study is undertaken.
499
Independent Study/Research
An opportunity for advanced and specialized research projects. Normally open to junior
and senior majors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
American Indian Studies—AIS
American Indian studies is a major that gives students the opportunity to learn about the
original, indigenous cultures of North America. Students will be provided with a multidisciplinary
understanding of the history and present situation of American Indians. The program
emphasizes the interrelations among history, culture, language, literature, the arts, philosophy,
religion, political and social forces, and the legal status and sovereignty of American Indians.
This course of study exposes students to the richness and beauty of North American Indian
cultures.
American Indian Studies Faculty
Eric Buffalohead (Chair), Sophia Jacobson, Elise Marubbio
Adjunct Faculty
Roxanne Gould, Richard Gresczyk, Dale Weston, Jim Rock
Degree and Major Requirements
American Indian Studies Major
Ten courses including;
AIS 105
Introduction to American Indian Studies
AIS 205
Contemporary American Indians
ENL 255
American Indian Literature
or AIS 264 American Indians in the Cinema
HIS 236
American Indian History
REL 370
American Indian Spirituality and Philosophical Thought
AIS 499
Senior Research Project
In addition, students must complete four electives. At least four of the courses toward the
major must be upper division.
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by GST 200 or PHI 230. Transfer students must consult an
adviser about potential adjustments to their course requirements to fulfill each of these skills.
Minor
Five courses including AIS 105. At least two courses must be upper division.
American Indian Studies Courses
AIS 105
Introduction to American Indian Studies
Designed to introduce students to the content areas of the American Indian studies
curriculum, this course includes an overview of American Indian history, federal
Indian policy, land issues, reservation and urban issues, cross-cultural influences,
and American Indian literature, art, music, and language.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on
vocabulary, reading, writing, and conversational skills. Classroom practice will include
linguistic patterns and oral interaction.
ANT 141
Cultural Anthropology
This course serves as an introduction to cultural anthropology. Course objectives
include providing students with an understanding of anthropological methods and
theories, the concepts of race and culture, an appreciation and awareness of differing
cultures, and an awareness of the role cultural anthropology has in understanding
contemporary human problems.
AIS 205
Contemporary American Indians
In this topics-oriented course, students focus on issues that face contemporary
American Indians, including tribal sovereignty and identity politics, treaty rights,
language retention and education, religious freedom, and Indian activism.
AIS 208
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal of
Native American woman as princess figures, sexualized maidens, or squaws, we will
expand our conceptualization of Native American women by putting into conversation
a variety of voices that talk back to or address mainstream stereotypes of Native
American women. Our goal is to expand our conceptualizations of Native American
women and their important roles in society by examining a variety of cultural issues
as they are presented through documentary and fiction films made by and about
Native American women.
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and
historical origins of women’s roles and status in society. Comparative roles of women
are examined in tribal contexts across various indigenous cultures. Studies include
the role of women in Native American and African tribes, peasant societies of Eastern
Europe, Mexico, the Middle East, and China.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period through
European exploration and settlement to the present, emphasizing American Indian
contributions to world culture, tribal structure, and intergovernmental relations.
ENL 255
American Indian Literature
American Indian Literature offers a survey of contemporary American Indian writing,
including nonfiction, fiction, poetry, and drama. The course explores the richness and
diversity of American Indian literature and the ways in which literature reflects and
illuminates American Indian culture and traditions. The course emphasizes close
readings of literature and public speaking skills through in-class presentation and
small group discussion.
AIS 264
American Indians in the Cinema
Indians in the Cinema surveys various images of American Indians created by
Hollywood and television. Focusing on films from the 1910s to the present, the course
provides an understanding of how American Indians were portrayed in film
historically, how this image has evolved over the past century, and how it is reflective
of Western cultural and racial ideologies.
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from indigenous communities of North
America, surveying the dynamic nature of Native American art spanning from preEuropean contact into the present while exploring the political nature of that trajectory
as it encounters
cultural change, Western aesthetics, and Western concepts of art. Students will meet
Native artists, visit a variety of Native American art galleries and exhibitions, and learn
about the cultural, social, and political context surrounding Native American art.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently
due to the political, social, and cultural influence about sovereignty, land rights,
economy, religion, cultural survival, women’s issues, and political movements through
site visits of the dominant culture in each country. Students will learn and interaction
with indigenous organizations. This course is cross-listed with Women’s Studies.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles and
contributions of women in past and present tribal cultures. It explores the continuity of
women’s roles over time and the changes in these roles, precipitated by the
influences of Western colonialism. The course also assesses how American Indian
women have crossed cultural boundaries and influenced non-tribal communities
through their activism and traditionalism. This course is cross-listed with women’s
studies.
AIS 332
Native American Storytelling
The objective of this course is to study Native American storytelling from a cultural
perspective. An appreciation of oral traditions will be emphasized and studied within
the broader context of world mythologies. Students will be expected to perform
storytelling and to research the various tribal storytelling traditions.
ENL 355
Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme
such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics
of Native Writing, Women and Power in Native Literature, Urban-Reservation:
Homing, and American Indian film-literature adaptation. Students focus on primary
texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it
shifts or arises across the group of texts. Course cross-lists with English. (Prereq.:
ENL 220 or 221, or a 200-level literature course, or consent of instructor.)
AIS 364
Indigenous Filmmakers
Indigenous Filmmakers introduces students at the junior and senior level to the
exciting and expanding field of indigenous media—specifically films made by Native
Americans. We will explore the political and social forces at work behind the
American indigenous film movement, which responds to mainstream film’s portrayal
of Native Americans and provides an extraordinary range in perspectives and views
that inform Native American cultures.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are
studied. Tribal similarities and differences are explored as are tribal relationships with
nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an
afterlife.
AIS 408
Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal of
Native American woman as princess figures, sexualized maidens, or squaws, we will
expand our conceptualization of Native American women by putting into conversation
a variety of voices that talk back to or address mainstream stereotypes of Native
American women. Our goal is to expand our conceptualizations of Native American
women and their important roles in society by examining a variety of cultural issues
as they are presented through documentary and fiction films made by and about
Native American women. (Prereq.: WST 201 or any 2XX women’s studies course; or
AIS 105 or any 2XX American Indian studies course; or consent of instructor.)
AIS 490
Keystone Indigenous Issues of Central America
This travel seminar explores issues faced by indigenous peoples of Guatemala,
Nicaragua, or Mexico. Each group faces similar challenges that manifest differently
due to the political, social, and cultural influences of the dominant culture in each
country. Students will learn about sovereignty, land rights, economy, religion, cultural
survival, women’s issues, and political movements through site visits and interaction
with indigenous organizations.
AIS 495
Topics in American Indian Studies
Individual courses designed to investigate specific topics such as Minnesota Indians,
Contemporary Indigenous Issues of North and South America, and American Indian
Literature Seminar.
AIS 499
Independent Research
An independently-designed research project.
Art—ART
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world,
and express ourselves.
At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small
campus in the heart of a major metropolitan area. A solid foundation of drawing, design, and
history is balanced with the development of technical skills, critical thinking, and creative
exploration in a range of media. On-campus galleries showcase the work of students and
professional artists. Small class sizes and an innovative faculty support creative curriculum in
disciplines like drawing, painting, printmaking, ceramics, sculpture, photography, hand
papermaking, book arts, architecture, and digital media. Galleries and museums surround us;
art club, studio visits, and guest artists provide art in real time; service learning, internships, and
study abroad are integral to our program. We reach nearly 1,000 students a year from all
disciplines, and we graduate 25-30 majors annually with BA degrees in art history, studio art, art
education; we also offer an architecture minor and certificates in studio art and digital design.
For nearly half a century, students have been earning degrees in art and art history at
Augsburg College. We’re excited to be here in the center of the city. We think you will be, too.
Art Faculty
robert k. tom (Chair), Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney
Degree and Major Requirements
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102
ART 107
Design
Drawing
One course in two-dimensional art from:
ART118
ART 223
ART 225
ART 257
Painting I
Printmaking I
Graphic Design I
Watercolor Painting I
One course in three-dimensional art from:
ART 221 Sculpture I
ART 250 Ceramics I
ART 280 Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
ART 305 Junior Exhibition and Faculty Review (.0 course)
ART 405 Senior Exhibition and Faculty Review (.0 course)
Studio majors must participate in an exhibition and review in their junior year, followed by a solo
or two-person show with a faculty review, and the annual senior group exhibition.
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and
is met by completing the major. The graduation skills in Speaking (S), Writing (W), and
Quantitative Reasoning (QR) are met by completing the following courses:
S: Studio art majors may choose from ART 102, 225, or upper division art history courses
(349, 352, 382, 385, 386, 387, 388, 389) to satisfy the speaking skill.
W: Studio art majors may choose two of the following courses upper division art history
courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389.
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in
emphasis from the Augsburg major requirements. The state requirements may also be subject
to change after publication of this catalog. Students therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Art History Major
Eight art or architectural history courses including:
ART 240
ART 388
Art History Survey
Modern Art
Two studio courses:
ART 102
ART 118
Design or ART 107 Drawing
Painting I or ART 221 Sculpture I
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and
is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are
embedded in the upper division art history courses and are met by completing the major. The
graduation skill in Quantitative Reasoning (QR) is met by completing the following courses:
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: Students planning a double major in studio art and art history or a major/minor
combination should meet with a department adviser to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art
history majors) reflecting the highest quality work, and Art Department-approved special
projects and/or research. Application should be made to the department chair before the last
term of the senior year.
Studio Art Minor
Five courses including ART 240, ART 107, and three additional studio courses.
Architecture Minor
Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349.
Art History Minor
Five art history courses including ART 240.
Certificate in Art
Eight art courses, including at least one in art history. Up to four courses may be taken in one
studio area or in art history.
Certificate in Digital Design
Eight art courses, including four in digital design (ART 215, ART 225, ART 320, and, ART 340),
one in art history, and ART 102, and two studio electives.
Art Courses
Note: All studio courses require significant work hours outside of class sessions. Some
studio courses have lab fees.
Studio Art Foundations
ART 102
Design
A study of design is the unifying foundation for the visual arts. Two- and some
three-dimensional projects demonstrate theory and application of basic design
elements and principles.
ART 107
Drawing
Introduction to foundational drawing from direct observation, memory, and
reference. Traditional and experimental media and methods are explored to
develop technical and formal skills in support of individual expression.
Studio Art
ART 100, 300 Topics
Selected courses dealing with special topics, offered occasionally in the
department.
ART 105
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
ART 106
Chinese Calligraphy and Painting I
Introduction and practice of Chinese calligraphic painting and writing.
ART 118
Painting I
Introduction to observational and experimental approaches and techniques in
acrylic or oil painting. Color theory, composition, painting methods, and individual
expression are emphasized.
ART 122
Plein Air Sketching I
Introduction to traditional sketching media and approaches for drawing en plein air,
outside and on location. Portable, all-weather materials and processes, and
perceptual techniques are emphasized to create a sketchbook of drawings from
direct observation
ART 132
Photography I
This course introduces the technical skills, creative applications, and vocabulary
of black-and-white film photography. Technical lectures and demonstrations cover
35mm camera operation, film processing, and black-and-white darkroom printing.
Class lectures, readings, field trips, and research introduce students to the canon
of photographic history, including a broad range of genres, historical contexts, and
artistic practices. Students need a 35mm single lens reflex camera.
ART 180
Introduction to Community-Based Photography
This course introduces the technical skills and creative applications of black-andwhite photography with coursework that integrates partnership and service. Art 180
combines art and social research concepts to help students understand how the
arts foster community building and engagement. Class lectures, demonstrations,
assignments, and service will introduce students to documentary work that will be
presented as portfolio to a nonprofit partner. Students need a 35mm single lens
reflex camera.
ART 210
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical review of
drawing conventions and systems, and examination of drawing processes as
modes of perception and cognition. (Prereq.: ART 105 or instructor permission)
ART 215
Web Design I
This course provides an introduction to designing for the internet. Students will
learn basic skills for interactive design and will become familiar with Dreamweaver,
Photoshop, Illustrator, and Fireworks.
ART 221
Sculpture I
An introduction to sculpture and three-dimensional design through the
explorationof the inherent properties of various materials and processes.
ART 223
Printmaking
An introduction to traditional and experimental media and methods of printing.
Intaglio, relief, and mono/unique methods are explored.
ART 225
Graphic Design I
This course provides an introduction to the practice of graphic design. Design
principles are explored in creating and organizing through visual
communication. The focus of this class will be building the foundation in design
programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the
visual language necessary to develop as creative problem solvers.
ART 233
Collaborative Printmaking: A Press-Free Approach
This online course is designed to engage creative, imaginative, and technical
processes to produce prints without a press and to interpret works of art. Students
learn water-based printmaking techniques while exploring several kinds of
collaboration. Students critically analyze works of art produced by themselves and
their peers, and through this analysis they will articulate different theories of
aesthetics.
ART 247
Life Drawing
Introduction to traditional and experimental methods and techniques for drawing
the human figure through direct observation of the live nude model. Perceptual
proportions, planes, and individual expression of the human form in space are
emphasized.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding and
throwing techniques combined with theory, concept, and form.
ART 257
Watercolor Painting I
Introduction to foundational techniques, and observational and experimental
approaches to watercolor painting. Exploration of color theory, composition, and
individual expression are emphasized. Includes some painting outside on location.
ART/THR 265 Computer Drafting for the Stage and Architecture
(See Theater Arts section for course description.)
ART 280
Hand Papermaking and Book Arts I
Introduction to hand papermaking, box building, and bookmaking; emphasizes the
interplay of text, image, and form in the contemporary artist's book.
ART 305
Junior Exhibition and Review (.0 course)
Junior Exhibition and Review showcases the junior art major’s emerging style and
content in a group exhibit to focus exploration in support of the upcoming senior
exhibition. A committee of art department faculty and staff conduct a formal review
of the exhibition. Junior art majors prepare and present an artist statement at the
review. (Prereq.: Completion of 16 credits)
ART 306
Chinese Calligraphy and Painting II
Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106)
ART 315
Web Design II
This course explores interactive design through the use of animation, sound, and
video in website development. Students will use software such as Flash and
Fireworks as primary applications. (Prereq.: ART 215 or instructor permission)
ART 320
Typography
Study of the history, development, structures, and application of traditional and
contemporary typography; exploration of letterforms using digital, hand-set type,
and hand lettering. (Prereq.: Any ART course)
ART 322
Plein Air Sketching II
Advanced study of drawing en plein air emphasizes creating a sketchbook outside
on location to explore advanced observational technique, significant experiential
engagement, complex composition, and emerging personal style using portable allweather materials and processes. (Prereq.: ART 122)
ART 330
Graphic Design II
This studio course explores and develops concepts used in solving design
problems through visual communication. Students will explore the various tools
necessary in this discipline, such as typography, layout, color, information design,
branding, packaging, and illustration. (Prereq.: ART 225 or instructor permission)
ART 332
Photography II
Advanced study that focuses on refining the skills and visual vocabulary introduced
in ART 132. Emphasis on portfolio development using advanced black-and-white
materials. Semester projects encourage individual creativity and examination of
critical issues in contemporary photography. Students must provide their own
35mm camera.
ART 340
Digital Imaging
Exploration of visual communications in the electronic environments using various
software programs to create digital images, animation, and digital games.
ART 351
Ceramics II
Advanced work in ceramics explores clay, glaze, and firing technology with a
continued emphasis on throwing and handbuilding techniques combined with
theory, concept, and form. (Prereq.: ART 250)
ART 355
Painting II
Advanced study in acrylic or oil painting emphasizes individual expression and
emerging style through advanced color theory, series development, and
exploration of individual subject matter, approach, and method. (Prereq.: ART 118)
ART 357
Watercolor Painting II
Advanced study in watercolor painting emphasizes individual expression and
emerging style through advanced color theory, series development, and
exploration of individual subject matter, approach, and method. (Prereq.: ART 257)
ART 368
Printmaking II
Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats,
multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223)
ART 380
Hand Papermaking and Book Arts II
Advanced exploration in hand papermaking and book arts, emphasizing individual
research and expression. (Prereq.: ART 280)
ART 405
Senior Exhibition and Faculty Review (.0 course)
Senior Exhibition and Faculty Review is a practical approach, exemplifying best
visual arts practice and showcasing the senior art major’s body of work through a
solo or two-person exhibit. A committee of two art department faculty and one
outside department faculty/staff of choice conducts a formal review of the
exhibition. (Prereq.: ART 305 or permission of Art Department chair)
ART 478
Sculpture II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
Internships and Independent Study Courses
ART 199
Internship in Studio Art
ART 299
Directed Study in Studio Art
ART 399
Internship in Studio Art
ART 499
Independent Study/Research in Studio Art
Art and Architectural History
ART 240
Art History Survey
A survey of world art from prehistoric to modern times.(Prereq.: Pass CT
assessment or GST 100. WEC: alternate years)
Note: The following courses are offered intermittently, usually two or three sections per year.
ART 231
Pre-Columbian, Colonial and Contemporary Mexican Art
Develops an understanding and appreciation of Mexican art from the PreColumbian, colonial, and contemporary periods, including Frida Kahlo, Diego
Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Numerous
excursions to museums as well as archaeological and historical sites. (Prereq.:
SPA 212. Taught in Mexico, see program listings in International Programs)
ART 243
History of Architecture to 1750
History of architecture and city planning from antiquity to 1750, as illustrated by
Western and non-Western examples.
ART 244
History of Architecture after 1750
History of architecture and city planning since 1750, as illustrated by Western and
non-Western examples.
ART 249/349 The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost
exclusively of extensive walking tours and site visits to prominent examples of
design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and
an ART, HIS, or urban studies course for ART 349)
ART 290
Tribal Arts and Culture
An exploration of the rich heritage of visual arts from indigenous communities of
North America, surveying the dynamic nature of Native American art spanning
from pre-European contact into the present while exploring the political nature of
that trajectory as it encounters cultural change, Western aesthetics, and Western
concepts of art. Students will meet Native artists, visit a variety of Native American
art galleries and exhibitions, and learn about the cultural, social, and political
context surrounding a Native American art.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112
or HON 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and
architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the 18th
centuries. (Prereq.: ENL 111 or 112 or HON 111)
ART 388
Modern Art
Painting, sculpture, and architecture from Neoclassicism through the present.
(Prereq.: ENL 111 or 112 or HON 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture, and folk
arts.
Internships and Independent Study Courses
ART 199
Internship in Art History
ART 299
Directed Study in Art History
ART 399
Internship in Art History
ART 499
Independent Study/Research in Art History
Augsburg Core Curriculum—
AUG/KEY/GST
This section does not include all courses in the core curriculum, but only those not located in a
disciplinary department.
The Signature Curriculum
Augsburg Seminar
AUG 101 Augsburg Seminar (.0 course)
A weekly seminar linked to a course or course pair that integrates course content with
learning strategies and community-building opportunities beneficial to beginning
college students. While the content course is graded on a traditional point basis,
Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if
the student withdraws from the linked content course(s) is at the discretion of the
instructor(s). (P/N grading only)
Senior Keystone
KEY 470 Creating Life in the Arts: Exploration and Reflection on Vocation
From personal reflection on vocation to real-world insights and hands-on experiences,
this course will delve deeply into the skill sets and mind sets important for arts
professionals in all fine arts majors. While exploring vocation concepts, this course
balances entrepreneurial awareness, attitudes, and skills with intrapreneurial insights,
skills, and reflection.
KEY 480 Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by
challenging them to apply the diverse perspectives acquired while studying abroad
and to analyze issues that transcend national boundaries. In English with readings in
a language other than English. Open to international students and to upper-division
students who have advanced knowledge of a language other than English or who
have studied abroad for a full semester (including in English-speaking countries, with
consent of instructor).
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where the
major program does not include a keystone element. It draws together all facets of a
student’s education by providing opportunities to reflect upon and write about the
integration of one’s classes, life, and future. Readings and critical discussions with
others in the same and in different majors will add dimension to each student’s
reflective writing. (Prereq.: ENL 111 or HON 111 or ENL 112)
Liberal Arts Foundation
Connections Courses
Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed
under academic departments) or through interdisciplinary Connections courses.
ENV 100
Environmental Connections
An interdisciplinary introduction to current environmental issues. The course depends
on ecological visions of the world and examines the connections we share as people
living simultaneously in human community and in physical environments. In
examining these connections, we depend on the insights offered by political science,
biology, economics, literature, sociology, chemistry, and history as well as experiential
education and service-learning. The issues examined in this class—neither remote
nor abstract—exist in our everyday lives, and a central feature of the course is the
application of knowledge gained in the class to a campus project. (Social and
Behavioral Sciences LAF. Fall)
FIA 130
Arts and the City
Using the arts resources of the city, this course will explore how to understand and
appreciate various art forms: theater, music, opera, visual arts, dance, and film. Class
sessions consist almost entirely of attendance at off-campus performances and sites.
(Fine Arts LAF)
HUM 120 Medieval Connections: Medieval Life in 12th-Century Europe
This is the introductory course for medieval studies. It uses an interdisciplinary
approach to study European culture during a period known as the High Middle Ages,
roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex
system of thought and feeling, which includes history, religion, philosophy, literature,
art, theater, music, and food. It also takes an experiential approach to this material,
for example, by having students and faculty attend class in academic regalia, just as
they did in medieval universities. (Humanities LAF. Spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include winds,
fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes,
climate and climate change, global warming, and ozone depletion. (Three one-hour
lectures, one two-hour laboratory per week. Prereq.: MPG 2 and pass CT assessment
or GST 100. Fall, spring.)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses
on the nature of science and major concepts of physics and chemistry. Laboratory
work stressing experimentation and measurement will include the use of computers
and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week.
Natural Sciences LAF. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors.
(Three one-hour lectures, one three-hour laboratory per week. Natural Sciences LAF.
Prereq.: SCI 110 and pass CT assessment or GST 100)
Skills
Entry Skills
GST 100
Critical Thinking
Designed to develop critical thinking skills, this course strengthens the ability of
students to comprehend, analyze, synthesize, and evaluate ideas and arguments.
Students identified by the Critical Thinking Assessment are required to complete GST
100 with a minimum grade of 2.0 or better. Students who have passed the Critical
Thinking Assessment may take the class only with the permission of the instructor.
GST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those
skills important to academic success: reading, comprehension, note-taking and
textbook reading, time management, vocabulary, test-taking, organization,
concentration and memorization, learning style, conflict management, assertiveness
training, and motivation strategies.
Graduation Skills
GST 200
Quantitative Reasoning/Statistical Literacy
This course focuses on critical thinking about statistics and its use as evidence in
arguments, with an emphasis on interpretation, evaluation, communication, and
analysis of statistically-based arguments. Topics include association, causation,
observational studies, experiments, risk, confounding, bias, and chance. Common
techniques involving statistical opportunism, conditional reasoning using English to
describe and compare rates and percentages presented in tables and graphs, and the
use of standardization to take into account the influence of confounders are reviewed.
Emphasis is on interpretation, evaluation, communication, and analysis of statisticallybased arguments. (Prereq.: MPG 3)
Other General Studies Courses
GST 009
Internship Transcript Notation (.0 course)
A transcript notation is given for the academic learning inherent in an approved notfor-credit/internship/work experience. Reflection activities and work-learning
evaluations are conducted by the Strommen Career and Internship Center. With
approval, a non-credit/internship completed by juniors or seniors will fulfill the
Augsburg Experience graduation requirement.
Biology—BIO
We are in the midst of a revolution in biology. From the unraveling of information locked
within the human and other genomes to the complexities of interactions between organisms in
diverse ecosystems in changing environments, biologists and members of the public are
grappling with an almost overwhelming flood of new information. By focusing on the core
principles of biology, students are given the tools with which to interpret results coming out of
the revolution, and by early exposure to original independent research projects, given the
opportunity to themselves contribute to our understanding of the natural world. Integration
across biological sub-disciplines is emphasized, paralleling the integration taking place in the
maturing field of systems biology. As biological phenomena become amenable to the analytical
tools of chemistry, physics, mathematics, and computer science, biology is increasingly a
multidisciplinary venture. Thus, a firm background in these sciences is also important for the
successful study of biology. Biological forces have many profound effects on society, and in turn
humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly
integrated within the curriculum.
Augsburg has a strong commitment to undergraduate research. There are a variety of
opportunities in the Biology Department to work with faculty on individual research projects both
during the academic year as well as during the summer. Students at Augsburg also participate
in research programs at other institutions.
For many, an undergraduate major in biology serves as a springboard for further study.
Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in
college or university teaching, basic and applied research, and public health. Many have
entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates
have gone directly into secondary education, biomedical and biotechnology industries,
laboratory research, natural resources, and environmental education.
Biology Faculty
Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew Beckman, Ralph Butkowski,
William Capman, David Crowe, Ann Impullitti
Degree and Major Requirements
Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor
of Science in biology, or Bachelor of Arts in life sciences.
Bachelor of Arts in Biology
The total number of required courses in the department is nine-and-a-half courses. There are
additional required supporting courses that must be taken in other disciplines.
The Core Series (4.5 total courses):
A. Introductory Biology Courses (3.0 courses)
BIO 151
Introductory Biology
BIO 152
BIO 253
Evolution, Ecology, and Diversity
Introductory Cellular Biology
B. Plant Biology or Ecology (1 course):
Note: At least one of the following courses must be taken in fulfillment of the major.
BIO 361
Plant Biology
or BIO 481
Ecology
C. A Keystone Course (0.5 course)
BIO 490
Biology Keystone
or SCI 490
Integrated Keystone
or another keystone with departmental approval
The Electives (5 courses)
Note: In addition to the requirements listed above, at least five of the following courses must be
completed:
BIO 351
Invertebrate Zoology
BIO 353
Comparative Vertebrate Anatomy
BIO 355
Genetics
BIO 361
Plant Biology
BIO 369
Biochemistry
BIO 440
Plant Physiology
BIO 471
Advanced Cellular and Molecular Biology
BIO 473
Animal Physiology
BIO 474
Developmental Biology
BIO 475
Neurobiology
BIO 476
Microbiology
BIO 481
Ecology
BIO 486
Immunology
BIO 495
Special Topics in Biology
Required Supporting Courses for Bachelor of Arts
CHM 105/106
Principles of Chemistry
or CHM 115/116 General Chemistry
PHY 116
Introduction to Physics
or PHY 121/122 General Physics
MAT 114
Precalculus
or MAT 145
Calculus I
or MAT 163
Introductory Statistics
or MAT 248
Biostatistics
or PSY 215
Research Methods: Design, Procedure, and Analysis I
Bachelor of Science in Biology
The Core Series above, but with the following supporting courses:
Required Supporting Courses for Bachelor of Science
CHM 105/106
Principles of Chemistry
or CHM 115/116 General Chemistry (Must be taken concurrently with BIO151/BIO152,
respectively)
CHM 351/352
Organic Chemistry
PHY 121/122
General Physics
MAT 145/146
Calculus I, II
General Education Accomodation
BS biology majors may reduce their general education program by one or two courses. See
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section
of the catalog.
Bachelor of Arts in Life Sciences
This major is appropriate for students also seeking secondary teaching licensure in biology.
Requirements are the same as for the Bachelor of Arts in biology degree, but with the
following differences:
Only four (rather than five) upper division biology electives are required, along with:
Two additional science courses, chosen from the following list:
PHY 101
Astronomy
SCI 106
Introductory Meteorology
An introductory geology course
Bachelor of Science in Medical Laboratory Sciences
See the Medical Laboratory Sciences section of the catalog for details of the MLS major.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are
embedded throughout the offered courses and are met by completing the major. The graduation
skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the
department, subject to review by the chair. Only those biology courses successfully completed
(2.0 or above) within the last 10 years will be considered. No more than two upper division
courses from other institutions may be applied toward the major.
Custom Biology Programs
Students who have completed BIO 151, 152, 253 and at least two upper division electives
may, in consultation with their adviser, seek approval from the department to complete major
requirements with as many as four upper division courses from other institutions.
Departmental Honors
A GPA of 3.5 in biology and 3.0 overall is required. Additionally, students must successfully
complete one of the following: a) one course of approved independent study (BIO 499), b) a
research internship combined with BIO 497, or c) participation in the Mayo Innovation Scholars
Program. BIO 497 and BIO 499 projects should be submitted to the department for approval by
Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the
following December. BIO 497 and BIO 499 projects must include public presentation and a
written report approved by the department.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, 253,
and two upper division courses. The majority of courses in biology must be taken at Augsburg
College.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of
the biology faculty. Biology majors must have an adviser in the biology department. In order to
complete all major requirements in four years, BIO 151 and 152 and General Chemistry should
be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second
year. Students should complete their math requirements early in their college careers. To enroll
in courses that require BIO 253 as a prerequisite, a minimum grade of 1.0 and average grade of
2.0 is required in BIO 151, 152, and 253. For courses that require only BIO 151 and 152,
students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. A
grade of 2.0 or above is required for all supporting courses and upper division biology courses
applied to the major. Upper division biology requirements must be traditionally graded. A GPA of
2.5 in upper division biology courses is required for the life sciences major.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care
should be taken to study the requirements for every program well in advance of making
application. In general, medical schools require two-semester sequences in calculus, physics
and organic chemistry. Biochemistry is also commonly required, and in some instances
statistics and literature. Programs in physician assistant training, veterinary medicine, physical
therapy, and such typically have a more extensive list of prerequisites. Students considering a
post-baccalaureate program in these areas should consult early and often with health science
advisers Dixie Shafer, Dale Pederson, and Kelsey Richardson-Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry,
organic chemistry, calculus, and physics. Also required is extensive involvement in research
through Augsburg Experience, internships, and/or independent study. Careful consultation with
a biology adviser is recommended to select among coursework and research options.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for biology teachers, the science
portions of which are satisfied by the Augsburg life sciences major. The state requirements may
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements. All upper division biology requirements for secondary licensure must be
completed before beginning student teaching.
Post-Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching
licensure at Augsburg are required to complete a minimum of two upper division biology
courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined
by the department following review of transcripts and prior to matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to
students who have completed at least one upper division biology course and have a GPA of 3.0
in biology.
Cooperative Education and Service-Learning
The department works with the Strommen Career and Internship Center in identifying and
defining cooperative education experiences in laboratories and other settings in the Twin Cities.
Biology Courses
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses
on the nature of science and major concepts of physics and chemistry. Laboratory
work stressing experimentation and measurement will include the use of computers
and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.:
MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors.
(Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
SCI 280
Introduction to Research
This is a topics course for discovery-based research introducing concepts and skills
based on instructor-generated research projects. It is offered through a selection
process based on student interest, invitation, and interview selection. It is
recommended for students in the Honors program and can also fulfill an Augsburg
Experience as an experiential course in research if the student project results in
presentation of the work in subsequent semesters. All are welcome to apply. (Prereq.:
Invitation to participate in course; 0.5 course)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are emphasized.
The nature of science and the approach used by scientists to gather and analyze data
and propose and test hypotheses are considered. (Three one-hour lectures, one
three-hour laboratory. Does not apply to the major or minor. Prereq.: MPG 2 and pass
CT assessment or GST 100)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour lectures,
one three-hour laboratory. A student may not receive credit for both BIO 121 and 103.
Does not apply to the major or minor. Prereq.: HPE 104 or MUS 101 or MUS 111 or
permission of the instructor; CHM 102 or another chemistry course strongly
recommended. Spring)
BIO 121
Human Biology and Lab
An introduction to basic biological principles with a human perspective and
application. Includes discussion of the molecular and cellular basis of life, genetics,
and genetic disease, selected organ systems and disease, and the sustainability of
life on earth. (Three one-hour lectures, one three-hour laboratory. A student may not
receive credit for both BIO 121 and 103. Does not apply to the major or minor in
biology. Students are strongly encouraged to take CHM 102 before taking this class.
Fall and spring)
BIO 150
Introductory Biology Workshop
An elective workshop for students concurrently enrolled in BIO 151. Students will
explore topics covered in BIO 151 in more depth using AVID-based strategies for
succeeding in college-level biology courses. P/N grading only. (Coreq: BIO 151 and
consent of the instructor)
BIO 151
Introductory Biology
First of a two-semester sequence. An introduction to biology for science majors,
including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152
must be taken in sequence except by permission of instructor. (Three hours of
lecture, three hours laboratory, some Saturday field trips. Prereq.: MPG 3 or
concurrent registration in MAT 105. Fall)
BIO 152
Ecology, Evolution, and Diversity
Second of a two-semester introductory sequence. An introduction to evolution,
ecology, and biological diversity for science majors. (Three hours of lecture, four
hours laboratory. Prereq.: BIO 151. Spring)
BIO 253
Introductory Cellular Biology
An introduction to structure and function in tissues, cells, and subcellular organelles.
(Three hours of lecture, four hours of laboratory. Prereq.: CHM 106 or 116. Fall)
BIO 297
Directed Study: Research in Biology (0.5 credit)
Directed research with a faculty member. No more than two terms may be applied to
minimum graduation requirements. (Requires permission of the instructor and chair of
the department.)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life
history, and phylogeny. (Three hours of lecture, four hours of laboratory. Prereq.: BIO
151, 152. Fall)
BIO 353
Comparative Vertebrate Anatomy
Comparative anatomy, functional morphology, and evolutionary morphology of
vertebrates. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 151, 152.
Spring)
BIO 355
Genetics
A study of the principles of heredity. The course integrates classical transmission
genetics, molecular genetics, and genomics. Special topics will include epigenetics,
developmental genetics, and human disease genetics. Contemporary genetic model
systems will be utilized in laboratory experiments. (Three hours of lecture, four hours
of laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY
215. Spring)
BIO 361
Plant Biology
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy,
physiology, phylogeny, ecological and economic importance, and plant-microbe
interactions are integrated throughout. (Three hours of lecture, four hours of
laboratory. Prereq.: BIO 151, 152. Fall)
BIO 369
Biochemistry
The course addresses the chemical structure and function of the major biological
macromolecules. Key topic areas are protein structure and function, enzyme
mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation.
(Three hours of lecture, four hours of laboratory. Prereq.: BIO 253, CHM 351 and
MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall)
BIO 440
Plant Physiology
A consideration of the processes involved in photosynthesis, growth, development,
and water relations in plants including the relationship of process to structure and life
history. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253.)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology,
cell-signaling, cell cycle control, the cytoskeleton and select additional topics. (Three
hours of lecture, four hours of laboratory. Prereq.: BIO 369. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception as well as neural and hormonal control of these functions, emphasizing
vertebrates. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253 and
MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall)
BIO 474
Developmental Biology
A study of development from the embryonic to adult stages. The course will focus on
the physiological, molecular, and morphological changes that occur during
development. Additional topics to be covered will include evolutionary developmental
biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours
of lecture, four hours of laboratory. Prereq.: BIO 253.)
BIO 475
Neurobiology
An introduction to the nervous system. Topics to be studied include the electrical
activity of neurons, sensory and motor systems, mechanisms of learning and
memory, animal behavior, and human cognition. (Three hours of lecture, four hours of
laboratory. Prereq.: BIO 253. Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial, and
medical issues are discussed, with particular attention paid to human pathogens.
(Three hours of lecture, four hours of laboratory. Prereq.: BIO 253. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment.
Topics include physiological ecology, energy flow, nutrient cycling, a survey of
biomes, population and community ecology, and conservation. (Three hours of
lecture, four hours of laboratory, some Saturday field trips. Prereq.: BIO 152, CHM
106 or 116 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall)
BIO 486
Immunology
This course is a study of the body’s immune defense. The course investigates the
structure and mechanisms of human body’s three lines of immune defense.
Protection from microorganisms and parasites, and cancer surveillance are
considered. The role of immunity in vaccination and transplantation, and mechanisms
of immune malfunction in allergy, autoimmunity, and immunodeficiency are included.
(Three hours of lecture, four hours of laboratory. Prereq.: BIO 355. Spring)
BIO 490
Biology Keystone (.5 course)
A seminar course that fulfills the AugCore keystone requirement. Several important
biological issues that have ethical and societal implication and ramifications are
explored, including the topics of the vocation of a scientist, connections between faith
and science, and moral, ethical, and societal challenges faced by scientists. (Prereq.:
senior biology major. Fall, spring)
SCI 490
Integrated Keystone (.5 course)
The Natural Science Keystone explores the connections of science with the world at
large, including faith, vocation, ethics, and professional accountability. Students will
reflect on science as a vocation and the philosophy of science in a global context of
the interconnectedness of faith, reason, ethics, sustainability, and socio-politicaleconomic situation. (Prereq.: senior biology, chemistry, or physics major; P/N for 0.5
course)
BIO 495
Special Topics in Biology
Courses covering special topics not otherwise covered by other course offerings.
Topics may vary.
Internships and Independent Study Courses
BIO 199
lnternship
(Prereq.: BIO 151, 152. P/N only)
BIO 299
Directed Study
BIO 399
Internship
(Prereq.: BIO 253. P/N only)
BIO 497
Independent Study/Research (.5 course)
(Prereq.: BIO 253. P/N only)
BIO 499
Independent Study/Research
(Prereq.: BIO 253. P/N only)
Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the
biological basis of behavior. Towards this end, students will take courses in both psychology
and biology to gain exposure to a broad range of theories and research covering a variety of
topics such as cognition, motor control, sensation/perception, emotion, and psychopathology.
These topics will be studied at multiple levels of analysis including genetic, neural, and
environmental.
The biopsychology major will provide students with a strong foundation of courses in
neuroscience, statistics, and chemistry. This broad training can help prepare students for
careers in research, medicine, public health, education, and pharmaceutical or biotechnology
industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit
(Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler
(Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology).
Major
Thirteen Courses
Psychology Courses:
PSY 105
PSY 215
PSY 315
PSY 355
Principles of Psychology
Research Methods and Statistics I
Research Methods and Statistics II
Biopsychology
Biology Courses:
BIO 151
BIO 152
BIO 253
BIO 475
Introductory Biology
Ecology, Evolution, and Diversity
Introductory Cell Biology
Neurobiology
Psychology Electives (two required):
PSY 299
Directed Study (Research in Biopsychology)
or PSY 360 Psychology Lab (two semesters)
PSY 354
Cognitive Psychology
PSY 391
Individual Differences
PSY 410
Clinical Neuropsychology
PSY 491
Advanced Research Seminar
PSYC 322
Sensation and Perception (St. Thomas)
PSYC 407
Seminar in Behavioral Neuroscience (St. Thomas)
PSYC 378
Psychology of Language (Macalester)
PYSC 486
Seminar in Neuropharmacology (Macalester)
Biology Electives (two required):
BIO 355
BIO 369
BIO 471
BIO 473
BIO 495
BIOL 356
Genetics
Biochemistry
Advanced Cell and Molecular Biology
Animal Physiology
Animal Behavior (this topic only)
Cellular and Molecular Neuroscience (Macalester)
Keystone (one required):
BIO 490
PSY 400
SCI 490
Biology Keystone
Keystone Internship
Integrated Science
Note: Students will need to take the CHM 105/106 or 115/116 sequence to complete the
biology courses. A minimum of five courses must be from Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are
embedded throughout the offered courses and are met by completing the major. The graduation
skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an
adviser about potential adjustments to their course requirements to fulfill these skills. An
average grade of 2.0, with no grade below a 1.0 is required for the biology introductory
sequence BIO 151, 152, 253. A grade of 2.0 or above is required for all upper division courses
applied to the major.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the
department chair(s). Only those biology and psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research
project, approved and evaluated by three members of the Biopsychology faculty. Formal
application must be made no later than the junior year.
Department of Business
Administration—BUS, ACC, FIN, MIS,
MKT
Our mission is to prepare students for professional careers in business or for graduate
studies. This preparation involves a curriculum that stresses analysis and communication,
emphasizes both theory and practice, and is shaped by the needs of the business community.
The department fosters close ties with the corporate community that provide a wealth of
practical expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve both the student and the community by providing an
education that is technically competent, ethically based, and socially aware.
Faculty
Magdalena M. Paleczny-Zapp (Chair), William M. Arden, John C. Cerrito, David A. Conrad,
John A. Furia, Jennifer Grant, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor, Steven J.
LaFave, Laura K. Lazar, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Milo A. Schield,
David G. Schwain, Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller
General Requirements
Majors
The Department of Business Administration offers seven majors: business administration
(BUS), accounting (ACC), finance (FIN), international business (BUS), management (BUS),
management information systems (MIS), and marketing (MKT). There is also a combined
business and economics major, which incorporates courses from both the Departments of
Business Administration and Economics.
Specializations
Specializations provide students majoring in a field of study the opportunity to deepen their
knowledge of a particular aspect of this major area. Within the business administration major
there are two specializations: marketing (WEC only) and music business (Day only).
Minors
Minors provide students the opportunity to study and obtain a professional credential in an
area of study that is in addition to their major. Minors are available to students majoring in fields
outside the Department of Business Administration, in addition to students majoring in other
areas in the Department of Business Administration. The Department of Business
Administration offers six minors: business administration (for non-business majors only),
international business, music business, accounting, management information systems, and
marketing.
Certificate Programs
Certificate programs in the Department of Business Administration are designed to meet the
needs of working people looking for specific skills to help them in their job, or to pursue a new
career. The department offers certificates in information technology, business management, and
business finance through the Weekend and Evening College program. Certificate requirements
are listed in management, finance, and management information system sections of the catalog.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the
major at Augsburg, or at least three courses in the minor, or obtain an exemption from the
department. Transfer courses must be approved by the department. Courses taken more than
10 years ago will not be accepted.
Advising
Students who plan to major in any of our business majors are strongly encouraged to select
a departmental adviser who teaches in their major. This should be done by the end of the
sophomore year at the latest. In addition to advising, departmental faculty can counsel students
on their careers, assist in obtaining internships or jobs, and provide letters of recommendation
for prospective employers or graduate programs. The full-time business administrator is also
available for advising questions relating to degree progress, course selection, and international
courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students
need to consult with the department chair. Students need to apply to the department and start
the process during the junior year.
Internships
Students are strongly encouraged to work with the Strommen Career and Internship Center
and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their
junior or senior year. Internships can provide students with experience that may be valuable in
competing for jobs after graduation. Advisers should be consulted about internships.
Study Abroad
The Department of Business Administration faculty actively support international study. For
additional details, see the section on International Partners under International Programs in this
catalog, or consult the departmental coordinator and/or the department administrator, for
international business or other overseas opportunities.
Entrepreneurship
Students are encouraged to take BUS 254 Entrepreneurship.
Business Administration—BUS
The major in business administration prepares students for professional careers in business
administration or for graduate studies. The two specializations within this major share a
common business core. This common core provides students with a broad foundation so they
can readily adapt to internal changes in interests and goals and to external changes in
circumstances and opportunities.
Degree and Major Requirements
Business Core
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course
description under Augsburg Core Curriculum.)
Specialization in Music Business (Day students only)
Business Core* plus eight courses:
MUS 105
The Music Business
MUS/BUS 245 Arts Management and Concert Promotion
MUS/BUS 399 Internship
ECO 112
Principles of Macroeconomics
One additional music business elective (1.0 credit taken at Augsburg or MSCM)
3 MUS credits
or 2 MUS credits and 1 MUE credit (2 credits must be in residence at Augsburg),
selected from:
MUS 101
Materials of Music I
MUS 111
Aural Skills I
MUS 102
Materials of Music II
MUS 112
Aural Skills II
MUS 130
Introduction to Music and the Fine Arts
MUS 220
Worlds of Music
MUS 241
History of Jazz
(other MUS courses as approved by adviser)
*Music business majors may substitute BUS 254 in place of BUS 242 or 200.
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by
completing two courses: MIS 260 (QF) and either BUS 264 or BUS 379 or COM 352 (QA).
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Specialization in Marketing (Weekend and Evening College students only)
Business core plus five courses:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
MKT 352
Marketing Research
MKT 355
Marketing Communications
or MKT 357 Advertising
MKT 450
Marketing Management
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the
business administration major, marketing specialization.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
MKT 252
Principles of Marketing
BUS 379
Quantitative Methods for Business and Economics
or FIN 331 Financial Management
and one other upper division business administration, accounting, finance, MIS, or marketing
course.
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
and one other upper division economics course
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the
combined major in business administration and economics.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor in Business Administration (open to non-business majors only)
Six courses including:
ACC 221 and 222, BUS 242 or 200, ECO 112 or 113, FIN 331 or BUS 264 or 379, MKT 252.
Other configurations may be permitted with approval of the department chair.
Minor in Music Business
Eight courses including:
MUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS
245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399
(maximum of 1 credit in MUE and/or MUP courses).
This minor is a collaborative program between the Music and Business Administration
Departments. The minor is a course of study designed both for the music major desiring
additional preparation in business and for the non-music major interested in pursuing a career in
the music industry.
Business Administration Courses
BUS 200 Exploring Business as a Vocation
This course is intended to introduce you, the student, to the possibility of pursuing a
career in business as a vocational calling. In this course you will be exposed to the
key areas of business operations including: management, marketing, management
information systems/technology, finance, accounting, and international business.
BUS 242 Principles of Management
Development of the theory of management, organization, staffing, planning, and
control. The nature of authority, accountability, and responsibility; analysis of the role
of the professional manager.
BUS/MUS 245 Arts Management and Concert Promotion
A study of the role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects, and organizations.
Factors affecting trends and earnings, challenges within the industry, and
differentiation between the for-profit and non-profit sectors are discussed. Emphasis
is placed on developing a working vocabulary of industry topics and in benefiting from
practical field experience. (Prereq.: BUS/MUS 105)
BUS 254 Entrepreneurship
The process of transforming an idea into an organization that can market this idea
successfully. Examines the construction of a viable business plan with attention to the
resources needed for success.
BUS 264 Statistical Literacy for Managers
Critical thinking about statistics as evidence for management decisions. Analysis of
business cases involving non-financial data. Focus on predicting, understanding, and
managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and
inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence
intervals). Includes the generation and analysis of survey data. Uses Monte Carlo
simulation in business forecasting. Focus on communicating results in a form that
facilitates decisions by non-quantitative managers. Attention to alternate choices,
sub-optimization, and unanticipated consequences. Optional topics include process
control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS
260 or equivalent. WEC and evening schedule: Additional evening sessions are
required.)
BUS 295 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and readings in the areas of business administration. (Prereq.:
consent of instructor)
BUS 301 Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code. (Prereq.: Pass CT
assessment or GST 100)
BUS 340 Human Resource Management
Personnel function in business, acquisition, and utilization of human resources;
desirable working relationships; effective integration of the worker with the goals of
the firm and society. (Prereq.: BUS 242 or BUS 200)
BUS 362 International Business
This course views international business from a global perspective, including views of
the U.S. government and perspectives of foreign governments. Each topic is
supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS
200 or MKT 252, and ENL 111 or 112 or HON 111)
BUS 379 Quantitative Methods for Business and Economics
How to read and interpret data to make better business decisions. Topics include
descriptive statistics (emphasis on confounding and conditional reasoning) and
statistical inference (confidence intervals and statistical significance). Software used
is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT
171. WEC and evening schedule: Additional sessions are required, usually on a
weekday evening.)
BUS 440 Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial
viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or
BUS 200)
BUS 465 International Management
This course analyzes several factors influencing behavior in the workplace and the
board room, including skills needed to manage across national borders. (Prereq.:
ENL 111 or 112 or HON 111, and BUS 242 or 200; BUS 362 recommended.)
BUS 479 Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include multivariate
modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA.
(Prereq.: BUS 379. On demand)
BUS 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international business problems and
policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses
BUS 299 Directed Study
BUS 399 Internship
BUS 499 Independent Study/Research
Accounting—ACC
Accountants perform an important function in society by providing high quality financial
information. Augsburg accounting majors learn the requisite skills to do this through the study of
theories and practices associated with the areas of financial accounting, managerial accounting,
tax accounting, and auditing. In addition, accounting majors take courses in other business
areas necessary so that they have a broad understanding how accounting serves the needs of
business managers and others who rely on accounting information.
Students completing the accounting major will be prepared for entry-level positions as auditors
and public accountants, management accountants, tax accountants, and internal auditors. Their
education will give them knowledge and skills to work as accountants in business, government,
and nonprofit organizations and to work in other positions requiring engagement with financial
information.
The Augsburg accounting major also provides students with the accounting and business
coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students
should note, however, that in order to take the exam they must have completed a total of 150
credit hours in either undergraduate or graduate coursework (an Augsburg equivalent of 37.5
credits). Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting
examinations upon graduation. Students interested in learning more can find information at the
following websites:
CPA exam general information:
http://www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx
State of Minnesota CPA exam requirements:
https://www.revisor.mn.gov/rules/?id=1105.1500
CMA exam:
http://www.imanet.org/cma_certification.aspx
Degree and Major Requirements
Accounting Major
Business Core Requirements
Seven courses including:
ACC 221
ACC 222
Introduction to Financial Accounting
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required Accounting Courses
Nine courses including:
ECO 112
BUS 301
BUS 379
ACC 322
ACC 323
ACC 324
ACC 326
ACC 423
ACC 425
Principles of Macroeconomics
Business Law
Quantitative Methods for Business and Economics
Accounting Theory and Practice I
Accounting Theory and Practice II
Managerial Cost Accounting
Tax Accounting
Auditing
Advanced Accounting
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course
description under Augsburg Core Curriculum.)
Joint BA in Accounting and Master of Arts in Leadership
A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program
designed for students who wish to qualify for CPA certification and obtain a master’s degree. By
the end of the fifth year and successful completion of all requirements, the student receives both
a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to
qualify for the CPA certification. The MAL program offers a large number of courses on a
weekend schedule. Refer to the Graduate Studies Catalog for a complete list of course
offerings.
It is recommended that students meet with an accounting adviser to create an effective plan
for successful completion of the five-year program.
Requirements:
1. Students must apply for admission to the MAL program at the end of their junior year. The
application process includes submission of a completed application form, three letters of
recommendation (two from professors and one from an employer), a personal statement, an
example of writing in an academic paper, a GPA of at least 3.30, and an interview with a threeperson panel from the MAL program.
2. Students must also have faculty endorsement from the accounting program.
3. Students must complete at least one year of accounting work experience (either a job or
internship) by the time they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
Six courses including:
ACC 221, 222, 322, 323 and 324 plus one of the following courses: ECO 112, ECO 113, MIS
260, FIN 331 or BUS 379. This minor is recommended for majors in MIS and finance.
Accounting Courses
ACC 221 Introduction to Financial Accounting
Introduction to business activities, basic concepts, and fundamentals of accounting,
the accounting cycle, and preparation of financial statements.
ACC 222 Introduction to Managerial Accounting
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic
concepts and fundamentals of managerial accounting, planning and controlling
processes, decision making, and behavioral considerations. (Prereq.: ACC 221)
ACC 295 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology, and readings in the areas of business administration.
(Prereq.: consent of instructor)
ACC 322 Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and
other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323 Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis on
accounting theory pertaining to financial statements, income concepts, valuation
concepts, FASB statements, and other relevant issues as applied to liabilities and
stockholders’ equity. (Prereq.: ACC 322)
ACC 324 Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision
making. Planning, budgeting, standard cost systems, as well as other quantitative and
behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT
163 or 373, MKT 252, or consent of instructor)
ACC 326 Tax Accounting
The more common and important provisions of planning and compliance for income
taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor)
ACC 423 Auditing
Internal and external auditing procedures. Emphasis on the CPA’s role to form the
basis of opinion on a set of financial statements. (Prereq.: ACC 323 and ENL 111 or
112, or HON 111)
ACC 425 Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting,
partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology, and current national and international business problems and
policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses
ACC 199 Internship
ACC 299 Directed Study
ACC 399 Internship
ACC 499 Independent Study/Research
Finance—FIN
The finance major prepares students for professional careers in corporate finance and the
financial services industry. Augsburg finance majors learn requisite skills through courses
focused on financial theory and practice, investment and portfolio theory, intermediate
accounting theory, money and banking, and international finance. In addition, finance majors
take courses in other business areas necessary so that they have a broad understanding of how
finance serves the needs of business managers and others who rely on financial information.
Besides careers in the finance/accounting area in all businesses large and small, this major
leads to careers in banking, asset management, insurance, and investment banking. Students
will gain the knowledge and skills to work as financial analysts and financial managers in
business, government, and nonprofit organizations, and to work in other positions requiring
engagement with financial information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the
use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate
school and professional career examinations such as the Chartered Financial Analyst (CFA),
conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Finance Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required Finance Courses
Eight courses including:
ECO 112
BUS 301
BUS 379
ACC 322
FIN 433
FIN 438
FIN 460
Principles of Macroeconomics
Business Law
Quantitative Methods for Business and Economics
Accounting Theory and Practice I
Financial Theory: Policy and Practice
Investment Theory
International Finance
ECO 315
Money and Banking
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course
description under Augsburg Core Curriculum.)
Business Finance Certificate Program
The Business Finance Certificate provides students with the knowledge needed to pursue
positions in the banking or brokerage industry, provides basic background for Series 6, 7, 63
examinations, and will partially meet requirements for the Level I CFA examination. It is
designed for students who want to supplement a previously obtained bachelor’s degree or who
are looking to enhance skills in their current job or to pursue a new career. The Business
Finance Certificate is available to non-finance majors and is available through the Weekend and
Evening College (WEC) program. The certificate consists of six courses: ECO 112, ACC 221,
FIN 331, 433, 438, and ECO 315.
Students are required to be in Math Placement Group 3. They must also have a background
in computer skills (especially spreadsheets), or take MIS 260 before admission to the certificate
program. Students must achieve a minimum 2.00 grade point average in all Business Finance
Certificate courses.
Finance Courses
FIN 240
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income
taxes, insurance, real estate, investments, retirement, and estate planning. (This
course is typically offered online in the summer.)
FIN 331
Financial Management
This course includes financial statement analysis, risk and return, security valuation,
capital budgeting, capital structure, and working capital management. (Prereq.: ECO
112 or ECO 113, ACC 221, and MPG 3. This course is also offered as an online
option in summer.)
FIN 433
Financial Theory: Policy and Practice
This course includes readings and case discussions on markets, financial strategy,
capital structure and payout policies, raising capital, risk management, corporate
restructuring, and corporate governance. (Prereq.: FIN 331)
FIN 438
Investment Theory
This is an introduction to investment decision making and portfolio managementtheory and practice. Other topics include valuation principles and practices, risk and
return analysis, and derivatives. (Prereq.: FIN 331 and ENL 111 or 112 or HON 111)
FIN 460
International Finance
This course develops tools for practicing multinational financial management,
including currency exchange rates, risk, forecasting, spot and forward rates, hedging,
and international monetary and trade flows as represented in the accounting and
macroeconomic identities for current account and trade deficits. This course extends
the framework of financial management to include international transactions as well
as ethical considerations. (Prereq.: FIN 331)
International Business—BUS
The objective of the international business major is to prepare students for the increasingly
competitive and interdependent international business world with which they must cope. It is
absolutely necessary for American graduates to be fully informed about how to compete and do
successful business outside the US as well as in the US market where much of their
competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange
rates, the laws and logistics of international trade, and investments made in foreign markets.
Knowledge of other cultures is crucial to being a successful international business person.
Besides your studies in business, finance, banking, and the like, you will also learn about
different cultures and societies.
A major in international business will lead you to exciting careers in a global context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Seven courses including:
ACC 221
ACC 222
BUS 242
or BUS 200
ECO 113
FIN 331
MIS 260
MKT 252
Introduction to Financial Accounting
Introduction to Managerial Accounting
Principles of Management
Exploring Business as a Vocation
Principles of Microeconomics
Financial Management
Problem Solving for Business
Principles of Marketing
Required International Business Courses
Six courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
BUS 362
International Business
BUS 465
International Management
MKT 466
International Marketing
And one additional upper division course in either international business or international
economics.
Students must also complete three semesters of a foreign language (or equivalent). This
does not include American Sign Language. The language requirement may be waived for
international students. Contact the international business coordinator for details on language
equivalents or other configurations, including transfer equivalencies.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the
international business major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor in International Business
Six courses including:
ECO 112 or 113; ACC 221; BUS 242 or 200 or MKT 252, and three courses in international
business (one may be in international economics).
Students should consult the area coordinator concerning acceptable alternatives in
international economics.
International Business Courses
BUS 362 International Business
This course views international business from a global perspective, including views of
the U.S. government and perspectives of foreign governments. Each topic is
supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS
200 or MKT 252, and ENL 111 or 112 or HON 111)
BUS 465 International Management
This course analyzes several factors influencing behavior in the workplace and the
board room, including skills needed to manage across national borders. (Prereq.:
ENL 111 or 112 or HON 111, and BUS 242 or 200; BUS 362 recommended.)
MKT 466 International Marketing
Examination of issues and activities unique to marketing in an international setting.
Emphasis on adaptation of a marketing mix according to the international marketing
environment. (Prereq.: MKT 252)
Management—BUS
The major in management prepares the student for a wide variety of careers in supervision
and senior management. Peter Drucker once commented that effective management is
probably the main resource of developed countries and the most needed resource in developing
ones.
The role of a manager is to guide the organization and its employees toward the
accomplishment of goals. The skills developed in the study of this major are applicable in
businesses of any size and in both the for-profit and nonprofit sectors.
In addition to the general business core courses, students take courses in human resources,
strategy, international management, project management and/or quantitative methods of
management.
Degree and Major Requirements
Management Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MKT 252
Principles of Marketing
MIS 260
Problem Solving for Business
Required Management Courses:
Six courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
BUS 340
Human Resource Management
BUS 440
Strategic Management
BUS 465
International Management
MIS 376
Project Management
or ECO 318 Management Science
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the
management major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Business Management Certificate Program
The Business Management Certificate Program is designed for students who want to add to
a current degree, update previously learned skills, change or explore a new career, or increase
their value in the job market. It is available through the Weekend and Evening College program.
Students may begin by completing the Business Management Certificate Program and continue
on to complete a bachelor’s degree in management. The certificate consists of five courses:
BUS 242, 340, 440, 465, and one of the following: BUS 254, MIS 376, or ECO 318.
Management Courses
BUS 340 Human Resource Management
Personnel function in business, acquisition, and utilization of human resources;
desirable working relationships; effective integration of the worker with the goals of
the firm and society. (Prereq.: BUS 242 or 200).
BUS 440 Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial
viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or
BUS 200).
BUS 465 International Management
This course analyzes several factors influencing behavior in the workplace and the
board room, including skills needed to manage across national borders. (Prereq.:
ENL 111 or 112 or HON 111 and BUS 242 or 200. BUS 362 recommended).
Management Information Systems—MIS
The major in management information systems prepares students for professional careers
in information systems such as application developer, business systems analyst, IT consultant,
or project manager. MIS studies information systems as both a resource and a tool for decision
making. Students learn to analyze and evaluate existing systems and to design and develop
new systems. MIS is an extensive major (16 courses) and includes courses from computer
science, mathematics, economics, business, accounting, finance, and marketing as well as from
MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required MIS Courses
Six courses including:
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
MIS 270
Data Management for Business
MIS 375
Management Information Systems in the Organization
MIS 376
Project Management
MIS 475
Systems Analysis and Design
MIS 476
Information Systems Projects
Three required supporting courses:
CSC 160
Introduction to Computer Science
CSC 170
Structured Programming
or CSC 240 Introduction to Networking and Communications
MAT 171
Discrete Math for Computing
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course
description under Augsburg Core Curriculum.)
Minor in MIS
Six courses including:
MIS 260, ACC 221, ECO 113, BUS 242 or 200 or MKT 252, plus two courses selected from
MIS 270, MIS 375, and MIS 376 or ECO 318 (but not both MIS 376 and ECO 318)
Information Technology Certificate
The Information Technology (IT) Certificate program is comprised of six courses, which are
part of the management information systems (MIS) degree program. Non-degree seeking
students can complete these six courses to earn the certificate. The certificate is available
through the Weekend and Evening College (WEC) program. Students who do not have a
degree are eligible to go on with their studies to complete the bachelor’s degree in MIS. The six
certificate courses are: MIS 260, 270, 375, 376, CSC 160 and CSC 240.
Students can vary the order of courses taken. However, MIS 260 should be the first MIS
course, and CSC 160 should be the first CSC course taken. Students are required to meet a
math proficiency level of MPG 3 prior to entering this program.
Management Information Systems (MIS) Courses
MIS 260
Problem Solving for Business
This course applies advanced software capabilities like macros, Solver, and Scenario
Manager in Microsoft Excel as well as other simulation and decision support tools for
problem solving in business through the use of realistic business cases. (Prereq.:
MPG 3)
MIS 270
Data Management for Business
Introduces the concepts of data modeling, database structures, and relational
databases using a hands-on approach. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology, and readings in the area of management information systems.
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the components in a technology
architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, ENL 111 or 112 or HON
111, and pass CT assessment or GST 100)
MIS 376
Project Management
Develops project management skills needed to initiate, plan, execute, control, and
close projects. Combines theories, techniques, group activities, and computer tools
such as Microsoft Project. Emphasizes technical and communications skills needed
to manage inevitable changes. (Prereq.: MIS 260)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer Aided
Software Engineering (CASE) tools. Techniques used include data and process
modeling, file and database design, and user interface design. A course-long project
is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375)
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.: consent
of instructor)
Internships and Independent Study Courses:
MIS 199
Internship
MIS 299
Directed Study
MIS 399
Internship
MIS 499
Independent Study/Research
Marketing—MKT
The marketing major prepares students for professional careers in a wide variety of
marketing functions within both business and not-for-profit organizations. Career avenues
include marketing research, product management, marketing communications (e.g., advertising,
public relations, sales promotion), and sales. Marketing courses focus on integrating both theory
and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan
location makes it easy for marketing students to complete marketing plans, research studies,
and other projects for leading Twin Cities companies and not-for-profit organizations.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Seven courses including:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 200 Exploring Business as a Vocation
ECO 113
Principles of Microeconomics
FIN 331
Financial Management
MIS 260
Problem Solving for Business
MKT 252
Principles of Marketing
Required Marketing Courses
Eight courses including:
ECO 112
Principles of Macroeconomics
BUS 264
Statistical Literacy for Managers
or BUS 379 Quantitative Methods for Business and Economics
BUS 301
Business Law
MKT 352
Marketing Research and Analysis
MKT 450
Marketing Management
MKT 466
International Marketing
MKT 350
Consumer Behavior
or MKT 354 Sales Management
MKT 355
Marketing Communications
or MKT 357 Advertising
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course
description under Augsburg Core Curriculum.)
Minor in Marketing
Five courses including:
MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses.
This minor is recommended for anyone who wishes to further their knowledge of the
marketing field.
Marketing Courses
MKT 252 Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive,
behavioral, economic, and technological factors as they affect product, promotion,
marketing channel, and pricing decisions.
MKT 350 Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer decision
making process. Impact of attitudes, values, personality, and motivation on individual
decision processes. Analysis of cultural, ethnic, social class, family, and purchase
situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252
or consent of instructor)
MKT 352 Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.: MKT
252, BUS 379 or 264, or consent of instructor. For non-business majors: An
alternative to BUS 379 is another introductory statistics course with consent of
instructor. Augsburg statistics courses that will automatically fulfill the BUS 264 or 379
prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.)
MKT 354 Sales Management
Formulation, implementation, evaluation, and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment,
departmental structure, training, motivation, territory allocation, quotas, and
compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 355 Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation, and
personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT
355 or 357 can be taken for graduation credit, but not both.
MKT 357 Advertising
Introduction to print, broadcast, and Web-based advertising and promotion as
important elements in modern marketing and communications. Note: Either MKT 355
or 357 can be taken for graduation credit, but not both.
MKT 450 Marketing Management
Application of marketing concepts to day-to-day strategies and long-term planning
issues; development and implementation of marketing plans. (Prereq.: MKT 252,
MKT 352, MKT 355 or 357, ENL 111 or 112 or HON 111, and pass CT assessment or
GST 100, or consent of instructor)
MKT 466 International Marketing
Examination of issues and activities unique to marketing in an international setting.
Emphasis on adaptation of a marketing mix according to the international marketing
environment. (Prereq.: MKT 252)
MKT 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international business problems and
policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
MKT 199 Internship
MKT 299 Directed Study
MKT 399 Internship
MKT 499 Independent Study/Research
Chemistry—CHM
Chemistry is the science that examines and works toward understanding changes in matter.
Chemistry has been described as the central science because matter includes the entire
physical world, such as the things we use, the food we eat, and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite
and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific
problems and also capable of providing a public understanding of their work, including potential
problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their
society. The liberal arts as offered in the general education curriculum is imperative if a chemist
is to be both truly human and truly scientific.
Augsburg’s chemistry department is approved by the American Chemical Society (ACS) and
offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideals, the Department of Chemistry has established the following
objectives to help its students develop into mature scientists:
• To provide a course of study of sufficient rigor and depth to enable our graduates
who complete our ACS chemistry major to compete successfully with their peers of
similar ability in graduate school or research positions, as well as professional goals
other than traditional positions as chemists.
• To provide an atmosphere of learning so that students will want to remain lifelong
learners, thereby remaining competent in their field, however that may change after
graduation, and be able to move into new areas as opportunities arise.
• To encourage students to take a broad view of their education and to integrate
outside study areas with the sciences.
• To present the excitement of chemistry to non-science majors as an example of the
methodology of the natural sciences in examining the world around us. The
presentation of major concepts underlying the changes in matter, the opportunity to
examine change in the physical world, and the reflection of the implications and
limitations of science in our society will enhance the ability of non-science persons to
make better value judgments concerning science questions in their own endeavors.
Chemistry Faculty
Sandra L. Olmsted (Chair), Ron L. Fedie, Vivian Feng, Arlin E. Gyberg (emeritus), David R.
Hanson, Joan C. Kunz, Michael Wentzel
Degree and Major Requirements
Bachelor of Arts
Major in Chemistry
CHM 115, 116 General Chemistry I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (four semesters)
One course in biochemistry and one additional course from:
CHM 364
CHM 367
CHM 464
CHM 481
CHM 482
CHM 470
Physical Chemistry II
Properties of Polymers
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal Chemistry
Also required:
PHY 121, 122 General Physics I, II
MAT 145, 146 Calculus I, II
Because upper division courses have mathematics and physics prerequisites, students should
plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in
biology. Other pre-health and pre-professional students (physician assistant, pharmacy,
engineering, etc.—see pre-professional program listings in the Academic Information section)
should consult the chemistry department for assistance in course planning early in their college
careers.
Bachelor of Science
American Chemical Society Approved Major
CHM 115, 116 General Chemistry I, II
CHM 351, 352 Organic Chemistry I, II
CHM 353 Quantitative Analytical Chemistry
CHM 361, 363
Physical Chemistry and Laboratory I
CHM 364, 365
Physical Chemistry and Laboratory II
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course in biochemistry
One course from:
CHM 367
CHM 470
CHM 495
Properties of Polymers
Principles of Medicinal Chemistry
Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four semesters)
MAT 145, 146, 245
Calculus I, II, III
PHY 121, 122 General Physics I, II (should be taken in sophomore year)
Recommended: Modern Physics, additional mathematics, research experience, and computer
proficiency.
General Education Accommodation
BS chemistry majors are allowed a two-course reduction in the general education program.
See Graduation Requirements modification section of this catalog.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills
are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be
taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111) and further
developed in upper division chemistry courses.
Departmental Honors
Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics and 3.0 over-all; one
course or summer of approved research; participation in seminar.
Minor
Five courses that must include: CHM 115, 116, CHM 353, and any two other chemistry
courses above 300. At least one of the 300-level courses must be taken at Augsburg.
Note: Other restrictions and prerequisites are in the course descriptions.
Chemistry Courses
Any course taken as a prerequisite for another course, including the first course in a twoterm sequence, must be completed with a grade of P, or 2.0 or higher.
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course
focuses on the nature of science and major concepts of physics and chemistry.
Laboratory work stressing experimentation and measurement will include the use
of computers and electronic sensors. (Three one-hour lectures, one three-hour
laboratory. QF course. Prereq.: MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors.
(Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
CHM 102
Chemistry for Changing Times
Designed for the liberal arts student. Emphasis is upon developing basic chemistry
concepts using examples primarily from inorganic chemistry. Does not count
toward a chemistry major or minor. CHM 102 includes a laboratory experience.
(Prereq.: MPG 2)
CHM 115
General Chemistry I
This is the entry course for chemistry and related science majors, including biology
and physics. Course topics include an introduction to matter and measurements,
chemical equations, stoichiometry, energetics, electronic structure, and bonding
theory. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.:
MPG 3, high school chemistry recommended. Fall and Spring)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry
including kinetics and electrochemistry. (Three one-hour lectures, one three-hour
laboratory. QF course. Prereq.: CHM 115. Spring and Summer)
CHM 351, 352 Organic Chemistry I, II
Important classes of organic compounds with special emphasis on mechanisms
and multi-step synthesis. Descriptive material is correlated by means of modern
theories of chemical bonds, energy relationships, and reaction mechanisms.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 116. Fall: CHM
351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail and
gives an introduction to electrochemical and spectrophotometric techniques of
analysis. The laboratory involves quantitative analysis of a variety of samples, and
includes trace analysis. (Three hours of lecture, one four-hour laboratory. QA
course. Prereq.: CHM 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.:
CHM 116; MAT 145, 146; PHY 121, 122; pass CT assessment or GST 100. Fall)
CHM 363
Physical Chemistry Laboratory I
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection
and experimental application of concepts presented in physical chemistry lecture.
CHM 363 is to be taken in the fall and involves experiments related to CHM 361.
(Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration, and ENL
111 or 112 or HON 111. Fall)
CHM 364
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied
in CHM 361 applied to areas of solutions, molecular structure, spectroscopy,
surfaces, diffraction techniques, and macromolecules. (Three one-hour lectures.
Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory II
(.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to
CHM 364. (One four-hour lab period. Prereq.: CHM 364 or concurrent registration.
Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details of
macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic
compounds. Lecture topics include theory and structure-spectra correlations for IR,
UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in
organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM
352, 353, 361 or consent of instructor. Fall)
CHM 470
Principles of Medicinal Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship between
structure and activity; molecular recognition process in drug-receptor interactions;
enzyme mechanisms; and the metabolic pathways by which drugs are detoxified.
Also studied are the concepts used in the design of therapeutic substances.
(Prereq.: CHM 352. A course in biochemistry is recommended. Spring, alternate
years)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron
spectroscopy, radiochemical, chromatography, thermal, and electroanalytical
methods are covered. (Three hours of lecture, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Study of inorganic substances and their reactions using electrostatic and molecular
orbital models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory consists of preparations using a variety
of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352, 361 or consent of instructor. Spring)
CHM 491
Chemistry Seminar
(.0 course)
This seminar, which has no course credit, is a weekly meeting of chemistry majors
under the direction of the Augsburg Chemistry Society. Juniors and seniors are
expected to participate, with seniors presenting papers. Outside visitors are also
invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon inorganic, analytical, physical, and organic
chemistry.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project (not
counted as a course) or by research participation during the academic year (that
may be counted as a course). Cooperative education is an excellent opportunity to
be involved in industrial research projects. (Prereq.: junior or senior standing)
Internships and Independent Study Courses
CHM 199
Internship
CHM 299
Directed Study
CHM 399
Internship
CHM 499
Independent Study/Research
(Prereq.: junior or senior standing).
Communication Studies—COM
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to
make communicative choices that are artful, ethical, and effective. Students who major in
communication studies are concerned with interpersonal relationships, mass media, public
advocacy and social influence, group and organizational dynamics, and intercultural dimensions
of communication.
Prospective majors should meet with a departmental adviser as early as possible to design
an approved major program, preferably by the end of the sophomore year.
Communication Studies Faculty
Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Daniel
Hanson, Jenny Hanson, David Lapakko, Emanuelle Wessels
Degree and Major Requirements
Bachelor of Arts
Communication Studies Major
Twelve courses overall—eight required core courses and four courses within one of eight
emphases. For transfer students, at least six of these courses must be taken at Augsburg.
Required of all communication studies majors:
COM 111
Public Speaking
or COM 112 Contest Public Speaking
COM 254
Interpersonal Communication
COM 280
Introduction to Communication Studies
COM 351
Argumentation
COM 352
Persuasion
COM 355
Small Group Communication
COM 321
Business and Professional Speaking
or COM 329 Intercultural Communication
COM 490
Senior Keystone
Professional Communication Emphasis
This emphasis is intended for students interested in studying communication from an artistic
and humanities perspective. It is appropriate for career interests such as communication
graduate school, other professional graduate programs (e.g. law school), rhetorical criticism,
political communication, and for being a professional trainer, communication consultant,
professional speaker, or speechwriter.
Four additional electives from the following: COM 321 (required), COM 329, 345, 405, 399,
499; THR 350; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; SOC 362, 363
Organizational Communication Emphasis
Appropriate for: business-related careers such as professional manager, sales,
management consulting, technical consulting, internal communications, organizational or
industrial consulting, human systems analyst or designer, and also graduate programs in
organizational studies.
Four additional electives from the following: COM 345 (required), COM 321, 329, 356, 399,
405, 480, 495, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375
Supervisory Management Emphasis
Appropriate for students seeking management careers.
Four additional electives from: BUS 242 or 440 (required); COM 321, 329, 356, 399, 405,
480, 495, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349
Human Relations Emphasis
Appropriate for students pursuing the study of how organizations manage their internal
structure and personnel. People who work in this area deal with such issues as discrimination,
work rules, employee relations, etc.
Four additional electives from: BUS 340 (required); COM 321, 329, 345, 356, 399, 405, 495;
PSY 373, 385; SOC 265, 349, 375
Marketing Communication Emphasis
Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an
organizational role in marketing communication.
Four additional electives from: MKT 252 (required); COM 120, 321, 329, 356, 399, 405, 480,
495, MKT 352, 355, 357, 450; POL 342
Public Relations and Advertising Emphasis
Courses are designed to prepare students for the growing fields of public relations and crisis
management, as well as advertising and promotional communication. An internship in public
relations, advertising, or a related field is required.
Four additional electives from: ENL 227 (required); COM 120, 321, 329, 345, 356, 399, 405,
480, 495; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342
Mass Communication and Journalism Emphasis
Courses are designed to prepare students for entry into television, film, journalism, e-media
(both performance and production), media criticism and policy, or graduate school in mass
communication or journalism.
Four electives from the following: ENL 227 (required); COM 120, 243, 247, 321, 329, 348,
399, 495, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327, 427; POL
342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328
Graduate Study Emphasis
Courses in this emphasis would be especially helpful for students planning to do graduate
work in such fields as communication studies, education, or law.
Four electives from the following: SOC 362 or ENL 420 (required); COM 120, 321, 329, 356,
405, 495, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375
For All Eight Emphases
We encourage all majors to participate in Augsburg’s interscholastic forensics program.
Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly.
All Day majors should plan to include at least one internship (COM 399) as one of their
electives.
Students may petition the department to include as part of their major concentration other
Augsburg courses not listed above. Such requests must be submitted in writing to the
departmental adviser for prior approval. Also, students may petition to include up to three
courses from other ACTC schools as electives, with prior approval of the adviser or department
chair.
The Critical Thinking (CT) and Speaking (S) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skills in Quantitative
Reasoning (QR) and Writing (W) are met by completing the following courses:
One QF: PSY 215 or MAT 163 AND a QA: COM 352 (NOTE for Mass Communication only,
COM 352 or ENL 327)
W: COM 351 and any 200 level writing course in the English Department
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching
requirements in the Education Department, offers students the preparation necessary to
become teachers of communication arts and literature in public schools and allows them to
become licensed to teach at the middle school through the secondary level. Recommendation
for teacher licensure is granted only to students who complete the requirements for this program
with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in
the major. All requirements in the major must be completed prior to student teaching. The
course requirements for this program are listed in the Department of English section of the
catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding
achievement on a specific project of special interest to the student. Departmental Honors
students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their
major program, complete a substantial independent project of honors quality (COM 499
registration). Honors candidates should meet with their departmental adviser prior to their senior
year to develop a proposal for the honors project.
Communication Studies Minor
Six courses including:
COM 111
Public Speaking
or COM 112
or COM 115
COM 254
COM 280
COM 120
or COM 243
or POL 342
COM 351
or COM 352
COM 355
or COM 345
Contest Public Speaking
Scientific and Technical Speaking
Interpersonal Communication
Introduction to Communication Studies
Mass Media and Popular Culture
Studio Production
Mass Communication in Society
Argumentation
Persuasion
Small Group Communication
Organizational Communication
Film Major
The Augsburg film major reflects our belief that students are transformed through a wellrounded curriculum that encourages creativity, critical analysis and inquiry, ethical
considerations, and an understanding of the synergy between theory and practice. The major
explores the tension between art and commerce through dialogues with film industry members,
internship and mentorship opportunities, film symposia, and our Film Artist series. Students will
gain experience in scripting, directing, editing, and acting for both 16mm film and digital.
Students will be introduced to the study of film theory, criticism, and culture. Students are
encouraged to double major or to seek minors in related fields such as art, English, theater,
philosophy, communication studies, women’s studies, and American Indian studies, to name a
few.
Film Faculty
Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley
Ellenwood, Darcey Engen, Doug Green, Jenny Hanson, Martha Johnson, Elise Marubbio
Required of all Film Majors:
Nine Core Courses
FLM 180 FA
FLM 216
ENL 241 HUM
COM 247 HUM
FLM 260
ENL 371
FLM 420
FLM 490
Film Sight and Sound
Film Production I (Prereq.: FLM 180)
Intro to Cinema Arts (Prereq;: ENL 111 or 112 or HON 111)
Documentary History and Theory
Documentary Production I (Prereq.: FLM 180 and COM 247)
History of Cinema (Prereq.: ENL 220 or 221 and a 2XX literature course)
Issues in Contemporary Cinema (Prereq.: COM 247 or ENL 371)
Film Keystone (Prereq.: FLM 216 and FLM 260)
Select and complete one (1) of the following courses:
THR 232
THR 233
FA
Acting
Acting for Camera
Three electives must be chosen from the three defined tracks below in consultation with your
adviser, who is designated by the program director. Note that not all elective courses are offered
every year, so alternatives within the track may have to be chosen.
Track #1 Production: Students interested in producing films or videos complete three (3)
electives chosen from:
ART 132
ART 215
ART 315
ART 340
COM 243
FLM 312
FLM 348
FLM 499
ENL 228
MUS 130
PHY 119
THR 328
FA
FA
Photograph
Web Design 1
Web Design 2 (Prereq.: ART 215)
Digital Imaging
Television Production
Film Production 2 (Prereq.: FLM 216)
Intermediate Video Production (Prereq.: FLM 260)
Independent Study (Prereq.: Instructor’s permission)
Broadcast and Online Journalism (Prereq.: ENL 111 or 112 or HON 111)
FA
Introduction to Music and the Fine Arts
NS-L Physics for the Fine Arts (Prereq.: MPG 3)
Theatrical Design (Prereq.: THR 228)
Track #2 Performance: Students interested in acting and directing choose from:
ENL 325
Playwriting (Prereq.: ENL 111 or 112 or HON 111)
ENL 328
Screenwriting (Prereq.: ENL 220, 221, 226, or 228)
PHY 119 NS-L Physics for the Fine Arts (Prereq.: MPG 3)
THR 233
Acting for the Camera
THR 328
Theatrical Design (Prereq.: THR 228)
THR 350
Voice for Speech, Stage, and Screen
TTHR 366
Stage Direction (Prereq.: THR 362 or consent of instructor)
FLM 499
Independent Study (Prereq.: Instructor’s permission)
Track #3 Theory and Culture Students interested in analysis of film, film genres, and
cultural context choose from:
ART 240 FA
AIS 264
AIS 364
AIS/WST 208/408
ENL 221
ENL 228
ENL 240
ENL 430
FLM 499
PHI 120 HUM
PHY 119 NS-L
SPA 248
REL 309
Art History Survey (Prereq.: Pass CT assessment or GST 100)
American Indians in the Cinema
Indigenous Filmmakers
Native American Women and Film (Prereq.: WST 201 or any WST 2xx
women’s studies’ course; AIS 105 or any 2xx AIS course, or consent of
instructor)
Expository Writing about the Arts and Popular Culture (Prereq.: ENL 111 or
112 or HON 111)
Broadcast and Online Journalism (Prereq.: ENL 111 or 112 or HON 111)
Introduction to Literary Study (Prereq.: ENL 111 or 112 or HON 111)
Advanced Studies in Theory and Method (Prereq.: any 300-level literature
course or consent of instructor)
Independent Study (Prereq.: Instructor’s permission)
Ethics (Prereq.: pass CT assessment or GST 100)
Physics for the Fine Arts (Prereq.: MPG 3)
Spanish & Latin American Culture through Film
Religion at the Movies (Prereq.: REL 100 or 300)
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by completing the following courses:
QR/QFA is satisfied by GST 200, MAT 145, MAT 146, PHI 230, or PHY 119
Note: For transfer students, at least three of these six courses must be courses offered
at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser.
Communication Courses
COM 111 Public Speaking
The course focuses on speech preparation, organization, audience analysis, style,
listening, and overcoming speech fright. Note: Students may take only one of either
COM 111, COM 112, or COM 115 for credit. (Fall, spring)
COM 112 Contest Public Speaking
Theory and practice of preparing speeches for delivery in formal and contest
situations. Students are expected to attend three interscholastic speech tournaments
and compete in at least two of the following: informative speaking, persuasive
speaking, speaking to entertain, and/or communication analysis. Note: Students may
take only one of either COM 111, COM 112, or COM 115 for credit. (Fall)
COM 115 Scientific and Technical Public Speaking
An introduction to public speaking for students majoring in scientific or technical
fields. Includes the same foundational material as introduction to public speaking,
including delivery, argumentation, persuasion, and audience analysis. This material is
then applied to specific contexts common in technical fields, with special attention to
distinguishing expert or lay audiences and the use of technical vocabulary and
notation systems. Note: Students may take only one of either COM 111, COM 112, or
COM 115 for credit.
COM 120 Mass Media and Popular Culture
This course is a survey of the mass media in popular culture. Students will examine
the different types of mass media and will gain an understanding of what popular
culture is and why it is important. The course examines the importance of media
criticism and the impact that media have had on culture and society. Students are
encouraged to think critically about media and media consumption.
FLM 180 Film Sight and Sound
This is a beginning-level production course that explores the language of film by way
of its aesthetic roots, technological history, and the vocabulary associated with visual
story telling. Students will analyze scenes at the shot-by-shot level while learning the
creative potential of the moving image. Students then incorporate these lessons into
their own work.
FLM 216 Film Production I
This is an introductory film production course that explores the short narrative story
form. Students will write, shoot, and edit four 16mm silent B &W films. This course
explores the collaborative nature, technical requirements, and creative demands of
telling stories through film.
COM 243 Television Production
This is an introductory television production course utilizing three cameras in a live
studio environment. This course emphasizes the demands of live television
production, such as collaborative team effort, pre-production, time management, and
meeting deadlines. Through a series of exercises, students learn the skills required to
produce a live 30-minute news magazine program. (Fall)
COM 247 Documentary History and Theory
This course studies the history of film’s nonfiction art form, as well as the theoretical
methods of engaging the world through a lens. Through the study of selected
documentaries, students will identify and analyze the filmmaker’s point of view and
the methods used to deliver the message.
COM 254 Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers.
FLM 260 Documentary Production I
This is an introductory video production course that explores documentary’s nonfiction
art form. Through a series of four video projects, students learn the elements and
structure of stories that observe the world through a lens. Emphasis will be placed on
research and story development, as well as learning through collaboration during
production. (Prereq.: FLM 180 and COM 247)
COM 280 Introduction to Communication Studies
An introductory survey course designed to acquaint students with the world of ideas
that serves as the foundation for the field of communication studies.
FLM 312 Film Production II
This intermediate 16mm production course builds on the lessons and skills learned in
FLM 216, with the addition of negative color photography and synchronized sound.
Each student creates three narrative film projects with a collaborative team where
they experience the tasks of writing, directing, shooting, and editing. (Prereq.: FLM
216)
COM 321
Business and Professional Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction,
and speaker credibility. The class uses a series of speeches, ranging from impromptu
speaking and persuasion to job interviewing and sales presentations, in order to hone
students’ speaking skills. (Prereq.: COM 111 or 115)
COM 329 Intercultural Communication
This course explores cultural differences and their implications for communication,
including differences in values, norms, social interaction, and code systems.
COM 345 Organizational Communication
An examination of communication in organizational settings. Focuses on topics such
as superior-subordinate relationships, management styles, motivation of employees,
organizational culture, effective use of meetings, and sources of communication
problems.
FLM 348
Intermediate Video Production
This course explores the potential of digital cinema. Building on the lessons learned in
COM 247, emphasis will be placed on the visual aesthetic of the digital image while
exploring the craft of storytelling. Each student will produce projects in each of film’s
three main genres: narrative, documentary, and experimental. (Pre-req: FLM 260)
COM 351 Argumentation
Develops critical thinking skills by study of the theory and practice of argument,
evidence, fallacies, and refutation. Includes how to build and analyze public
arguments that confront students in their everyday lives. (Prereq.: COM 111 or 115 or
consent of instructor; ENL 111 or 112 or HON 111; and pass CT assessment or GST
100. Fall)
COM 352 Persuasion
Examination of the process of influence in a variety of social contexts, paying special
attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111,
112, or 115 or consent of instructor; and either MAT 163 or PSY 215)
COM 355 Small Group Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles, and conflict management.
COM 356 Advanced Interpersonal Communication
This course explores theories and concepts from communication studies related to
our understanding of self, other, relationships, and what it means to lead a
compassionate life. As such, it provides students with an opportunity to probe deeper
into theories and concepts introduced in COM 254 Interpersonal Communication.
(Prereq.: COM 254 or consent of instructor)
FLM 420
Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that
occur in world cinema today. Our purpose is to help students both contextualize the
cinema they see in appropriate and insightful ways, and to provide a sophisticated
critical apparatus to help them read films as texts and to interpret the cinema’s larger
societal value and impact.
COM 405
Nonverbal Communication
This course focuses on the nonverbal elements of communication. Nonverbal
communication encompasses all communication except the spoken word. In order to
fully explore the functions of nonverbal communication in everyday life, students will
conduct a research project that looks at nonverbal communication in depth. (Prereq:
COM 280)
COM 415 Advanced Critical Media Studies
This course explores the role that various media, such as film, television, and the
internet play in shaping and influencing society. Topics covered include theories of
influence and effects, representations of gender, race, and class, ownership and
democracy, and new media. After taking this course, students should possess
heightened understanding and appreciation of media’s significance and impact in the
world.
COM 480 Public Relations/Promotional Communication
Public relations in the modern world of communication, marketing, and business. An
overview of public relations as a career and a survey of basic promotional
communication in profit and nonprofit organizations.
COM 490 Communication Studies Keystone: Critical Conversations about Communication and
Vocation
A synthesis of communication theories and application of those theories to each
student’s sense of vocation. This course satisfies the keystone requirement.
COM 495 Communication Topics
Selected topics in communication with emphasis on the use of primary sources and
methodology of research.
FLM 490
Film Studies Keystone: Critical Conversations about Film and Vocation
A synthesis of film theories and application of those theories to each student’s sense
of vocation. This course satisfies the keystone requirement. (Prereq.: FLM 216, FLM
260)
FLM 495 Film Topics
Selected topics in film with emphasis on professional standards at every step of the
finished project.
Internships and Independent Study Courses
COM 199 Internship
COM 299 Directed Study
COM 399 Internship
COM 499 Independent Study/Research
FLM 399
Internship
FLM 499
Independent Study/Research
Electives
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 340
BUS 379
BUS 440
CSC 160
ENL 226
ENL 227
ENL 228
ENL 241
ENL 327
ENL 328
ENL 430
MKT 252
MKT 352
MKT 355
MKT 450
PHI 230
POL 342
POL 375
PSY 215
PSY 315
PSY 325
PSY 371
PSY 373
PSY 385
SOC 231
SOC 265
SOC 349
SOC 362
SOC 363
SOC 375
THR 230
THR 232
THR 350
Computer Science—CSC
The Department of Computer Science at Augsburg strives to give students a sound
theoretical and practical foundation in computer science. We offer both a BA and a BS major.
The coursework provides students a strong foundation in computer science, with emphasis on
concepts rather than applications. We encourage students to strengthen their coursework by
electing an internship, undergraduate research experience, or cooperative education
experience. Our location in the Twin Cities provides us with an excellent resource of such
experiences for students, and allows them to add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters
Degree and Major Requirements
Bachelor of Arts
Computer Science Major
Twelve courses including:
CSC 160
CSC 170
CSC 210
CSC 240
CSC 320
CSC 345
CSC 385
CSC 450
CSC 451
MAT 114
MAT 171
or MAT 145
Introduction to Computer Science and Communication
Introduction to Programming
Data Structures
Introduction to Networking and Communications
Algorithms
Principles of Computer Organization
Introduction to Formal Logic and Computation Theory
Programming Languages and Compilers I
Programming Languages and Compilers II
Precalculus (or MPG 4)
Discrete Mathematics for Computing (recommended)
Calculus I
And two electives from:
CSC courses above 200
PHY 261
Electronics
MIS 475
Systems Analysis and Design
MAT 355
Numerical Mathematics
At least one elective must be an upper division course.
The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills
are embedded throughout the offered courses and are met by completing the major. The
Speaking (S) graduation skill is met by:
a) COM 111 or 115 (115 recommended), or
b) a sequence of courses and presentations approved in consultation with the Computer
Science Department. Consult your academic adviser for details.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science
Computer Science Major
Sixteen courses including:
CSC 160
CSC 170
CSC 210
CSC 240
CSC 320
CSC 345
CSC 385
CSC 450
CSC 451
MAT 145
MAT 146
Introduction to Computer Science and Communication
Introduction to Programming
Data Structures
Introduction to Networking and Communications
Algorithms
Principles of Computer Organization
Introduction to Formal Logic and Computation Theory
Programming Languages and Compilers I
Programming Languages and Compilers II
Calculus I
Calculus II
Two courses from:
MAT 245
MAT 246
MAT 247
MAT 271
Calculus III
Linear Algebra
Modeling and Differential Equations
Discrete Mathematical Structures (recommended)
And three electives from:
CSC courses above 200
PHY 261
Electronics
MIS 475
Systems Analysis and Design
MAT 355
Numerical Mathematics
At least two electives must be upper division courses.
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills
are embedded throughout the offered courses and are met by completing the major. The
Speaking (S) graduation skill is met by:
a) COM 111 or 115 (COM 115 recommended), or
b) a sequence of courses and presentations approved in consultation with the Computer
Science Department. Consult your academic adviser for details.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Computational Economics
The computational economics major has been designed to serve students with need for
some basic understanding of computer science and economics. The major requires six courses
from computer science, six from economics, and a required capstone independent study.
Students interested in this major should consult with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics, and Noel Petit, Department of Computer Science
Major in Computational Economics
Thirteen courses including:
MAT 145
CSC 160
CSC 170
CSC 210
CSC 240
or CSC 320
or CSC 352
CSC 345
ECO 112
ECO 113
ECO 312
ECO 313
ECO 318
ECO 315
or EC0 415
CSC 499
or ECO 499
Calculus I
Introduction to Computer Science and Communication
Introduction to Programming
Data Structures
Introduction to Networking and Communications
Algorithms
Database Management and Design
Principles of Computer Organization
Principles of Macroeconomics
Principles of Microeconomics
Intermediate Macroeconomics
Intermediate Microeconomics
Management Science
Money and Banking
Managerial Economics
Independent Study
Independent Study
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the
major. Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Computational Philosophy
Computational philosophy emphasizes areas of interest in which philosophy and computer
science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and
philosophy of language. The major requires seven courses from computer science, six from
philosophy, and a required capstone topics course. Students interested in this major should
consult with the faculty in computer science, in philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of Philosophy, and Noel Petit, Department of Computer Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171
Discrete Mathematics for Computing
or MAT 145 Calculus I
CSC 160
Introduction to Computer Science and Communication
CSC 170
Introduction to Programming
CSC 210
Data Structures
CSC 320
Algorithms
CSC 373
Symbolic Programming and Artificial Intelligence
CSC 385
Introduction to Formal Logic and Computation Theory
PHI 241
History of Philosophy I: Ancient Greek Philosophy
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343
History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344
History of Philosophy IV: 20th-Century Philosophy
PHI 365
Philosophy of Science
PHI 410
Topics in Philosophy
or CSC 495 Advanced Topics in Computer Science
One upper division elective in philosophy
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the
major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Departmental Honors
GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent
study project.
Computer Science Minor
Six courses including CSC 160, 170, 210, 345, one additional upper division computer
science course, and one of MAT 171 or MAT 145.
A course must be completed with a grade of 2.0 or higher to be counted as completing a
major requirement. A course must also be completed with a grade of 2.0 or higher to count as a
prerequisite for a subsequent computer science course.
Computer Science Courses
CSC 160 Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, the
internet, and programming. (Prereq.: MPG 3, recommend concurrent registration with
MAT 171 or complete CSC 160 prior to taking MAT 171)
CSC 170
Introduction to Programming
A study of problem-solving, algorithm development, and programming using a highlevel programming language. (Three hours of lecture, one-and-one-half hours of lab.
Prereq.: CSC 160 and MPG 3, pass CT assessment or GST 100; MAT 171
recommended)
CSC 210 Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three hours of
lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of
MAT 145 or MAT 171; pass CT assessment or GST 100)
CSC 240 Introduction to Networking and Communications
Principles and methods of data communications, information theory, distributed
processing systems, network protocols and security, standards, network
management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3)
CSC 272 UNIX and C
Study of UNIX operating system and the C programming language. It is assumed that
the student has knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
CSC 320 Algorithms
A systematic study of algorithms and their complexity, including searching and sorting
algorithms, mathematical algorithms, scheduling algorithms, and tree and graph
traversal algorithms. The classes P and NP, NP-complete problems, and intractable
problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171; pass CT
assessment or GST 100)
CSC 345 Principles of Computer Organization
An introduction to computer architecture, binary representation of data, processors,
instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4)
CSC 352 Database Management and Design
Structure of database management systems, query facilities, file organization and
security, and the development of database systems. (Prereq.: CSC 210)
CSC 353 Database Architecture and Design
An introduction to the physical design and tuning of database systems. Topics include
data storage, indexing, query processing, and transaction processing with a focus on
the relation database. Advanced topics include security, other types of databases
(e.g., distributed databases, client-server architectures, object-oriented), emerging
technologies, and applications. (Prereq.: CSC 210; CSC 352 recommended)
CSC 373 Symbolic Programming and Artificial Intelligence
An introduction to programming in functional, symbolic languages, such as Lisp or
Scheme. A study of the foundation algorithms used in the field of artificial intelligence.
Applications to selected problems from artificial intelligence. (Prereq.: CSC 210 and
pass CT assessment or GST 100)
CSC 385 Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof
theory, and quantification. Formal models of computation including finite state
automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171)
CSC 431 Introduction to AI Robotics
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor
fusion, basic control concepts. (Prereq.: CSC 210 and ENL 111 or 112 or HON 111)
CSC 440 Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCP/IP and other
network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and a
detailed study of the effects of computer architecture on operating systems. (Prereq.:
CSC 240 and 345)
CSC 450 Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages.
Topics include formal languages, programming language syntax and semantics,
parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 345 or
concurrent registration, CSC 385 or concurrent registration, CSC 320, and ENL 111
or 112 or HON 111)
CSC 451 Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and the runtime environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450,
and CSC 385)
CSC 457 Computer Graphics
A study of the foundational algorithms required for computer graphics. Topics include
geometric algorithms, geometric modeling, graphics techniques, graphical user
interfaces, human-centered software development, computer animation, virtual
environments, and 3D immersive rendering. (Prereq.: CSC 210, MPG 4)
CSC 495 Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than twice as
part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses
CSC 199 Internship
P/N grading only.
CSC 299 Directed Study
CSC 399 Internship
P/N grading only.
CSC 499 Independent Study/Research
Economics—ECO
The Department of Economics offers a program that stresses a strong theoretical
background, quantitative analysis, and an emphasis on national and international issues.
Students who graduate with an economics major are well prepared to continue their education
in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: economics, applied economics, mathematical economics,
business and economics, computational economics, and economics and political science
(education majors only). The economics major and the applied economics majors lead to
careers in the business world or government. The mathematical economics major is designed
for students who intend to attend graduate school in economics or another quantitative field
such as finance or operations research. It is also designed to serve students to work in
quantitative fields immediately upon graduation, e.g., research analysts or actuaries.
Computational economics provides a liberal arts entry into the field of computer science. The
combined economics/business administration major allows students great flexibility in order to
explore both fields. Finally, the teaching major in political science/economics allows secondary
education licensure students to obtain a solid background for teaching economics.
The study of economics provides a firm foundation for confronting change because it
presents a disciplined way to analyze and make choices. An economics major prepares
students for community leadership and leads to a great diversity of career opportunities
including law, teaching, journalism, and private and public international service. Pre-law and
potential Master of Business Administration students are especially encouraged to consider
economics as a major or a minor.
Students are able to combine an economics major with other disciplines such as business
administration, international relations, mathematics, management information systems, political
science, history, and area study programs. Students who are interested in any type of
quantitatively-oriented graduate program in economics or in business are encouraged to either
major or minor in mathematics. These students should also take courses in computer science.
Consult an adviser for specific course suggestions.
For the economics and applied economics majors, the capstone experience is Economics
490 Research Methods in Econometrics. Students in other majors should consult their adviser
for other alternatives. Internships are recommended. Students must consult with the department
chair and the internship office before registering for academic credit.
Note: Transfer students must complete at least three upper division economics courses for a
major and two for a minor. Transfer classes must have been completed in the last 10 years with
at least a 2.0 grade.
Economics Faculty
Keith Gilsdorf (Chair), Jeanne Boeh, Kevin Bowman, Stella Hofrenning, Bernard Walley
Major in Economics, BA
Economics Core:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
ECO 490
Research Methods in Econometrics
Three upper division economics course electives
Supporting Classes
Statistics Class:
BUS 379
Quantitative Methods for Business and Economics
or MAT 163 Introductory Statistics
Mathematics Class:
MAT 114
Precalculus
or MAT 145, 146 Calculus I and II
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Major in Applied Economics BA
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313
Intermediate Microeconomics
ECO 490
Research Methods in Econometrics
ECO 360
International Economics
ECO 318
Management Science
or ECO 415 Managerial Economics
ECO 350
Labor Economics
ECO 399
Internship Program
or ECO 499 Independent Study
BUS 379
Quantitative Methods for Business and Economics
or MAT 163
Introductory Statistics
ENL 223
Writing for Business and the Professions
PHI 120
Ethics
or PHI 125 Ethics and Human Identity
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Major in Computational Economics, BA
See Computer Science.
Combined Major in Economics and Business Administration, BA
Five economics courses:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
ECO 312
Intermediate Macroeconomics
ECO 313
Intermediate Microeconomics
One upper division economics course elective
Six accounting/business administration/MIS courses:
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
MKT 252
Principles of Marketing
FIN 331
Financial Management
or BUS 379 Quantitative Methods for Business and Economics
One upper division business course elective
Major in Mathematical Economics, BS
Eight economics courses:
Eco 112 Principles of Macroeconomics
Eco 113 Principles of Microeconomics
Eco 312 Intermediate Macroeconomics
Eco 313 Intermediate Microeconomics
Eco 416 Mathematical Economics
Eco 490 Research Methods in Economics
Two upper division economics course electives
Seven mathematics courses:
MAT 145
Calculus I
MAT 146
Calculus II
MAT 373, 374 Probability and Statistics I and II
MAT 245
Calculus III
MAT 246
Linear Algebra
MAT 324
Analysis
or MAT 369 Modeling and Differential Equations in the Biological and Physical Sciences
or MAT 377 Operations Research
Recommended Courses: CSC 160 Introduction to Computer Science and Communication
and CSC 170 Introduction to Programming
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Consult your department
chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR)
graduation skill.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students, therefore, should consult with
the Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral
examination in the major field of concentration.
Minor in Economics
ECO 112, 113, 312, 313, and one additional economics upper division course. Other
configurations may be permitted by consulting with the department chair. Note: Students who
plan to major in the department are strongly encouraged to select a department adviser as soon
as possible in order to carefully plan their program of study.
Economics Courses
ECO 110 Economics of Urban Issues
This course studies the economic implications of many problems facing a metrourban environment especially in the areas of education, housing, and transportation
and is designed for those students who do not plan to major in economics, business
administration, or MIS. (On demand)
ECO 112 Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and fiscal
policy, international trade. Application of elementary economic theory to current
economic problems. May be taken independently of ECO 113. ECO 112 and 113
may be taken in either order. (Prereq.: MPG 3)
ECO 113 Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory to
market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113
may be taken in either order. (Prereq.: MPG 3)
ECO 311 Public Finance
Analysis of the principles of taxation and public expenditures, the impact of fiscal
policy on economic activity, and debt policy and its economic implications. (Prereq.:
ECO 113. On Demand)
ECO 312 Intermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role
of expectations. (Prereq.: ECO 112 and ENL 111 or 112 or HON 111. Fall)
ECO 313 Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the
pricing of factors of production and income distribution; introduction to welfare
economics. (Prereq.: ECO 113 and pass CT assessment or GST 100. Spring
semester and winter trimester)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks,
and the Federal Reserve system and its role in relation to aggregate economic
activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall,
spring semesters and winter trimester)
ECO 317 Comparative Economic Systems
This course focuses on comparing the performance of various countries that rely on
different economic systems for the allocation of resources, including systemic
changes in Eastern Europe. Theoretical models are examined and compared to realworld variants. (Prereq.: ECO 112 or 113: Every three years)
ECO 318 Management Science
Provides a sound conceptual understanding of the modern techniques of
management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio
selection, environmental protection, the shortest route, and inventory models.
(Prereq.: ECO 113, MPG 3. Fall semester and winter trimester)
ECO 350 Labor Economics
Analysis of labor markets, labor as a factor of production, determination of collective
bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Fall in
alternate years)
ECO 360 International Economics
A study of the underlying forces affecting the economic relations among nations.
Development of the basis for international trade, balance of payments, exchange rate
systems, and commercial policy. (Prereq.: ECO 113. Spring in alternate years)
ECO 365 Environmental Economics
This course applies economic principles to the management and utilization of
society’s environmental resources. It analyzes the role of externalities and the public
policy approaches designed to address those market failures, including
command/control and incentive-based strategies. Policy issues examined include air
and water pollution, global environmental issues like ozone depletion and global
warming, and environmental policy for developing countries. (Prereq.: ECO 113. Fall
in alternate years)
ECO 370 International Economic Development
This course studies the major factors that affect the economic standard of living in the
developing world. It examines such issues as poverty and income inequality,
population growth, education and health of society, agricultural production,
environmental externalities, and the role of international trade and foreign assistance.
(Prereq.: ECO 112 or ECO 113. Spring in alternate years)
ECO 415 Managerial Economics
Integrates economic theory and corresponding practices in business. Among the
topics considered are theories and practices in forecasting, estimation of demand and
cost functions, and an analysis of economic problems of relevance to management.
(Prereq.: BUS 379, ECO 313. On demand)
ECO 416 Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to
the areas of micro- and macroeconomic theory. (Prereq.: ECO 312 or ECO 313 and
MATH 145 or a calculus class approved by course instructor.)
ECO 490 Research Methods in Econometrics
This course provides an introduction to the application of statistical models and
methods to economic problems. Emphasis is on use of econometric software to
analyze data and to test hypotheses. This course satisfies the keystone requirement.
(Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111)
ECO 495 Topics
Lectures, discussions, meetings with members of the staff or visiting faculty regarding
research methodology and current national and international economic problems and
policies.
Internships and Independent Study Courses
ECO 199 Internship
(P/N Grading only.)
ECO 299 Directed Study
ECO 399 Internship
(Prereq.: 50% of the major or consent of instructor. P/N grading only.)
ECO 499 Independent Study/Research
Education- ECE, EED, ESE, EDU, ESL,
SPE
The Department of Education maintains liberal arts-based teacher education programs that
are accredited by the Minnesota Board of Teaching and National Council for Accreditation of
Teacher Education (NCATE). These programs lead to recommendation for licensure to the
State of Minnesota for:
● Elementary (grades K-6);
● Secondary—grades 5-12 in communication arts/literature, health, mathematics, and
social studies; grades 9-12 in life science, chemistry, and physics;
● K-12 licenses in visual arts, physical education, music, English as a Second Language
(ESL) and special education: Emotional Behavioral Disabilities (EBD) and Learning
Disabilities (LD). (Note for special education: ESL, EBD, and LD are available in
Weekend and Evening College (WEC) only. The new academic behavior specialist -ABS
program (pending approval) begins January 2013 in WEC only.
● Optional endorsements for a K-6 elementary license include preprimary (ages 3-5),
mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or
communication arts/literature (grades 5-8).
Degree and/or licensure programs are available in both weekday and weekend/evening
formats. WEC degree and licensure programs are limited to elementary, secondary
communication arts/literature and social studies, and K-12 visual arts, ESL and special
education. Additional teaching majors are available through the weekday program and open to
weekday and weekend students who can take courses on a weekday schedule. All prerequisite
courses, elementary core courses, and professional education courses are available on a
weekend or weekday late afternoon/evening schedule. Field service requirements, associated
with courses, and student teaching must be completed during regular weekday hours. All
students must have some time available each term for field experiences in P-12 educational
settings.
A graduate level licensure option is available in weekend/evening format to those already
holding a BA/BS degree. Graduate courses taken for licensure can be applied to a Master of
Arts degree in Education (MAE). Students who have completed a BA/BS degree may complete
a licensure only program within the day or WEC undergraduate program. Contact the
Education Department or the Office of Admissions for information.
Students in all degree and/or licensure programs must apply for acceptance into the
Education Department prior to beginning most 300-400 level courses. (EDC 310 may be taken
prior to admission). All students are required to take the Minnesota Teacher License Exam
(MTLE) in basic skills—reading, writing, and mathematics—prior to admission to the department
and must pass the MTLE basics skills tests before student teaching. Additional criteria for
acceptance into the Education Department are available through the department website.
Students complete a semester of full-time student teaching at the conclusion of their degree
and/or licensure State law requires passing appropriate exams (MTLE, pedagogy, and content
exams) prior to recommendation for licensure. Students who entered Augsburg College under
earlier catalogs must comply with the requirements of the new licensure programs.
The Education Department offers non-licensure majors in elementary education and
education studies. Contact the department for details. The department also offers a special
education minor which is described at the end of this section after course listings.
Students are assigned an Education Department program adviser at the outset of
coursework. All students are expected to become knowledgeable about programs and follow
through with department policies. Handbooks outlining programs and policies are available
through the Education Department and website.
Student Teaching Abroad
Selected Education Department students may participate in an international student
teaching program. Those interested in further information should contact the Education
Department at least one year prior to student teaching. Students who teach abroad will do part
of their student teaching in the Twin Cities area under direct Augsburg faculty supervision.
Education Faculty
Jeanine Gregoire (Chair), Elizabeth Ankeny, Chris Brown, Joseph Erickson, Ann Grugel,
Gretchen Irvine, Anne Kaufman, Audrey Lensmire, Gregory Krueger, Susan O’Connor, Vicki
Olson, Donna Patterson, Ron Petrich, Barbara Short, Christopher Smith, Diane Vodicka, Dana
Wagner, Barbara West
Elementary Education—EED/EDC
Elementary Major and Licensure Requirements
Elementary education majors are required to complete the following non-major and major
courses. To be licensed they must also complete a student teaching experience. Degreeseeking students follow the Bachelor of Science Liberal Arts Foundation requirements.
Non-departmental core courses (requirements subject to change—see Education
Department for most current list):
ENL 111
HPE 115
Effective Writing
Chemical Dependency (.5)
Math sequence for students (Do NOT take if seeking 5-8 math endorsement.)
MPG 3:
MAT 137 Math for Elementary Teachers I (required)
MAT 138 Math for Elementary Teachers II (required)
Science sequence for students (Do NOT take if seeking 5-8 general science
endorsement.)
Option A is for weekday students who do not have college-level science courses in their
background.
SCI 110
Natural Science I (Physical Science)
SCI 111
Natural Science II (Biological and Earth Science)
Option B is for weekday, weekend, and/or transfer students with at least one college-level
science course accepted in transfer, or for weekday students who have already started this
sequence.
PHY 103
Conceptual Physics (spring semester—evening) or EED 203 Elementary
Education Physical Science (summer session I only; does not fulfill general
education requirement)
EED 200
Elementary Education Earth Science (summer session II; does not fulfill general
education requirement)
BIO 102
The Biological World
Major Courses
Foundations Block I
EDC 200
Orientation to Education in an Urban Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
Foundations Block II
EDC 310
Learning and Development
Methods Block I (Courses from this point on require admission to the department)
EED 311
EED 312
EED 325
EED 326
EED 386
K-6 Methods: Health (.25)
K-6 Methods: Physical Education (.25)
K-6 Literacy Methods
Structured Field Experience (0 credit)
K-6 Children’ Literature (.5)
Methods Block II
EED 341
EED 342
EED 350
EED 360
EED 370
EED 380
EED 336
K-6 Methods: Visual Arts (.25)
K-6 Methods: Music (.25)
K-6 Methods: Mathematics
K-6 Methods: Science
K-6 Methods: Social Studies/Thematic Studies (.5)
Kindergarten Methods (.5)
Advanced Literacy Methods (.5)
Capstone Block
EDC 410
EDC 490
Learners with Special Needs
School and Society
Student Teaching Block
EED 481, 483, 485 Student Teaching (2.0-3.0). Student teaching is required for licensure.
Students with an elementary major who do not complete student teaching can graduate through
the elementary education non-licensure major.
EED 488: Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar
(.5)
Endorsements (optional to add on to elementary license, secondary biology, chemistry,
physics)
Communication Arts (5-8)
ENL 220
Intermediate Expository Writing
ENL 240
Introduction to Literary Study
COM 254, 329 or 351 or 355
EED 331
Middle School Writing Methods (.5)
ESE 300
Reading and Writing in the Student Teaching Content Area
ESE 350
5-12 Methods: Adolescent Literature/Media Literacy
Student Teaching—five weeks
Social Studies (5-8)
POL 121
American Government and Politics
HIS 120, 121 or 122 US History
ECO 113
Microeconomics
Choose 1:
HIS 103; HIS 104; PSY 105; SOC 121; ANT 141
ESE 220
Human Geography
ESE 300
Reading and Writing in the Student Teaching Content Area
ESE 311
Middle School Methods: Social Studies (.5)
Student Teaching—five weeks
Mathematics (5-8)
MPG 4
or MAT 114 Precalculus
MAT 145
Calculus I
MAT 163
Introductory Statistics
or MAT 248 Biostatistics
MAT 252
Exploring Geometry
MAT 271
Discrete Mathematics
MAT 287
History of Mathematics
ESE 300
Reading and Writing in the Content Area
ESE 331
Middle School Methods: Mathematics (.5)
Student Teaching—five weeks
General Science (5-8)
CHM 105
Principles of Chemistry I
or CHM 115 General Chemistry I
CHM 106
Principles of Chemistry II
or CHM 116 General Chemistry II
BIO 121
Human Biology
BIO 102
The Biological World
PHY 116
Introduction to Physics
SCI 106
Meteorology
Geology
(take elsewhere—see Education Department for suggestions)
ESE 300
Reading and Writing in the Content Area
ESE 341
Middle School Methods: Science (.5)
Student Teaching—five weeks
Preprimary Teaching (3-5-year-olds)
PSY 250
Child Development (Prereq.: PSY 105)
SOC 231
Family Systems (Day) or SPE 440 Parent and Professional Planning (WEC)
ECE 345/545 Foundations of Preprimary Education (fall trimester)
ECE 346/546 Learning Environments for Preprimary-aged Children (winter trimester)
ECE 347/547 Immersion and Teaching Competence (spring trimester)
ECE 488, 489 Student teaching for seven weeks in preprimary or kindergarten, seven weeks in
a
grade (1-6)
Graduation and Licensure/ Endorsement requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of
P in student teaching courses are required for licensure as well as 2.0 or better in all required
core, specialty, and education major courses. The equivalent of two full courses graded P/N,
plus student teaching, is the maximum allowed within the elementary education major
requirements.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
A graduate-level elementary licensure option is available through Weekend and Evening
College. Licensure is obtained through a combination of graduate and undergraduate credits.
The graduate credits can be used toward the MAE degree. Contact the Education Department
or Office of Admissions for information.
Secondary Education—ESE/EDC
It is the responsibility of each student to meet all specific requirements of the Education
Department and the subject area major. Secondary and K-12 licensure students are expected to
have advisers in both their subject area major and in the Education Department. K-12 licensure
is available in art, music, health and physical education. A 5-12 secondary licensure program is
available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general
science endorsement for grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met
through the Augsburg College Education Department licensure program. These requirements
are: bachelor’s degree, academic major in an approved teaching area, and completion of an
approved licensure program.
Consult with your subject matter adviser for Graduation Skills requirements in Critical
Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W).
Non-Departmental Requirements
ENL 111
HPE 115
Effective Writing
Chemical Dependency (.5)
Program Requirements
Foundations Block I
EDC 200
Orientation to Education in an Urban Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
Foundations Block II
EDC 310
Learning and Development
Methods Block I (Courses from this point and on require admission to the Education Department.)
ESE 300
ESE 325
Reading/Writing in the Content Area
Creating Learning Environments
Methods Block II
ESE 3XX
K-12 or 5-12 Special Methods in Licensure Area
Capstone Block
EDC 410
EDC 490
Learners with Special Needs
School and Society
Student Teaching Block
ESE 481, 483, 485 Student Teaching (2.0-3.0)
ESE 488
Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar
(.5)
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in
student teaching are required for licensure. All required major, non-departmental requirements,
and education program courses must have a grade of 2.0 or better.
Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the secondary education
program even though they may plan to teach at the elementary school level. A person with a
major in one of these special areas will take three to four courses in student teaching and do
some student teaching at both the secondary and elementary levels. Note: Recommendation for
teacher licensure in music is granted only to students who successfully complete the
requirements for the Bachelor of Music Education major.
Art, music, and physical education teacher education programs lead to licensure for grades
K-12.
Students may no longer license in a minor field of study.
A graduate level licensure option is available through Weekend and Evening College.
Licensure is obtained through a combination of graduate and undergraduate credits. Contact
the Education Department or the Undergraduate and Graduate Admissions Offices for
information.
Education Core Courses—EDC
EDC 199 Internship
EDC 200 Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical
and philosophical foundations of the American school system. Field service
experience in an urban P-12 school is required. This course meets Engaging
Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore
standing)
EDC 206 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an
awareness and critical analysis of how prejudice, discrimination, and stereotypes
impact us personally, as well as how these elements impact our schools and
communities. Also addressed in this course is the Minnesota Standard of Effective
Practice 3.G: Understand the cultural content, worldview, and concepts that comprise
Minnesota-based American Indian tribal government, history, language, and culture.
(WEC and summer only)
EDC 210 Diversity in the Schools (.5 course)
Emphasis on the study of values, of communication techniques, and of the major
minority groups in Minnesota for the development of interpersonal relations skills
applicable to teaching and other professional vocations.
EDC 211 Minnesota American Indians (.5 course)
An overview of cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of
instructional technology. Selection, preparation, production, and evaluation of
effective audiovisual and computer-based materials for teaching/learning situations.
Computer training will be included in this course.
EDC 310 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications of theoretical constructs. Field
service requirements in an educational program or P-12 school.
EDC 399 Internship
EDC 410 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on
techniques and resources to help all students achieve maximum outcomes, and
special focus on needs of urban students. Field service in a mainstreamed P-12
classroom required. (Prereq.: MTLE and admission to department)
EDC 490 School and Society
Emphasis on points of view about the role of school in modern society, relationships
with parents and community, collaborative models, leadership, and professional
development. Serves as final theoretical preparation for student teaching. This course
meets the senior keystone requirement. (Prereq.: MTLE and admission to
department)
Elementary Education—EED
EED 199
Internship
EED 200
Elementary Education Earth Science (summer session II only)
This course provides hands-on investigations that model modern inquiry learning and
teaching strategies. It meets the basic earth science subject matter standards for
initial licensure. This is a content intensive course. Plan to spend much time outside
of class reading and completing assignments. (Prereq.: Must be an elementary
education major)
EED 203
Elementary Education Physical Science (summer session I only)
Students will participate in hands-on experiments to explore properties of and
changes in matter; position, motion, and force; light, heat, electricity, and magnetism;
and kinds of ways to transfer energy. All elementary MSEPs for physical science are
met in this course. (Prereq.: Must be an elementary education major)
EED 299
Directed Study
EED 311
K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the kindergarten
and elementary levels. (Prereq.: MTLE and admission to department)
EED 312
K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for physical education at the
kindergarten and elementary levels. (Prereq.: MTLE and admission to department)
EED 225 Foundations of Literacy
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of
linguistics and literacy development in children, with special attention to English
language learners. This course aims in particular to develop students’ base
knowledge as the prerequisite for all upper level courses in literacy.
EED 325
K-6 Literacy Methods
Continued instruction in and discussion of literacy K-6 instruction, development, and
assessment. This course aims to investigate research and practices involved in K-6
literacy instruction by examining the competing theories regarding literacy, the
research findings that give support to these theories, and a range of practical
approaches to teach literacy in an elementary setting. (Prereq.: MTLE, admission to
the department, and successful completion of EED 225. Students must be registered
concurrently for EED 326.)
EED 326
Structured Field Experience (0 credit)
Observation, analysis, and preparation of assessment tools and literacy materials for
K-6 students in an elementary classroom setting. (Prereq.: MTLE, admission to the
department, and successful completion of EED 225. Students must be registered
concurrently for EED 325.)
EED 331
Middle School Writing Methods (.5)
This course will focus on writing strategies and processes appropriate to middle level
students. Emphasis will include the writing process, types of writing, and integrated
writing across the curriculum. This course is required for students seeking elementary
licensure with a communication arts/literature specialty. (Prereq.: MTLE and
admission to department)
EED 336
Advanced Literacy Methods (.5)
The focus of this course is on formal and informal assessment tools, response to
intervention, and differentiated instruction in a K-6 literacy setting. Field service in a
P-12 classroom required. (Prereq.: MTLE, admission to the department, and
successful completion of EED 225 and EED 325/326)
EED 341
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. (Prereq.: MTLE and admission to department)
EED 342
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten
and elementary levels. (Prereq.: MTLE and admission to department)
EED 350
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Field service in a mainstreamed P-12 classroom
required. (Prereq.: MTLE and admission to department. MPG3. MAT 137
recommended)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for analyzing and translating
elementary science curriculum, considering different instructional strategies, models
of instruction, and authentic assessment techniques. Additional focus on scientific
inquiry from the perspective of a learner, teacher and scientist and translation of
theoretical constructs to an elementary classroom. Field service in a P-12 classroom
required. (Prereq.: MTLE and admission to department)
EED 370
K-6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. (Prereq.: MTLE and
admission to department.)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten.
Field service in a kindergarten classroom required. (Prereq.: MTLE and admission to
department)
EED 386
Children’s Literature (.5 course)
This course focuses on the study of literature for children and young adolescents. It
includes wide reading across the genres represented in children’s literature, to
evaluate the quality of the literature read, exploring children’s response to literature,
and using children’s literature in teaching and learning.
EED 399
Internship
EED 481, 483, 485
Student Teaching
Two to three courses of full-time, supervised classroom experience. Required for
licensure. Successful completion of student teaching occurs upon satisfactory
completion of degree program and program portfolio. Meets Augsburg Experience
requirement. (Prereq.: Admission to department; GPA: 2.5; Passing MTLE basic skills
tests; completion of coursework)
EED 488
Topics: Teaching Performance Assessment (TPA) & Student Teaching Seminar (.5)
Secondary Education—ESE
ESE 199
Internship
ESE 220
Introduction to Human Geography
This course is designed as an introduction to the principal concepts, approaches, and
perspectives of the study of geography through the examination of world geographic patterns
and processes. Major topics include population distribution; cultural characteristics and
cultural landscapes; political integration and disintegration; economic land use; settlements
and urbanization. This course will meet the Minnesota Standards of Effective Practice in
Geography for middle school and high school social studies license.
ESE 299
Directed Study
ESE 300
Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and
resources to teach reading and writing through the content areas. Field service in a 712 classroom required.(Prereq.: MTLE and admission to department. Note: Students
seeking the 5-12 communication arts/literature license do must take this course.)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle school
portion required in social studies is taught as ESE 311 Middle School Methods: Social
Studies (.5 course). Field service in a middle school classroom required. (Prereq.:
MTLE and admission to department)
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in
the Minnesota Graduation Standards, national standards and required state testing.
Emphasis on creating environments conducive to learning. Field service in a 7-12
classroom required. (Prereq.: MTLE and admission to department. Note: Students
seeking 5-12 Health and K-12 PE licenses do not need to take this course.)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools. Emphasis on
instructional strategies and curriculum development. Middle school portion required in
mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics
(.5 course). Field service in a middle school classroom required. (Prereq.: MTLE and
admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle school
portion required in science taught concurrently as ESE 341 Middle School Methods:
Science (.5 course). Field service in a middle school classroom required. (Prereq.:
MTLE and admission to department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high schools.
Emphasis on instructional strategies and curriculum development. Also required for
elementary concentration in communication arts/literature. Fieldwork experience
required. (Prereq.: MTLE and admission to department)
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in middle and high schools.
Emphasis on instructional strategies and curriculum development. Required for
communication arts/literature license. (Prereq.: MTLE and admission to department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional
strategies and curriculum development. Fieldwork experience required. (Prereq.:
MTLE and admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional
strategies and curriculum development. Fieldwork experience required. (Prereq.:
MTLE and admission to department)
ESE 399
Internship
ESE 481, Student Teaching
483, 485 Two to three courses of full-time, supervised student teaching required for licensure.
Secondary licenses require two courses. K-12 licenses require two to three.
Successful completion of student teaching occurs upon satisfactory completion of
licensure program and program portfolio. Meets Augsburg Experience requirement.
(Prereq.: MTLE and admission to department)
ESE 488
Topics: Teaching Performance Assessment (TPA) & Student Teaching Seminar (.5)
Special Education: Emotional/Behavioral
Disabilities (EBD) and/or Special
Education: Learning Disabilities (LD) –
SPE
The special education EBD and LD majors are available only through Weekend and
Evening College (WEC). These majors are ideally suited to people who are currently working in
schools with K-12 students with EBD/LD. The K-12 special education license includes a
specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE
are to be taken during the final year of coursework while students are working in an EBD or LD
setting. Students must complete field service requirements in special education and general
education mainstreamed settings as part of course and program requirements; field service
requirements are during the regular school times and calendar year. See the Education
Department for more information on the distribution of field service hours. The new K-12
Academic Behavior Specialist (ABS) program will begin Fall 2013, pending approval. Contact
the Education Department or the Education Department website for current information
concerning this transition.
A graduate-level licensure option is available through Weekend and Evening College
(WEC). Licensure is obtained through a combination of graduate and undergraduate credits.
Special Education Coordinator: Susan O’Connor
Required Non-major Courses:
HPE 115
ENL 111
Chemical Dependency (.5)
Effective Writing
Required Education Courses for EBD:
EDC 200
Orientation to Education in an Urban Setting
EDC 210
Diversity in the Schools (.5)
and EDC 211 Minnesota American Indians (.5)
or EDC 206 Diversity/Minnesota American Indians
EDC 220
Educational Technology (.5)
EDC 310
Learning and Development
EDC 410
Learners with Special Needs
EED 225
Foundations of Literacy
EED 325
K-6 Literacy Methods
EED 326
Structured Field Experience (0 credit)
EED 350
K-6 Methods: Math
EED 360
K-6 Methods: Science
SPE 315
Critical Issues Seminar (.5)
SPE 400
Teaching Students with Emotional and Behavior Disabilities, and Learning
Disabilities
SPE 410
Implementing Assessment Strategies
SPE 420
Planning, Design, and Delivery
SPE 430
Instructional and Behavioral Practices
SPE 490
Parent and Professional Planning
SPE 481, 483, 485, 487 Student Teaching
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Required Education Courses for LD:
All courses for the EBD major, with the exception of SPE 430, plus:
SPE 424
Etiology and Origins of LD
SPE 434
Teaching Content Areas to Students with LD
Special Education Courses
SPE 315
Critical Issues Seminar (.5 course)
The purpose of this course is to discuss critical issues in the field, create a final
portfolio synthesizing your coursework and experience, and prepare for student
teaching. (Prereq.: MTLE and admission to department)
SPE 400
Teaching Students with Learning Disabilities and Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral
disabilities and learning disabilities. It addresses the historical and philosophical
aspects of the EBD category, examines origins of student behavior and student
learning styles, and addresses theoretical perspectives and conceptual models as
they relate to this category of disability. (Prereq.: MTLE and admission to the
department)
SPE 410
Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the
recommendation stage. Students gain understanding of key assessment tools and
how they influence student placement and programming. A qualitative and personcentered assessment process is emphasized. (Prereq.: MTLE and admission to the
department)
SPE 420
Planning, Design, and Delivery
This course provides students with skills to write and implement individual program
plans and to create effective learning environments for students labeled EBD.
Particular attention is paid to inclusion models, diversity of student need, and forming
partnerships with key school personnel. (Prereq.: MTLE and admission to the
department)
SPE 424
Etiology and Origins of Learning Disabilities (LD only)
This course will focus on the history and context of learning disabilities (LD). This
includes an in-depth look at the origin of learning disabilities, as well as various
theoretical models (sociological, biological, psychological, cognitive, and behavioral)
applied to understanding learning disabilities. The course will also provide a critique
of current philosophical positions in the field. Students will also acquire knowledge
related to accessing information relevant to the field of learning disabilities. (Prereq.:
MTLE and admission to department)
SPE 430
Instructional and Behavioral Practices (EBD only)
This course examines behavioral support options used with students who are labeled
EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches
drawn from current best practices and including positive behavioral supports, personcentered planning, and functional assessment. (Prereq.: MTLE and admission to the
department)
SPE 434
Teaching Content Areas to Students with Learning Disabilities (LD only)
This course will teach students to identify, adapt, and implement developmentallyappropriate instruction that supports the learning of students identified as having
learning disabilities. The course will specifically focus on the areas of reading, writing,
listening comprehension, math, reasoning, and problem-solving skills. There will be a
strong focus on the modifications involved in these areas and the planning process
involved. (Prereq.: MTLE and admission to department)
SPE 490
Parent and Professional Planning
This course examines the role of families of students with special needs, specifically
those families of students labeled EBD. A family systems perspective is introduced
and applied. The need to form strong connections with community agencies is
emphasized. This course along with SPE 315 meets the senior keystone requirement
in the core curriculum. (Prereq.: MTLE, admission to department, and ENL 111 or 112
or HON 111)
SPE 481, 483, 485, 487 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure.
Student teaching occurs during the last year of coursework within an internship
context. Meets Augsburg Experience requirement. (Prereq.: Education Department
admission, 2.5 GPA, passing MTLE basic skills tests)
Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology
course) that encompass an interdisciplinary perspective on the field of disability. The minor is
designed to fit the needs of students in various disciplines interested in disability issues. This
minor is available through the weekday program.
Required courses:
EDC 410
EDU 491
SOC 231
Learners with Special Needs
Practicum and Seminar in Special Education
Family Systems: A Cross-Cultural Perspective
PSY 105
Principles of Psychology
Choose one from the following:
PSY 250
PSY 251
PSY 252
Child Development
Adolescent and Young Adult
Aging and Adulthood
Choose one from the following:
SOC 265
Gender, Race, and Ethnicity
SWK 260
Humans Developing
SWK 301
History and Analysis of Social Policy
PSY 357
Behavior Analysis
PSY 359
Assessment
Interested students should contact the director of special education at the outset of coursework.
EDC 410 Learners with Special Needs
(see EDC course descriptions)
EDU 491 Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus oncampus seminar. Students planning to take this course should consult with the
special education director about a placement prior to registering for the course.
(Prereq.: Completion of all other courses in special education minor or consent of
instructor. Open to non-special education students)
Engineering
Augsburg College has cooperative arrangements with two universities to allow students to
earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either
the University of Minnesota College of Science and Engineering, Minneapolis, or Michigan
Technological University, Houghton, Michigan. Because of the special requirements and
opportunities of these programs, early consultation with the Augsburg engineering adviser is
necessary. Applications for these programs require the recommendation of the Augsburg
engineering adviser. Contact Jeff Johnson, Physics Department, johnson9@augsburg.edu or
612-330-1070.
University of Minnesota
The College of Science and Engineering and Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Arts/Bachelor of Engineering (BA/BE) enables students to receive a Bachelor of
Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of
Minnesota. The program typically involves three years at Augsburg and two years at the College
of Science and Engineering.
Students may apply for the program after completing the sophomore year. At that time, they
will be informed of their status in the program and any further conditions necessary for final
acceptance into the program. Formal application to the College of Science and Engineering may
be completed during the second semester of the junior year at Augsburg.
Bachelor of Arts/Master of Engineering (BA/ME) enables students to receive a Bachelor of
Arts degree from Augsburg College and a Master of Engineering degree from the University of
Minnesota. This program involves four years at Augsburg and, typically, two years at the
College of Science and Engineering.
The curriculum is the same as the BA/BE curriculum with the addition of several extra
courses that are completed at Augsburg during the senior year to minimize the number of
undergraduate courses, if any, that students must take at the university before proceeding
through the graduate curriculum. The number of such courses varies by IT department and area
of emphasis within a department.
Application for admission into the BA/ME program should be initiated during the second
semester of the junior year at Augsburg. Formal application for the program may be completed
during the senior year. Those admitted will receive special counseling from the College of
Science and Engineering staff regarding courses that should be taken during the senior year at
Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of
Science and Engineering.
Michigan Technological University
This program enables students to receive a Bachelor of Arts degree from Augsburg and a
Bachelor of Engineering degree from Michigan Technological University in a five-year period.
The first three years are spent at Augsburg followed by two years at the affiliated university.
Students accepted into the program will be considered for admission to the engineering school if
they complete course requirements, have the requisite cumulative grade point average, and are
recommended by the engineering adviser of Augsburg College.
Students are also encouraged to explore opportunities for graduate work at Michigan
Technological University. Further information on these and other graduate programs is available
from the Augsburg engineering adviser.
Financial Aid
Students receiving financial aid who are participants in these dual degree programs will be
encouraged to apply to the engineering school of their choice for continuing support. Their
applications will be evaluated using need and academic performance as criteria.
Degree and Major Requirements
Minimum course requirements for admission to the dual degree or three-two programs:
CHM 115
CHM 116
CSC 170
ENL 111
PHY 121
PHY 122
General Chemistry
General Chemistry
Structured Programming
Effective Writing
General Physics I
General Physics II
Four mathematics courses are required:
MAT 145
Calculus I
MAT 146
Calculus II
MAT 245
Calculus III
MAT 369
Modeling and Differential Equations
or PHY 327
Special Functions of Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses at
Augsburg.
Normally MAT 145, 146, and PHY 121, 122 are taken in the first year. Students interested in
chemical engineering also should take CHM 351, 352.
English—ENL
Those who study English believe that an intense concern for words, ideas, and images
helps people understand who they are and who they can become. Writing helps all of us clarify
and share our thoughts. Literature helps us contemplate the pains and joys of human existence.
Through the study of English we see life’s complexity, experience life as others do, and better
understand the world in which we live and work. Students majoring in English have the
opportunity to choose one of four concentrations: literature, language, and theory; media writing;
creative writing; and secondary licensure in communication arts/literature.
English relates closely to other majors. With the other arts, English is concerned with the
pleasure that comes from artistic creation and with the contemplation of works of art. With
psychology and sociology, English is concerned with individual and group behavior. With
philosophy, English is interested in ideas and in the relation between meaning and language.
With science, English is interested in discovering order and determining structures. With speech
and communication, English studies the effective use of language. With history and the other
social sciences and humanities, English studies the way people have acted and thought at
different times and in various cultures.
The Augsburg Department of English integrates its program with the cultural opportunities of
this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and
readings available near the campus. English majors have the opportunity to use and refine their
skills through working in internships on and off campus, tutoring English Language Learner
(ELL) students, or tutoring in the writing lab.
Students with an Augsburg English major pursue careers in elementary, secondary, and
college education, journalism, government, law, the ministry, library science, medicine,
advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
John Schmit (Chair), Stephan Clark, Robert Cowgill, Cass Dalglish, Suzanne Donsky, Douglas
Green, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Kathryn Swanson, Mzenga
Wanyama, Cary Waterman, Susan Williams
Degree and Major Requirements
Choosing a Concentration
The English literature, language, and theory concentration provides students various
approaches to the life-enhancing study of the written word and visual text. Spotlight courses
focus on specific authors, genres, or themes, and provoke discovery of new literary
experiences. Courses in African American, Native American, Asian American, and postcolonial
literatures reconfigure the nature of traditional literary studies. Survey courses in English,
American, and world literatures are organized by historical periods and provide a classically
structured framework of study. Courses in literary theory demand the intense and intellectually
challenging engagement of text, culture, and self.
While some of our courses foreground theoretical approaches to literature and deeply
examine race, class, and gender in the consideration of their subject matter, all of our courses
infuse these concerns into their engagement with primary works of fiction, poetry, creative
nonfiction, film, and drama.
All literature classes involve students in dynamic and enjoyable literary examination, and are
taught by professors who love teaching and who love literature. Our classes develop and
demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear
speaking, and analytical and engaging writing—skills of the educated and employable citizen.
The literature, language, and theory concentration offers courses of study cross-listed with
American Indian Studies, Art, Communication Studies, Film, Theater Arts, and Women’s
Studies.
The English writing concentration is for students who intend to develop professional skills in
either creative or media writing. Over the course of their study, students will master terminology;
understand historical, legal, and ethical issues relevant to the field; and study the works of
established writers and professionals. The writing major emphasizes expanding competencies
in observation, research, and analysis that enable writers to gather material from a variety of
sources and perspectives for their work. Writing majors will understand the interdisciplinary
demands inherent in creative and media writing (including issues of design) and will enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Writing courses are taught by dedicated professors who are practicing writers themselves.
The writing concentration offers courses of study cross-listed with Art, Communication Studies,
and Theater Arts.
The communication arts/literature teacher licensure major is for students who seek to be
licensed to teach in Minnesota in communication arts/literature. Students are encouraged to
take courses toward their major during the first and sophomore years, and to apply for the
education licensure program no later than the spring of their junior year.
Students in both programs must work with advisers in the English Department and the
Education Department in order to meet the professional requirements within the Education
Department as well as the requirements for the major. Should licensure not be possible,
graduation can be achieved through an English major, which requires at least two additional,
specific courses, or through a communication studies major.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The Quantitative
Reasoning (QR) graduation skill is met by completing the following courses:
Concentrations in English Literature, Language, and Theory; English Writing; Creative
Writing:
QR/QFA: GST 200 or PHY 119; OR a
QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138,
MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of
either a:QA: ENL 327
Concentration in Media Writing:
QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT
138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion
of:
QA: ENL 327
Communication Arts/Literature Teacher Licensure:
QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT
138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion
of:
QA: COM 352
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Major Requirements
English Literature, Language, and Theory Concentration
The concentration requires nine courses above ENL 111, or HON 111, or ENL 112.
Students must take at least two 200-level literature courses as prerequisites for upper
division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level
literature courses may count for the major.
Students must take at least five 300-level courses, with one each in British literature,
American literature, and world literature.
Majors must take at least one 400-level course with concurrent enrollment in ENL 490
English Keystone. Any 300-level course serves as a prerequisite for the 400-level.
Minor in English Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be
ENL 220 or ENL 221; the remaining four must be literature, language, and theory courses, three
of which must be upper division courses.
English Writing Concentration
Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including
three literature, language, and theory courses. At least one of these must be at the 300-level or
higher.
Creative Writing Emphasis
Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or
221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or
Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL
228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative
writing course; or an internship. And ENL 420, the keystone writing course. An additional art
class is required, either Web Design I (ART 215) or Graphic Design (ART 225).
Media Writing Emphasis
Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221.
Also required, ENL 327 Quantitative Journalism; and two additional courses from the following:
ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC
writing/reporting course; or an internship.
And ENL 427, the Keystone Advanced Studies in Media Ethics and Theory.
Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225).
Minor in Writing
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111,
or ENL 112, including at least one course from the 200-level and two from the 300-level.
A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111,
or ENL 112 and must include ENL 226, and at least three upper division creative writing
courses, two of which must be a 300 two-course writing sequence.
A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL
112, and must include ENL 227 or 228, ENL 427, one design course, and three upper division
media writing courses.
Communication Arts/Literature Teacher Licensure Major
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220
Intermediate Expository Writing
ENL 240
Introduction to Literary Study
ENL 365
Contemporary Post-Colonial Fiction
ENL 380
Introduction to the English Language
ENL 396
Internship in Teaching Writing
And three upper-division ENL Literature courses, one each in British, American, and world
literature.
Experiential Requirement (no credit)
One college-level experience required in forensics, debate, newspaper, literary journal, or
related activity (subject to departmental approval).
Additional Courses (outside the English Department):
COM 112
Contest Public Speaking
COM 243
Studio Production
COM 254
Interpersonal Communication
COM 352
Persuasion
Special Methods (two courses)
ESE 350
5-12 Methods: Literature and Reading
ESE 351
5-12 Methods: Speaking and Listening (.5 course)
ESE 352
5-12 Methods: Media Literacy (.5 course)
Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211,
220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. In addition to consulting
your designated ENL adviser, contact an Education Department adviser for information about
education courses.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early
October in senior year for department approval. Submit and defend paper before faculty
committee. Honors project may receive independent study credit (refer to departmental
guidelines).
Other Requirements
Transfer Students
Note: Transfer undergraduate majors must take at least three of their English courses at
Augsburg. Transfer students who minor in English must take at least two of their English
courses at Augsburg.
Transfer English education students with a BA in English from another college must take at
least three of their English courses at Augsburg (preferably upper division courses). These
courses must be taken before the department can recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate
writing class. Students having completed AP (Advanced Placement) courses in composition
must have a score of 4 or 5. Students who need to develop competence in composition skills—
such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and
sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more
individual instruction than is possible in Effective Writing (ENL 111). These students must pass
Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective
Writing (ENL 111).
Note: Students should register for ENL 101 during the first semester of attendance if
possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year.
Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or
ENL 112 can elect the traditional grading system or P/N grading in consultation with their
instructor up through the last week of class (without special permission/petition). Students who
choose to receive a traditional grade in either course will receive a grade of N (one time only) if
their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade
of 2.0 or higher, will receive a grade of 0.0.
English Courses
Service Courses
The department offers these service courses for students as required by a placement test.
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place
in the course.
ENL 101
Developmental Writing
A preparatory course for ENL 111 Effective Writing, this course is required of students
identified by the English Placement Test as needing additional preparation in
composition. Students receive course credit, but this course does not fulfill the
graduation requirement in writing. The minimum passing grade for this course is 2.0.
ENL 111
Effective Writing
Emphasis is on exposition, including learning research techniques, and writing critical
reviews. Attention is given to increasing students’ effectiveness in choosing,
organizing, and developing topics; thinking critically; and revising for clarity and style.
A writing lab is provided for those needing additional help. The minimum passing
grade is 2.0.
HON 111 Effective Writing for Liberating Letters
This course takes a problem-based, process-oriented approach to expository writing.
Attention is given to choosing, organizing, and developing topics; thinking critically;
reading closely; and revising carefully for clarity and style. The minimum passing
grade is 2.0.
ENL 112
Advanced Effective Writing
Advanced Effective Writing follows the same purposes and procedures as ENL 111;
placement is determined by a writing sample submitted by students upon entry to the
College. The minimum passing grade is 2.0.
ENL 217/218
English for Language Learners
Understanding spoken American English, speaking, reading college-level materials,
and writing are the skills emphasized in these two courses. Testing determines
placement in these courses; and testing, as well as course performance, determines
whether the ELL requirement is met. Students continue in ELL until the requirement is
completed but can receive credit for only two courses.
Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop
foundational competencies in reading and interpreting literary texts, and provide opportunities
for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a
prerequisite or co-requisite.
ENL 240
Introduction to Literary Study
This course develops students’ critical and analytical skills in reading and
appreciating all kinds of literary texts and genres, including poetry, fiction, and drama.
Emphasis is placed on learning fundamental terms and concepts that serve future
literary inquiry and enjoyment. Required for communication arts/literature teacher
licensure major. (Prereq. or co-req.: ENL 111, or HON 111, or ENL 112)
ENL 241
Introduction to Cinema Arts
An investigation of the cinematic qualities, theoretical principles, and technical and
aesthetic evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of film form
and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL
112)
ENL 250
American Voices
American Literature is made up of many voices that are distinct from one another in
any number of ways. This course foregrounds those voices that are usually identified
by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic,
Asian American, or Jewish literature will be emphasized. Check the departmental web
page for further information or contact the instructor. (Prereq.: ENL 111, or HON 111,
or ENL 112)
ENL 251
Introduction to African-American Literature
This course introduces students to the foundations, development, and production of
modern African-American literature from its origins in the 18th century to the present.
explores various literary genres, representative authors, epochal texts, and literary
and ideological movements that have contributed to the shaping of the African
American literary tradition. (Prereq or co-req.: ENL 111, or Hon 111, or ENL 112)
ENL 255
American Indian Literature
American Indian literature offers a survey of contemporary American Indian writing,
including nonfiction, fiction, poetry, and drama. The course explores the richness and
diversity of American Indian literature and the ways in which literature reflects and
illuminates American Indian culture and traditions. The course emphasizes close
readings of literature and public speaking skills through in-class presentation and
small group discussion. Course cross-lists with American Indian Studies. (Prereq or
co-req.: ENL 111, or HON 111, or ENL 112)
Spotlight Courses
Offered alternating terms (content for each will vary by term—check online course descriptions)
ENL 260
Authors
A chance to investigate closely an author of significant influence in various cultural
contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,”
“Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the
20th Century,” and others. Check the departmental web page for the title of a given
section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112)
ENL 270
Themes
This course traces a specific theme through changing historical, literary, and cultural
contexts. Course subjects may include “The Heroic Journey,” “Literature and
Landscape,” “Utopian Visions,” and others. Check the departmental web page for the
title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112)
ENL 280
Genres
Students will consider literary and cultural developments that fix generic conventions
and ways authors subvert or challenge those conventions. Course subjects may
include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,”
“Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the
departmental web page for the title of a given section. (Prereq or co-req.: ENL 111, or
HON 111, or ENL 112)
ENL 290
Explorations in Language and Theory
An introductory course in applied literary or language theory. Course subjects may
include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the
Gaze,” “Language and Society,” and others. Check the departmental web page for
the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112)
The 300-level courses in the literature track in English concentrate on primary texts in
historical and cultural contexts. These courses ask students to practice interpreting literary texts
by employing techniques, terminology, and research methods of the discipline, resulting in
effective and substantive expository writing about the subject. Unless otherwise indicated,
students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language,
or theory course, or gain consent of the instructor as a prerequisite.
British Literature
ENL 330
Shakespeare
Study of the bard’s major plays—comedies, histories, tragedies, and romances—for
their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200level literature, language, or theory course or THR 250, or consent of instructor.)
ENL 332
Renaissance and Reformation
A survey of 14th- to 17th-century British literature, with attention to its European
contexts. Begins with the Reformation of the 14th century and Canterbury Tales and
ends with the Puritan Revolution and Paradise Lost. Themes include “the
enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature
of conquest; the writer as politician; and the challenges to religious certainty in a postPtolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More,
and Donne. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory
course, or consent of instructor.)
ENL 333
British and American Literature of the 17th and 18th Centuries: Strange Shores
British and American writers of this period are surveyed, with attention to the
historical, intellectual, and social influences of the major literary movements on both
sides of the Atlantic. (Prereq.: ENL 220 or 221 or one 200-level literature, language,
or theory course, or consent of instructor.)
ENL 334
British Literature: Reason and Romanticism
This class investigates the literary texts now called Romanticism within the history
and culture of late 18th- and early 19th-century Britain. The famous “big six” poets
(Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of
poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents
in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or
221, or one 200-level literature, language, or theory course, or consent of instructor.)
ENL 336
British literature: The Age of Victoria
If America was the world’s cultural and political leader in the 20th century, Britain was
the leader of the 19th century. Students will study the literature and culture of Queen
Victoria’s England and her empire from the 1830s through 1914 in all four major
genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.)
ENL 337
The British Novel: Love and Learn
This course traces two great structuring ideas—the love-plot and the education-plot—
in the rise and development of the British novel in the 18th and 19th centuries. The
course spans 150 years of literary history, while studying and critiquing the ways
literary theorists and historians have explained and theorized British fiction. Authors
surveyed include Defoe, Richardson, Austen, Trollope, Brontë, Eliot, and others.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or
consent of instructor.)
ENL 338
Readings in British and Commonwealth Drama
A variable survey of drama in English by British and Commonwealth playwrights,
organized historically and/or thematically. Sample topics include “Mysteries and
Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?”
Readings range from the Middle Ages to the present. THR 250 satisfies the
prerequisite for this course. (Prereq.: ENL 220 or 221 or one 200-level literature
course or THR 250, or consent of instructor.)
ENL 339
Modern British and Irish Writers
Writers of the first half of the 20th century are surveyed, with attention paid to their
contribution to modernism, experimentation, and literary form. Virginia Woolf, William
Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel
Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level
literature, language, or theory course, or consent of instructor.)
American Literature
ENL 350
Readings in African-American Literature
This course offers a chance to look in depth at authors, themes, historical influences,
and theoretical issues surrounding both classical and emerging minority literature.
The course’s focus varies. A specific ethnic literature or a specific writer may be
emphasized; at other times topics that cross the boundaries of minority literatures will
be examined. Check the departmental web page for a given section’s emphasis.
(Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or
consent of instructor.)
ENL 351
19th-Century American Literature
Covers the intellectual and social environment that affected the writers of the period.
Many different genre—slave narratives, romances, tall tales, epic poetry—are
considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson,
Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220
or 221 or one 200-level literature, language, or theory course, or consent of
instructor.)
ENL 352
American Literature from 1900 to 1945
Naturalism, the rise of modernism, the development of social protest literature,
significant movements such as the Harlem Renaissance, and other major
developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner,
Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL
220 or 221 or one 200-level literature, language, or theory course, or consent of
instructor.)
ENL 353
American Literature from 1945 to the Present
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth,
Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as
contemporary fiction writers represented by the Best American Short Stories
anthologies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory
course, or consent of instructor.)
ENL 354
Contemporary American Poetry
A survey of the work of poets who have come into prominence since mid-20th century
as represented in the anthology Contemporary American Poetry. Attention will be
given to younger and/or less prominent poets represented in the Best American
Poetry series. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or
theory course, or consent of instructor.)
ENL/AIS 355
Themes in American Indian Literature
The course is structured around a number of writers working within a particular theme
such as “Native Voices of Minnesota,” “Voices from the Southwest,” “Poetics and
Politics of Native Writing,” “Women and Power in Native Literature, ““UrbanReservation: Homing,” and “American Indian Film-Literature Adaptation.” Students
focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural
emphasis as it shifts or arises across the group of texts. Course cross-lists with
American Indian studies. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
ENL 358
Readings in American Drama
A variable survey of American drama from the early 20th century to the present,
organized historically and/or thematically. Sample topics include “American Families,”
“Blacks and Whites,” and “Sex and Self on the American Stage.” Readings range
from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 or one
200-level literature course or THR 250, or consent of instructor.)
World Literature in Translation
ENL 360
The Classical Tradition
A study of the major works of Greek and Roman literature, including Homer,
Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later literature,
and their enduring relevance. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
ENL 361
The Medieval World
A survey of medieval literature from the collapse of the Roman Empire to the 14th
century, this course emphasizes themes of cultural collision and synthesis: pagans—
both classical and “barbarian”—and Christians; Islam and Christendom. Attention is
paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of
courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 or
one 200-level literature, language, or theory course, or consent of instructor.)
ENL 362
Renaissance to Modern Literature
Study of masterpieces of literature, chiefly European, from the Renaissance to the
modern period, including such authors as Molière, Cervantes, Rabelais, Voltaire, and
Ibsen. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory
course, or consent of instructor.)
ENL 365
Contemporary Postcolonial Fiction
This examination of contemporary world fiction includes work by authors from Latin
America, Africa, Asia, and the Middle East, and fiction written by indigenous authors
worldwide. The course explores novels in relation to language, culture, and gender in
an age of globalization and fragmented nationalisms, considering fictions in their
literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for
communication arts/literature teacher licensure major. (Prereq.: ENL 220 or 221 or
one 200-level literature, language, or theory course, or consent of instructor.)
ENL 367
Women and Fiction
The course studies novels and short stories by women across cultures. Emphasis on
the conditions that have affected women’s writing (including race and class), the
reflection of women’s unique experience in their writing, and the ways in which
women writers have contributed to and modified the Western literary heritage. This
course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.)
ENL 368
Readings in World Drama
A variable survey of drama in translation from around the world, organized historically
and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin
American Drama from the Renaissance to the Present,” “Social Issues in
Contemporary World Drama.” (Prereq.: ENL 220 or 221 or one 200-level literature
course or THR 250, or consent of instructor.)
Language, Media, and Theory
ENL 371
History of Cinema
A chronological survey of the development of cinema from the inception of the moving
image in the late 19th century through the emergence of film as one of the most
important popular art forms of the 20th century. Emphasis will be placed on important
international cinematic artistic movements, such as Italian neorealism and the French
New Wave, on cultural contexts that influenced the reception of film art, and on
technological advancements that altered the medium and influenced both narrative
and documentary filmmakers. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
ENL 380
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning the
English language, including theories of language acquisition. Required for the
communication arts/literature licensure major. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.)
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a means of
establishing, maintaining, or revoking power. They will also pay attention to gender
differences in the use of language and analyze ways in which speakers and writers
can both create and revise reality via the language they use. (Prereq.: ENL 220 or
221 or one 200-level literature, language, or theory course, or consent of instructor.)
ENL 394
Composition: Theory and Practice
Students will examine composition as a relatively new field of study, one in which
research in such areas as cognition, language acquisition, gender differences in
language, and code switching are relevant. Using both spoken and written language,
students will apply various theoretical positions to the language they and others use
to communicate in a range of linguistic tasks. Recommended for licensure and
potential graduate students. (Prereq.: ENL 220 or 221 or one 200-level literature,
language, or theory course, or consent of instructor.)
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and
theory, and ask students to write and speak professionally about literary texts. Any 300-level
literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400level course must fulfill the keystone requirement.
ENL 410
Advanced Studies in Literature
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The
Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red
All Over: Film Noir, Communism, and Race,” and others. Check the departmental
web page for the subject of a specific term, and get a complete course description in
the English Department. (Prereq.: Any 300-level literature course or consent of
instructor)
ENL 430
Advanced Studies in Language, Theory, and Method
Through a focus on particular issues and problems in literary studies, this course
engages students in a variety of past and current critical theories. Possible course
topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition,
Meaning, and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in
Theory,” and others. Check the departmental web page for the subject of a specific
term, and get a complete course description in the English Department. (Prereq.: Any
300-level literature course or consent of instructor)
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place
in the course.
ENL 220
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing. Its workshop
format stresses style and organization, the process of revision, self and peer
evaluation, and the relationship between reading and writing. Required for the
communication arts/literature teacher licensure major. (Prereq.: ENL 111, or HON
111, or ENL 112)
ENL 221
Expository Writing about the Arts and Popular Culture
A variant of English 220, this course also builds on the methods of Effective Writing,
but in this version students work on content related to subjects in the world of art and
literature. Particularly aimed at art, theater arts, and film majors. (Prereq.: ENL 111, or
HON 111, or ENL 112)
ENL 223
Writing for Business and the Professions
This practical course is designed to improve writing skills for those entering business
and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative writing
and to various genres, emphasizing poetry and short fiction, but including journal
keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 227
Journalism
An introductory newswriting course with an emphasis on writing for the print media.
Students consider how to recognize news, gather and verify facts, and write those
facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112)
ENL 228
Broadcast and Online Journalism
This is an introductory newswriting course with an emphasis on writing for broadcast
and online media. Students use an intensive practice model to learn the basics of
newsgathering, writing, and production for radio and the internet. (Prereq.: ENL 111,
or HON 111, or ENL 112)
ENL 320
Fiction One
Students draft a collection of short stories and critique others’ work in the writing
workshop environment. Throughout the term, students will also read classic and
contemporary short fiction, analyzing and examining the work of established writers
as they learn to identify successful short fiction while creating their own work.
(Prereq.: ENL 226)
ENL 321
Fiction Two
A writing workshop in which students will revise a body of short fiction, redrafting and
polishing at least four short stories of varying lengths for inclusion in a portfolio of
work. Students will also be expected to create at least one new work of short fiction
during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor
of four story drafts written by the student and offered as work the student will refine in
Fiction Two.)
ENL 322
Poetry One
Students draft a collection of poems and critique others’ work in the writing workshop
environment. Students will learn to identify successful poetry as they create their own
poems; they will read published poetry and listen to new and established poets
reading their own work. (Prereq.: ENL 226)
ENL 323
Poetry Two
In this writing workshop, students write and revise a collection of poems to be
produced as a chapbook. Some of the poems written during this semester will be
experiments with formal verse, such as villanelles and sestinas. (Prereq.: ENL 322 or
review and acceptance by instructor of a collection of poetry written by the student.)
ENL 324
Creative Nonfiction
In this writing workshop, students develop a portfolio of creative works in the “fourth
genre,” which may include memoir; personal essays; flash nonfiction; researched
feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays.
(Prereq.: ENL 220 or 221 or 226)
ENL/THR 325 Playwriting
An introductory course in writing for theater. Students will learn the basics of dramatic
structure, methods of script analysis, and techniques for the development of
playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior
standing, or consent of theater department chair. THR 250 or ENL 226
recommended.)
ENL 327
Quantitative Journalism: From Computers to Community
This course introduces students to gathering, analyzing, and presenting quantitative
data by using computers and other sources. The course also incorporates off-campus
resources to provide students with real-world experience of how data are
incorporated into print, broadcast, and online journalism. This course is designed for
persons wishing to explore use of quantitative data and for those preparing to enter
the communication professions. (Prereq.: ENL 227 or 228)
ENL/FLM 328 Screenwriting
An introductory course in writing for film, this course will take students from story
outline to the creation of a screenplay draft. In addition to writing their own scripts,
students will review feature films and analyze work written by each member of the
class, giving detailed critical analysis and engaging in discussion of aesthetics, craft,
and form. (Prereq.: ENL 220 or 221, or 226, or 228)
ENL 420
Advanced Studies in Writing
The writing keystone is a final, summative seminar emphasizing collaboration,
professional standards, and the creation of a publishable or performable completed
product. The topic changes; check the departmental web page. (Prereq.: Any 300level writing course)
ENL 427
Advanced Studies in Media Ethics and Theory
This course acquaints students with the concepts and functions of the news media in
global society, exploring the interaction of ethical and legal principles of American
journalism and considering the role of the news media in historical, economic, and
technological contexts. The course will analyze situations that have arisen in the past
and situations that arise now in a digitized information world. Students will study the
special position given the media in the United States and will consider First
Amendment protections and the media’s responsibilities to inform the public in a free
and democratic society. (Prereq.: ENL 220, or 221, or 226, or 227, or 228; and any
300-level media writing course.)
ENL 490
English Keystone (.0 course)
Students seeking keystone credit must register for this no credit, P/N course, along
with ENL 410, 420, or 430.
Directed Studies, Internships, and Independent Studies
ENL 291/391
Experiences in Thai Education and Culture
In this course, offered alternate years, students will spend approximately three weeks
in May in Thailand. During this time, students will visit temples and sites in Bangkok,
Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism,
government, traditional customs, and culture. Students will also spend several days
teaching English to Thai students in a Thai secondary school.
ENL 299
Directed Study
ENL 396
On-Campus Internships
This course is required for all communication arts/literature licensure students. It is
normally taken with students enrolled in English 101 Developmental Writing. Interns
prepare class presentations, assess student writing, and learn methods useful in
teaching composition.
ENL 399
Off-Campus Internships
ENL 499
Independent Study and Honors Projects
Honors studies must be directed by a professor chosen by the student and approved
by the department. Independent study projects not designated for honors must be
approved by the chair of the department.
Environmental Studies
Environmental studies is the interdisciplinary investigation of human relations with the natural
world. The program pursues a multifaceted examination—across the natural sciences, social
sciences, humanities, and professional studies—of the interdependence shared by people and
nature. It provides an understanding of the material world as well as the ecological, social, and
cultural processes and problems that bind that world together. Through the study of politics,
biology, literature, chemistry, social work, economics, and history, environmental studies
students focus on the most pressing local, regional, national, and global issues of our day.
Augsburg College’s location in the city offers a particular opportunity for the close study of
complex urban environments. Although many equate environmental issues with rural areas,
most people live in cities. Urban residents shape nature in innumerable ways, including through
energy, food, and water consumption; transportation; and industrial production. In turn, cities
often serve as the settings in which environmental injustice flourishes. With that in mind,
Augsburg’s environmental studies program fosters the simultaneous study of ecological quality
and social justice.
The program provides undergraduate training leading to a BA or a minor in environmental
studies. Upon completion of the program, students will be able to comprehend ecological
processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’
interests in policy debates, decipher the context and variety of human experiences in nature,
identify inequities in the access to and use of natural resources, and articulate responses
grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on
their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper
Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit
organizations, government policy and planning positions, law, education, ministry, and corporate
settings.
Environmental Studies Faculty
John Zobitz (Mathematics, Director), Matthew Beckman (Biology), Ralph Butkowski (Biology),
Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Z. Vivian Feng
(Chemistry), Keith Gilsdorf (Economics), David Hanson (Chemistry), John Harkness (English),
Ann Impullitti (Biology), Colin Irvine (English), Joan Kunz (Chemistry), Michael Lansing
(History), Joseph Underhill (Political Science).
Major
Fourteen Courses (standard track or HECUA track)
Standard Track Requirements (14 course credits):
Core courses:
ENV 100
ENV 120
Environmental Connections
Introduction to Environmental Science
SWK 210
Environmental Justice and Social Change
POL 241
Environmental and River Politics
or INS 342
River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/ Environmental Politics (CGE)
WST 341
or SOC 381 The City and Metro Urban Planning
ENL 270
Rites of Thematic Passage (Literature and Landscape)
or REL 313/ Environmental Theology and Ethics (CGE)
WST 313
HIS 316
US Urban Environmental History
ECO 365
Environmental Economics and Sustainable Development
ENV 399
Internship
ENV 490
Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151
BIO 152
BIO 481
Introductory Biology
Ecology, Evolution, and Diversity
Ecology
Chemistry requirements:
CHM 105 Principles of Chemistry I
CHM 106 Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116 General Chemistry II (depends on MPG score)
HECUA Track Requirements (14 course credits):
ENV 100
Environmental Connections
SWK 210
Environmental Justice and Social Change
ENL 270
Rites of Thematic Passage (Literature and Landscape)
or REL 313/ Environmental Theology and Ethics (CGE)
WST 313
HIS 316
US Urban Environmental History
INS 345, INS 346, INS 399 (HECUA Environmental Sustainability Semester, four course credits:
Adaptive Ecosystem Management; Social Dimensions of Environmental Change,
Field/Research Methods and Investigation, Internship and Integration Seminar)
SBS 499
Environmental Studies Independent Project (Keystone)
Biology requirements:
BIO 151
BIO 152
BIO 481
Introductory Biology
Ecology, Evolution, and Diversity
Ecology
Chemistry requirements:
CHM 105
Principles of Chemistry I
CHM 106
Principles of Chemistry II
or CHM 115 General Chemistry I
CHM 116
General Chemistry II (depends on MPG score)
Minor
(Seven courses)
ENV 100
Environmental Connections
ENV 120
Introduction to Environmental Science
CHM 105
Principles of Chemistry I
or CHM 115 General Chemistry I
BIO 151
Introductory Biology
SWK 210
Environmental Justice and Social Change
HIS 316
US Urban Environmental History
or ENL 270
Rites of Thematic Passage
or REL 313/ Environmental Theology and Ethics (CGE)
WST 313
POL 241
Environmental and River Politics
or INS 342
River Politics Field Seminar
or POL 325 Politics and Public Policy
or POL 341/ Environmental Politics (CGE)
WST 341
or ECO 365 Environmental Economics and Sustainable Development
or SOC 381 The City and Metro-Urban Planning
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Environmental Studies Courses
ENV 100
Environmental Connections
An interdisciplinary introduction to current environmental issues. The course depends
on ecological visions of the world and examines the connections we share as people
living simultaneously in human community and in physical environments. In
examining these connections, we depend on the insights offered by political science,
biology, economics, literature, sociology, chemistry, and history as well as
experiential education and service-learning. The issues examined in this class—
neither remote nor abstract—exist in our everyday lives, and a central feature of the
course is the application of knowledge gained in the class to a campus project.
(Social and Behavioral Sciences LAF, fall)
ENV 120
Introduction to Environmental Science
An introduction to the systematic study of the environment from physical, biological,
chemical, and quantitative perspectives. Satisfactory completion of this course
satisfies a Liberal Arts Foundation requirement in the Natural Sciences and
Mathematics and as a QF. MPG 3 and CT required.
ENV 490
Environmental Studies Independent Project
An independently-designed project (approved by the program director and a
committee of three environmental studies faculty representing at least two academic
divisions) that displays a student’s ability to synthesize interdisciplinary approaches,
demonstrate higher-level learning, and examine vocational issues through the study
of an environmental problem. Vocational questions will also be formally explored.
(Prereq.: ENV 100, BIO 152, CHM 106 or 116, SWK 210, HIS 316, and ENV 399)
Film
See listing under Communication Studies.
Finance
See listing under Business Administration.
Foreign Languages
See listing under Languages and Cross-Cultural Studies.
French
See listing under Languages and Cross-Cultural Studies.
German
See listing under Languages and Cross-Cultural Studies.
Health, Physical Education, and
Exercise Science—HPE
All students at Augsburg College will interact at some point during their college experience
with the Department of Health, Physical Education, and Exercise Science. Goals of the
department are to provide quality experiences, preparation for the professions, and an
education that leads to lifelong participation in physical activity. Recreational participants as well
as student athletes will find ample opportunity for developmental activities.
The physical education program prepares students for careers in physical education
endeavors in the schools and in allied professions. It also provides general education in physical
activity for all Augsburg students.
The health education program prepares students for careers in school health education,
wellness, and allied professions. This program offers a comprehensive view that examines
prevention and promotion needs for individuals, schools, and the community.
The exercise science program prepares students with practical application of the knowledge
needed to become a health fitness or community health professional. Interested students will
also be prepared to move on to graduate or professional school in allied health fitness
professions.
All students seeking teaching licensure must receive a minimum grade of 2.0 in all required
courses with an HPE prefix.
Health, Physical Education and Exercise Science Faculty
Eileen Kaese Uzarek (Chair), David Barrett, Jane Becker, Chris Brown, Anthony Clapp, Steven
Dalhed, Carol Enke, Aaron Griess, Melissa Lee, Mike Navarre, Patrice Salmeri, Missy Strauch,
Ted Vickerman
Degree and Major Requirements
Health Education
Health Education Major
HPE 104
HPE 110
HPE 114
HPE 115
HPE 215
HPE 316
HPE 320
HPE 357
HPE 358
HPE 390
HPE 410
HPE 450
Components of Fitness Training
Personal and Community Health
Health and Safety Education
Chemical Dependency Education
Health and Exercise Psychology
Human Sexuality
School Health Curriculum
Measurement in Health, Physical Education, and Fitness
Assessment in Health and Physical Education
Instructional Methods and Materials in Health Education
Administration and Supervision of the School Health Program
Current Health Issues
BIO 103
Human Anatomy and Physiology
PSY 250
Child Development
or PSY 252 Adolescent and Young Adult Development
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Health Education Minor
HPE 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (The Minnesota Board of Teaching does
not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may
be subject to change after the publication of this catalog. It is the responsibility of the student to
consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students
must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements
under the Bachelor of Science option.
Physical Education
Physical Education Major
HPE 104
HPE 114
HPE 115
HPE 205
HPE 220
HPE 254
HPE 275
HPE 324
HPE 334
HPE 335
HPE 340
HPE 350
HPE 351
HPE 357
HPE 358
HPE 473
BIO 103
Components of Fitness Training
Health and Safety Education
Chemical Dependency Education
Introduction to Health, Physical Education, and Health Fitness
Motor Learning
Introduction to Developmental and Adapted Physical Education
Prevention and Care of Athletic Injuries
K-6 PE Games and Activities
7-12 Sport Skills and Activities
Outdoor Education
Organization and Administration of Physical Education Programs
Kinesiology
Physiology of Exercise
Measurement in Health, Physical Education, and Exercise Science
Assessment in Health and Physical Education
Physical Education Curriculum
Human Anatomy and Physiology
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Physical Education Minor
HPE 104, 115, 205, 324, 334, 351. (The Minnesota Board of Teaching does not license minors
in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following
courses are recommended for those interested in coaching in Minnesota public schools:
HPE 114
Safety Education
HPE 275
Prevention and Care of Athletic Injuries
HPE 280
Coaching Theory
The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching
effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may
be subject to change after the publication of this catalog. It is the responsibility of the student to
consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students
must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements
under the Bachelor of Science option.
Exercise Science
Exercise Science Major
HPE 104
Components of Fitness Training
HPE 110
Personal and Community Health
HPE 114
Health and Safety Education
HPE 115
Chemical Dependency Education
HPE 205
Introduction to Health, Physical Education, and Exercise Science
HPE 215
Health and Exercise Psychology
HPE 275
Prevention and Care of Athletic Injuries
HPE 300
Nutrition for Exercise Science
HPE 305
Stress Management
HPE 350
Kinesiology
HPE 351
Physiology of Exercise
HPE 357
Measurement in Health, Physical Education, and Exercise Science
HPE 397 or 399 Internship in Exercise Science
HPE 450
Current Health Issues
HPE 490
Health Fitness Seminar and Keystone
BIO 103
Human Anatomy and Physiology
Select and complete one (1) of the following two (2) courses:
HPE 315
Exercise Testing and Prescription
or HPE 330 Community Health Methods
Select and complete one (1) of the following two (2) courses:
HPE 430
Epidemiology (HLTH 400 Epidemiology at Univ. of St. Thomas)
or HPE 304 Advanced Fitness Training
Health, Physical Education, and
Exercise Science Courses
HPE 001
Foundations of Fitness
(.0 course)
This course is required of all Augsburg students outside the HPE majors. It seeks to
improve the student’s knowledge and understanding of the components of physical
fitness and how they contribute to personal lifelong health and well-being. This course
is designed to provide knowledge and skills needed to assess, monitor, and discipline
oneself to maintain a lifestyle of fitness and wellness. (Fall, spring)
HPE 002, 003 Lifetime Activity
(.0 course)
Lifetime activity courses are designed to improve proficiency in a selected physical
activity. Students will be able to understand and demonstrate basic skills, strategy,
and rules of the activity. (Fall, spring)
HPE 007 Lifetime Activity - Hybrid
(.0 course)
This Lifetime Activity course is designed to improve proficiency in one or more
student selected activities. Students will understand and demonstrate fundamentals
and benefits of selected activities. This course will be taught in a hybrid format,
blended between in-person lab experiences and online discussions and reporting.
(Fall, winter, spring WEC)
HPE 008 Foundations of Fitness - Hybrid
(.0 course)
Foundations of Fitness is designed to improve the student's knowledge and
understanding of physical fitness, nutrition and stress and how they influence health
and well-being. This course provides knowledge and skills needed for an individual to
maintain a lifestyle of fitness and wellness. This course will be taught in a hybrid
format, blending in-person lab experiences with online discussion and reporting.
HPE 104
Components of Fitness Training
This course implements a performance-based approach designed to enable the
student to become well educated in strength and cardiovascular training. The
proficiencies will address the specifics of knowledge and performance in fitness
training. This course will implement optimal research-based theories for improving
aerobic and muscular strength for the purpose of designing an individualized strength
and aerobic conditioning program. (Fall, spring)
HPE 110
Personal and Community Health
Concepts and practices of health and healthful living applied to the individual and the
community. (Prereq.: ENL 111 or 112 or HON 111. Fall, spring)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life. National
Safety Council First Aid and CPR certifications. (Fall, spring)
HPE 115
Chemical Dependency Education
(.5 course)
An analysis of chemical use and abuse and what can be done for the abuser.
Includes information about school health education and services. (Fall, spring)
HPE 205
Introduction to Health, Physical Education, and Exercise Science
(.5 course)
An introduction to the professional field of health, physical education, and fitness.
Includes history, current trends, and professional opportunities related to health,
human performance, and wellness. Students also will examine the components of a
healthy lifestyle found on the wellness continuum. (Fall, spring)
HPE 215 Health and Exercise Psychology
Study of the impact of psychological, behavioral, social, and biological interactions on
exercise and health. Specific physiological and psychological benefits associated with
exercise are addressed along with health promotion, intervention, and adherence.
Examples of topics covered include anxiety, depression, stress, ADHD, self-efficacy,
and determinants of exercise. (Spring)
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills and performance,
and how this relates to motor development. (Spring)
HPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmental/adapted physical education from early
childhood through grade 12. The role of school-based health and physical education
programs for students with disabilities will be addressed. Fieldwork experience is a
requirement in this course. (Fall)
HPE 275
Prevention and Care of Athletic Injuries
(.5 course)
Emphasis placed on preventing and treating common athletic injuries. Practical
experience in taping and training room procedures. A lab accompanies this course.
(Prereq.: HPE 114. Spring)
HPE 280
Coaching Theory (.5 course)
Theory, philosophy, organization, and supervision of coaching. Includes psychology
of sport and how psychological factors affect participation in sport.
HPE 300
Nutrition for Exercise Science
This course provides an integrated overview of the physiological requirements, food
sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and
their impact on health and performance. Students will evaluate and design nutritional
regimens to support optimal athletic performance, ultimately examining nutritional
supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of
legal and banned substances.
HPE 304
Advanced Fitness Training
This course is designed to examine and apply the latest in scientific research of
advanced personal training. Participants will be exposed to established training
methods for developing advanced workouts as well as a variety of breakthrough
exercises that may result in fitness improvements. Ultimately, students will create and
optimize aspects of the different training phases for their year-round program design.
(Prereq.: BIO 103, HPE 104, HPE 114. Spring)
HPE 305 Stress Management
(.5 course)
This course introduces students to concepts related to stress and stress
management. Along with the study of the role of stress in dysfunction of the human
body, individual assessments and reflection are used to assist students in developing
a greater understanding of the role of stress in their life. Individual stress
management plans will be constructed. (Fall)
HPE 315
Exercise Testing and Prescription
(.5 course)
This is a course in exercise testing and prescription relative to the cardiopulmonary
system. The course is designed to provide the student with an understanding of the
physiological and pathophysiological responses of the body to clinical exercise testing
and to develop a basis for the exercise prescription in health and disease. The
content of this course is focused toward the knowledge and skills required for taking
the ACSM Health Fitness Instructor (HFI) certification exam. (Prereq.: MPG III, HPE
357. Fall)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality.
(Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health based upon growth and
development for grades K-12. Examination of national standards and pedagogy for
health education, curriculum, and assessment included. (Prereq.: HPE 110. Fall even
years)
HPE 324
K-6 PE Games and Activities
(.5 course)
This course integrates theory and practice in teaching age- and skill-appropriate
activities to elementary students. Fieldwork experience is a requirement in this
course. (Prereq.: HPE 104, HPE 205. Spring)
HPE 334
7-12 Sport Skills and Activities
(.5 course)
Theory and practice in skills and teaching selected games and activities. Fieldwork
experience is a requirement in this course. (Prereq.: HPE 104, HPE 205. Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor
educational activities and to study the natural environment in which these activities
occur. The course will include a three-day camping/hiking trip. Fieldwork experience
is a requirement in this course. (Prereq.: HPE 104, HPE 114, HPE 205. Fall even
years, spring even years)
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision making for physical education and
athletic programs. (Prereq.: HPE 205 and pass CT assessment or GST 100. Fall)
HPE 350
Kinesiology
A study of the mechanics of movement with an emphasis on the use of the muscular
system. An analytic approach to the study of movement and how it relates within the
physical education and health fitness fields. A lab accompanies this course. (Prereq.:
BIO 103. Co-req.: HPE 357. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise on the systems of the body and physiological principles
applied to exercise programs and motor training. A lab accompanies this course.
(Prereq.: ENL 111 or 112 or HON 111, BIO 103. Spring)
HPE 357
Measurement of Health, Physical Education, and Exercise Science
(.5 course)
Concepts of statistics and the use of statistical procedures in health, fitness, and
physical education programs. Topics include descriptive statistics, probability,
estimation, ANOVA, correlation, and linear regression. (Prereq.: MPG 3, HPE 104,
and either HPE 110 or HPE 205. Fall)
HPE 358
Assessment of Health and Physical Education
(.5 course)
Standards, assessment, and evaluation of tests in health and physical education.
(Prereq.: HPE 104, HPE 357 and either HPE 110 or HPE 205. Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6. An
in-depth view of all aspects of teaching physical education to elementary-aged
children. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104,
HPE 324. Fall)
HPE 368
Physical Education Methods (7-12)
Procedures, materials, and issues involved in teaching physical education in
secondary schools. An in-depth view of all aspects of teaching physical education to
secondary-aged students. Fieldwork experience is a requirement in this course.
(Prereq.: HPE 104, HPE 334. Spring)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K-12.
Emphasis on teaching/learning strategies and student assessment. Evaluation and
development of materials included. Fieldwork experience is a requirement in this
course. (Prereq.: HPE 110. Spring)
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Prereq.: HPE 110. Fall even
years)
HPE 450
Current Health Issues (.5 course)
This course uses critical thinking skills to examine current health issues in text and
media from a sociological, political, economic, and medical perspective. (Prereq.:
HPE 110 and pass CT assessment or GST 100. Fall odd years)
HPE 473
Physical Education Curriculum (.5 course)
Techniques for developing a course of study in physical education based upon growth
and development for grades K-12. Examination of national standards and pedagogy
for physical education, curriculum, and assessment included. (Prereq.: HPE 205. Fall)
HPE 490
Exercise Science Seminar and Keystone
This course will provide the student with the pinnacle component of the Exercise
Science degree plan. The keystone will provide an understanding of human
responses to exercise and its relevance to a diverse and challenging world, as well as
help develop a basis for research as this relates to the major. The student will choose
a research topic in the field of kinesiology or exercise physiology, design a research
study, recruit subjects, conduct testing, evaluate data, and present their research to
the Health, Physical Education, and Exercise Science Department at the end of the
semester. The student will also choose from a number of options to advance their
career and improve their marketability in the field. (Prereq.: HPE 350, HPE 351)
Internships and Independent Study Courses
HPE 199
Internship
HPE 299
Directed Study
HPE 397/399
HPE 499
Internship
Independent Study/Research
Open only to junior or senior majors.
History—HIS
History is to society what memory is to an individual; it brings to a civilization an
understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way:
“No community can survive and no institution can function without constant reference to past
experience. We are ruled by precedents fully as much as by laws, which is to say that we are
ruled by the collective memory of the past. It is the memory of common experiences that makes
scattered individuals into a community.”
The study of history enables us to deal more knowledgeably with continuity and change in
society. The construction of an informed sense of our past is a fundamental ingredient in
appreciating and understanding the present as well as anticipating the future. History majors are
prepared to be active and contributing members of their society. The study of history, which has
long held a major role in the liberal arts, is an entry to elementary and secondary education,
graduate study in many fields, and a wide range of employment opportunities that require
abilities in communication, conceptualization, and processing of information.
History Faculty
Phillip C. Adamo (Chair), Jacqueline deVries, Bill Green, Don Gustafson, Michael Lansing
Degree and Major Requirements
Major
Nine courses (including HIS 280 and 480). At least four of these courses must be upper
division. A major must have at least one course (either survey or upper level) from each of the
four areas: ancient and medieval, modern Europe, United States, and non-Western.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and
is met by completing the major. Speaking (S) and Writing (W) skills are also developed
throughout the major, but are given special emphasis in the following courses (both required for
majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST
200, MAT 145, MAT 146, MAT 163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Minor
Five courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.60 in the major and 3.00 overall; except in special instances, application before
the end of the first term of the junior year; two years of a foreign language at the college level
(or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty
committee.
Medieval Studies
The History Department also hosts the major in medieval studies. For more information,
refer to Medieval Studies in this catalog.
Other Requirements
First-year students should enroll in one or more of the 100-level courses. The 200-level
courses are normally reserved for sophomore or upper division students. Upper division courses
are numbered 300 and above.
Prerequisites
Satisfactory completion of a lower division course (100- or 200-level) is normally required
before enrolling in an upper division course (300- and 400-level). See instructor for permission.
Transfer Students
Transfer students planning a major must normally take at least three of their courses at
Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg.
History Courses
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of Greece
and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the Middle
Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of Napoleon to the
present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and Africa of
the last 200 years.
HIS 120
America to 1815
A survey of the relations between Native, European, and African peoples from first
contacts to the War of 1812, drawing on social, cultural, and environmental history as
well as political and economic history. The course will move topically as well as
chronologically through the colonial and early national period. Themes include the
legacies of massive ecological and demographic change, the colonial competition for
North America, Indian-white conflict and collusion, enslavement of African peoples,
the creation of the United States, and internal as well as foreign conflicts in that
nation’s early years. (Prereq.: Pass CT assessment or GST 100)
HIS 121
19th-Century United States
A survey of United States history from 1815-1900, drawing on social, cultural, and
environmental history as well as political and economic history. The course will move
topically as well as chronologically through the years in which the United States came
to prominence despite internal dissent and violence. Themes include the emergence
of a national identity, political system, and economy, slavery, expansion, and empirebuilding, regional differences, the Civil War and its aftermath, and industrialization.
(Prereq.: Pass CT assessment or GST 100)
HIS 122
20th-Century United States
A survey of United States history from 1900 to the present, drawing on social,
cultural, and environmental history as well as political and economic history. The
course will move topically as well as chronologically through the modern era. Themes
include industrialization and urbanization, the significance of gender, race, and
ethnicity in American culture, the growth of a strong federal government, the
emergence of the United States as a world power, the creation of a consumer society,
the rise of identity politics, and the passing of American hegemony. (Prereq.: Pass CT
assessment or GST 100)
HIS 150/350
Latin American History
This course examines the histories of Mexico, Central America, and the Caribbean
from the 1790s to the 1990s. Centering our analysis in the Latin American
experience, we will examine cultural trends, social interactions, and economic
development as well as the relations that each of these regions shared with the
United States. Special attention will be paid to independence movements,
neocolonialism, dependency and underdevelopment, ecological transformations, the
Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of
instructor required for HIS 350)
HIS/WST 155/355
Cultural Conflict and Change in Latin America
Center for Global Education course. In the International Programs section, See Social
Change in Central America: Exploring Peace, Justice, and Community Engagement
(Guatemala, El Salvador, and Nicaragua).
HIS 162/462
20th-Century South Asia
This course explores the processes of colonialism, nationalism, decolonization, and
independence in the area now politically known as India, Pakistan, and Sri Lanka.
Upper division students will have additional assignments and different exams from
lower division. (Prereq.: Consent of instructor required for HIS 462)
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower division
classes. The specific topics to be offered will be announced prior to registration.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serves as a case study for the themes of frontier
urbanization, industrialization, and economic change; transportation, immigration, and
ethnicity; and urban politics and reform.
HIS 234
Minnesota History
This course examines the racial, ethnic, political, and economic history of Minnesota,
from the earliest inhabitants (Ojibwe and Dakota), through the period of British and
French exploration, and to the development of statehood.
HIS 236
American Indian History
A study of the native people of North America from the pre-Columbian period through
European exploration and settlement to the present, emphasizing American Indian
contributions to world culture, tribal structure, and intergovernmental relations.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced prior to
registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on legal,
economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of W.E.B.
DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and
Martin Luther King Jr.
HIS 249/349
The Designed Environment
This course addresses the designed environment, investigating architecture,
landscape architecture, and urban design. Class sessions consist almost exclusively
of extensive walking tours and site visits to prominent examples of design excellence.
(Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban
studies course for HIS 349)
HIS 280
The History Workshop
This course introduces history majors and minors to the historian’s craft. Students will
examine the development of the discipline of history, the methods of analysis used by
professional historians today, and the varieties of applications for history in
professional careers and public life. Students will also gain and sharpen the research
and writing skills critical to their success in upper-level history courses. Guest
speakers and off-campus site visits will enhance course content. (Prereq.: ENL 111 or
112 or HON 111)
HIS 282
The History of Women Since 1848
This course examines in comparative perspective women’s changing political,
economic, social, and sexual status since the 19th century, with attention given to
social, racial, ethnic, and sexual differences among women.
HIS 300
Public History
Public history is the practice of historical methods with a nonacademic audience in
mind. This survey explores the components of public history, many of its venues, and
pressing issues in the field through examination of a range of topics (including, but
not limited to): local history, historical memory, archives, exhibits, oral histories,
documentaries, publishing, museums, historic sites, and historic preservation.
HIS 311
Topics in Women’s History
Exploration of selected topics in women’s history not regularly examined in other
departmental offerings. The specific topic to be offered will be announced prior to
registration.
HIS 316
U.S. Urban Environmental History
A chronological exploration of the interactions between Americans and the nonhuman
world, with particular attention to urban and suburban areas. Topics include the
commodification of nature, the death of the organic city, political movements
organized around nature, ways of knowing nature, environmental justice, and
relationships between culture and nature. Additionally, students will use both primary
sources and fieldwork to explore the specific environmental history of a Minneapolis
neighborhood.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839, the erosion of
China’s isolation and collapse of the imperial system, and the Nationalist and
Communist revolutions of the 20th century.
HIS 327
Racism and Resistance in Southern Africa and the U.S.
Center for Global Education course. In the International Programs section, see Nation
Building, Globalization, and Decolonizing the Mind (Namibia).
HIS 331
Topics in United States History
In-depth exploration of selected topics in United States history not regularly examined
in other departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 332
History of United States Foreign Relations
A survey of United States foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions between
internationalism and isolationism, and the emergence of the United States as an
economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through the age
of industrialization to the present, including the dynamics of urban growth and
planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and 20th
centuries, emphasizing the nature of work, working-class life and community,
evaluation of organized labor, and the relationship of workers and union to the state.
HIS 338
American Legal History
An examination of the social, economic, and intellectual factors in American history
that, combined with English and colonial antecedents, contributed to the emergence
of our modern legal system. (Prereq.: Pass CT assessment or GST 100)
HIS 343
The North American West
This course reckons with the contest of colonial powers in North America, the
American conquest of the region, the role of the federal government in shaping the
West, the rise of the most urban part of the United States, and the important role that
the West plays in modern American culture. Themes include the persistence of Native
peoples, ethnicity, race, and gender in Western daily and political life, the creation of
an international borderlands, and the ecological transformation of Western
landscapes.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous peoples,
the impact of South African occupation, the war for independence, and the roots of
apartheid and its institutionalization. (Center for Global Education course. In the
International Programs section, see Nation Building, Globalization, and Decolonizing
the Mind: Southern African Perspectives [Namibia]).
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of 1917, the
rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will
emphasize political, diplomatic, economic, and cultural history.
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modern Germany,
focusing on the question of Germany’s Sonderweg (special path) and examining such
topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Modern Britain and Ireland
This course will take a distinctively interdisciplinary approach (sources will include
literature, film, music, and artwork) to explore a period of dramatic change in British
politics, society, culture, and international status.
HIS 355
Cultural Conflict and Change in Latin America
For course description, see HIS 155.
HIS 357
Mexican History, Culture, and Cosmovision
An exploration of Latin American history from Pre-Columbian times through the
conquest and colonial periods up to modern Latin America. The course will use a
gendered lens to focus on Mexican history, culture and cosmovision. Additional
readings and written assignments will be required for upper-division students. Taught
on-site in Mexico through Center for Global Education. In International Programs, see
the listing for Migration and Globalization: Engaging Our Communities (Mexico)
(Prereq.: One previous history course or consent of instructor required)
HIS 360
Ancient Egypt and Classical Greece
This course examines the history of ancient Egypt and classical Greece from c. 3200
to 323 BC, and uses a variety of written and visual sources in an attempt to
understand these societies. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in antiquity.
HIS 361
Hellenistic Greece and Rome
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to
476 AD, and uses a variety of written and visual sources in an attempt to understand
these societies. In addition to the “traditional” political narrative, it also looks at social,
economic, and cultural aspects of life in antiquity.
HIS 369
The Early and High Middle Ages
This course examines the history of Europe and the Mediterranean from c. 300 to
1350 AD, and uses a variety of written and visual sources in an attempt to understand
medieval society. In addition to the “traditional” political narrative, it also looks at
social, economic, and cultural aspects of medieval life. (Prereq.: MPG 3)
HIS 370
The Late Middle Ages to 1648
This course examines the history of Europe from c. 1300 to 1648 AD, and uses a
variety of written and visual sources in an attempt to understand late medieval
society. In addition to the “traditional” political narrative, it also looks at social,
economic, and cultural aspects of life in this period.
HIS 374
Medieval Crusades
This course examines Western Europe’s crusading era (1095-1291 AD), a time when
warriors from the Christian West attempted to “take back” the Holy Land from its
Muslim occupiers. Through a close reading of primary sources, we will examine such
issues as pilgrimage, holy war, and the complex relationships between East and
West, between Muslims and Christians. We will pay particular attention to the
question of historical representation.
HIS 378
Medieval Church
This course examines the history of the medieval church from Constantine the Great
to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources
in an attempt to understand the medieval church and its influence, not only in
religious matters, but also in the social and political spheres. Cross-listed with REL
378.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in regular
course offerings. The specific topics to be offered will be announced prior to
registration.
HIS 462
20th-Century South Asia
For course description, see HIS 162.
HIS 474
The World and the West
Europe’s discovery of the rest of the world, cultural interaction and conflict, the
building of European empires in Asia and the Americas, and the breakdown of these
imperial systems at the end of the 18th century.
HIS 480
Seminar
This course is required for the major, and enrollment is normally restricted to students
who have nearly finished their coursework. Selected topics will be announced prior to
registration. Permission of the instructor is required. This course fulfills the keystone
requirement. (Prereq.: HIS 280 and ENL 111 or 112 or HON 111. Generally offered
fall and spring terms.)
Internships and Independent Study Courses
HIS 199
Internship
HIS 299
Directed Study
HIS 399
Internship
HIS 499
Independent Study/Research
(Prereq.: 3.50 GPA in history)
Honors Program—HON
The Augsburg Honors Program offers an adventurous education where students with a
passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students
committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it
gives students the resources and freedom to build their own ideal higher education. Students
have the opportunity to create their own courses, edit and write for the Honors Review of
Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors
House, and learn through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students and includes a
challenging “signature experience” such as writing a play, putting great books on trial, or
attending music, theater, and art perfomances. Honors courses bring in professors from several
different departments so students can learn from talented professors teaching their specialties.
For information, contact Robert C. Groven, Honors Program director, at
honors@augsburg.edu.
Honors Program Recognition
Students who complete the Honors Program requirements satisfy all general education
requirements, except those for physical education and modern language.
Honors students also receive special transcript notation, special graduation recognition,
résumé-building positions, and special access to academic advising and career options.
Honors Admission Requirements and Academic Scholarships
Students with a demonstrated record of achievement are eligible to enter the Augsburg
Honors Program. Prospective students may demonstrate achievement in a variety of ways.
Most students who are admitted have a composite ACT score of 27 or higher (or a combined
SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However, students
without these numeric requirements may be eligible if they have exceptional records of
extracurricular activity or other exceptional experiences. All students are encouraged to apply.
To apply, students should fill out the online application at www.augsburg/honors.edu.
Students applying for the Honors Program also automatically apply for the College’s highest
academic scholarships: the President’s, Honors Regents’, International President’s, and
Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and
Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted
College credit. Contact Academic Advising or the Honors program director for further
information.
Students may enter the Honors Program at three points: first semester of first year, second
semester of first year, or first semester of sophomore year. Students who enter during the
second semester of the first year must fulfill all remaining Honors requirements, may substitute
REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first
semester of the sophomore year must fulfill remaining Honors requirements, and may substitute
REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation
courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking
HON 120.
Scholars Program for Advanced Transfer Students
Students with more than 16 credits in transfer work may enter the Scholars Program but
may not enter the Honors Program. The Scholars Program allows students to enroll in Honors
courses, join an Honors House, and participate in all Honors Program activities. In order to
graduate with the Scholars Program transcript designation, students must join an Honors House
and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take HON
340, HON 490, and two other full-credit Honors courses.
Honors Co-Curricular Activities
Honors Houses: All Honors students must belong to an Honors House for the purpose of
receiving academic advising and program information. All Honors students are required to
attend mandatory meetings of the Honors Program or of their houses. These meetings are
necessary for advising, information, and governance. When students enter the Honors Program
they choose to join one of the four Honors Houses:
The Crockett Scholars House coordinates scholarship, research, fellowship, major award or
prize opportunities, and graduate school placement for all Honors students. Crockett House also
organizes events related to scholarship, such as College scholarship events.
The Pike Stewards House coordinates public relations, job placement, and fundraising
opportunities for all Honors students. Pike House also organizes events for alumni and
fundraising.
The Griffin Citizens House coordinates recruiting, social activities, admission and
scholarship applications, and the Honors website opportunities for all Honors students. Griffin
House also organizes events for recruiting and socializing, such as banquets, parties, and high
school recruiting trips.
The Hesser Servants House coordinates service-learning, social justice, experiential
learning, and political activity opportunities for all Honors students. Hesser House also
organizes related events, such as Honors service days and Augsburg experiences.
Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary
journal of undergraduate scholarship. The Review accepts submissions from students at
Augsburg and other colleges and universities around the nation.
Student Leadership Opportunities: Students elected to leadership within their Honors
House may serve as house presidents or serve in other program leadership positions. The
house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created learning
experiences. These student-created experiences may substitute for Honors curricular
requirements, or may simply enrich a student’s education. Such student-created experiences
may count toward requirements in majors and satisfy Honors requirements, or simply be an
elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
• Student-created courses (created in collaboration with faculty)
• Full course (10-20 students)
• Reading Groups (2-9 students)
• Individual Reading and Examination (individual study)
• Student/Faculty Research (may be one or many students)
Process: A student-created learning experience may be proposed by any Honors student or by
any Augsburg faculty or staff person. The interested student should speak with either an Honors
Council member or the Honors Program director. Next, a proposal should be drafted in accord
with the Honors student-created learning experience form. Finally, the proposal should be
submitted by the student to the Honors Program director who will carry the proposal to the
Honors Council for review.
Honors Established Curriculum
These requirements are normally taken in the order listed below, but can be taken out of
order if schedule conflicts require it.
First Year: Fall
First-year students select Honors House membership.
First-year students are not permitted to join Augsburg Honors Review.
HON 100
Christian Vocation and the Search for Meaning I
HON 120
Scholar Citizen (includes theater lab, satisfies speech skill and critical thinking
skill requirements)
First Year: Spring
HON 130
HON 111
Liberating Letters (humanities LAF and speaking skill)
Effective Writing for Liberating Letters (satisfies effective writing requirement)
Second Year: Fall
• Students write and research as staff writers in HON 450: Augsburg Honors Review
(0.0 credit, pass/no pass)
• HON 220: Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF
and quantitative reasoning skill requirements)
* HON 200 Christian Vocation and the Search for Meaning II
Second Year: Spring
• Students write and research as staff writers in HON 450: Augsburg Honors Review
(0.0
credit, pass/no pass)
• HON 240: Science, Technology, and Citizenship (satisfies natural sciences and
mathematics lab LAF)
Third Year: Fall
• Students eligible to become editors and managers in HON 450: Augsburg Honors
Review
• HON 250: Social Scientist (satisfies social and behavioral sciences LAF)
• HON 200: Christian Vocation and the Search for Meaning II
• HON 340: Junior Colloquium (taught by the president or dean of the College; 0.0
credit, pass/no pass)
Third Year: Spring
• Students eligible to become editors and managers in HON 450: Augsburg Honors
Review
• HON 230: Arts and the City (satisfies fine arts LAF)
• HON 340: Junior Colloquium (continues from fall semester; 0.0 credit, pass/no pass)
Fourth Year: Fall
• Students may join HON 450 Augsburg Honors Review and HON 460 Honors
Disputation League in their fourth year
• HON 490: Honors Senior Seminar (offered fall and spring)
Fourth Year: Spring
• HON 490: Honors Senior Seminar (offered fall and spring)
Research Requirement: At some point before graduating, students must satisfy the Honors
Research Requirement as detailed in the Research Requirement document available in the
Honors Suite or online. In addition, students must register for at least two semesters of the
following to document the research experience on their transcript:
• HON 450 Augsburg Honors Review
• HON 470 Student/Faculty Research Collaboration
Summary Notes:
• The Honors recommended sequence satisfies all general education requirements
except foreign language and physical education.
• Students past first year may take courses out of the recommended sequence without
prior permission.
• Residency: All Honors students must complete seven full-credit courses in the
Augsburg Honors Program to meet the Honors residency requirement for graduation.
Honors Courses
HON 100 Christian Vocation and the Search for Meaning I
Honors section of REL 100. Some students (e.g. some science majors) may need to
defer the course and take HON 100 in another term.
HON 120 The Scholar Citizen
An introduction to the Honors Program. Course content focuses on great primary
texts focusing on the connections between learning and citizenship, or the public uses
of knowledge (e.g. Plato’s cave). (Includes theater lab)
HON 130 The Liberating Letters: The Trial of Letters
Interdisciplinary humanities survey course that explores the Western tradition of
letters through significant texts and modern context. Students stage courtroom
trials where great authors, characters, or ideas are challenged and tested. Based on
the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked
with HON 111 and both courses share texts, assignments, and some class sessions.
Students are strongly encouraged to register for both courses in the same term.
(satisfies humanities LAF and speaking skill requirements)
HON 111 Effective Writing for Liberating Letters
Linked with HON 130, this effective writing course employs a rhetoric-based and
argument-focused approach to college-level writing. Students are strongly encourged
to register for HON 130 and this course during the same semester. (Satisfies effective
writing requirement).
HON 200 Christian Vocation and the Search for Meaning II
Honors version of REL 200. See REL 200 for content and requirements.
HON 220 The Scholar Scientist
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this
course addresses systems of quantitative thought, including logic, computing, and
formal systems. (Satisfies graduation QR requirement)
HON 230 Arts and the City
Interdisciplinary fine arts course where students attend museums, galleries, concerts,
plays, and other significant arts events while researching and writing critical and
historical critiques of central theories and approaches to the fine arts. (Satisfies fine
arts LAF)
HON 240 Science, Technology, and Citizenship
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry
are used to critically examine a key national or global issue. (Satisfies lab natural
sciences and mathematics LAF)
HON 250 The Social Scientist
Problem-based/question-based course in social sciences involving at least two social
science disciplines and several faculty. (satisfies social and behavioral sciences LAF)
Travel Seminar
Honor students are encouraged to study abroad at some point during their four-year
degree. This may include a Center for Global Education 10-day seminar, international
travel seminar, or domestic immersion trip.
HON 340 Junior Colloquium: The Scholar as Leader
Taught by the dean and/or president of the College, this seminar explores themes of
leadership and service in the public context. (0.0 credit; P/N)
HON 380 Student-Created Learning Experience (SCLE)
Following the guidelines set forth above, SCLEs may take many forms as determined
by the student and faculty creating the learning experience (may be 0.0, .5 or 1.0
credit, and may use traditional or P/N grading options).
HON 450 Augsburg Honors Review: Research Thesis Requirement
Students in the fall semester of HON 450 practice and complete a structured process
for
collecting,synthesizing, applying, and documenting research and academic writing.
Students should take this course in conjunction with another course within which they
will produce a research-based paper. A final research paper is required to complete
450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit,
P/N only).
Students in the spring semester of HON 450 edit and publish the Honors Review, a
national journal for undergraduate scholarship that resides at Augsburg College.
Students will evaluate and select potential articles for the journal, shepherd those
manuscripts through an external review process by faculty referees, and publish the
journal by the end of the term. This course will assist students in developing
evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).
HON 470 Student/Faculty Collaboration: Research Thesis Requirement
Following the guidelines outlined above, students register for this course to gain
course credit for a student/faculty research collaboration. (0.0 credit, P/N only)
HON 490 Honors Senior Seminar
This course integrates and synthesizes themes from all four years of the Honors
Program. It also expands upon the themes of HON 120 by studying primary texts
related to philosophy, rhetoric, vocation, and meaning.
Interdisciplinary Studies—INS
Interdisciplinary studies programs draw upon and combine coursework from multiple
academic disciplines to provide both broad perspective and in-depth focus on an area of study.
Through interdisciplinary programs and courses, students can gain greater insight and
understanding of cultures and perspectives different from their own. Augsburg offers a number
of majors that are interdisciplinary in nature. They include:
American Indian Studies
Environmental Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
These majors, their descriptions, and their requirements are listed alphabetically within the
Departments and Programs section of the catalog. Other interdisciplinary course offerings are
listed under International Programs.
Leadership Studies Minor
Coordinator: Norma Noonan
The world of the 21st century demands complex skills. It is not enough to have an area of
expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a
minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A
minor in leadership studies can enhance your major in a wide variety of disciplines including
business, sociology, political science, communication, computer science, economics, and
psychology.
Four required courses:
BUS 242
SOC 349
COM 345
POL 421
Principles of Management
Organizational Theory (prereq. SOC 121 or permission of instructor)
Organizational Communication
Topics: This topic only) Becoming a Leader (prereq. one POL course or
permission of instructor) This course is the only integrative course in the minor.
Two required electives:
Select two courses from the following list. (No more than one per department)
BUS 340
Human Resource Management (Prereq.: BUS 200 or 242)
BUS 440
Strategic Management (Prereq.: BUS 242 or 200)
HIS 122
20th-Century United States (Prereq.: Pass CT assessment or GST 100)
INS 325
Building Working Relationships (WEC/Day)
PSY 373
Industrial Organizational Psychology (Prereq.: PSY 105)
COM 321
Business and Professional Speaking
COM 355
COM 410
Small Group Communication
The Self and the Organization (WEC)
Peace and Global Studies Minor
See International Relations, in the Department and Programs section.
Interdisciplinary Studies Courses
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and tenets,
Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of
life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience, focusing
on historical, sociological, economic, legal, and psychological aspects of that
experience.
INS 298
Meaningful Work: Linking Education, Vocation, and Career Exploration
This course will introduce students to the nature of work and its role and value to the
individual and to society and provide the strategies and skills necessary for a lifetime
of career-related decision making, meaningful work, and active citizenship. The
course is geared to both students who are undecided and students who are seeking
an in-depth look at a chosen personal life and career path.
INS 342
River Politics Field Seminar
In this two-week intensive field experience, students will travel by boat down the
Mississippi River exploring elements of the politics and policies relating to the river.
Students will engage in service projects, field observations, and interviews with
residents, legislators, activists, and government employees. (Prereq.: POL 241 or
equivalent and passing a water safety test)
International Relations
International relations is an interdisciplinary major which provides students with the basis for
informed global citizenship, preparing them for graduate study or careers in foreign service,
nonprofit organizations, or international business. The student may focus on a discipline or
geographic area of the world. The program consists of a core of seven courses and six electives
chosen from a wide list of courses offered at Augsburg and other colleges. Students are
encouraged to consider foreign study opportunities; most of our majors do study abroad at
some point during their time at Augsburg. Competency in one language is required, and some
students study two languages. All majors complete a significant senior research project and
thesis on a topic of their own choosing, including immigration, conflict resolution, economic
development, or climate change.
The goal of the program is to give students a broad exposure to international studies with
considerable freedom to choose options for specialization. Students have focused their studies
on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far
East, and Southeast Asia.
Recent students have had double majors in history, political science, international business,
or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director
Joseph Underhill
Degree and Major Requirements
Required core courses:
ECO 112
Principles of Macroeconomics
or ECO 113 Principles of Microeconomics
HIS 103
The Modern World
or HIS 104 The Modern Non-Western World
POL 158
Political Patterns and Processes
or POL 160 World Politics
POL 490
Seminar in International Relations
One of the following:
INS 225
Introduction to Islam
POL 241
Environmental and River Politics
SOC 121
Introduction to Human Society
SWK 230
Global Peace and Social Development
or one course from the list of required electives listed below.
Two of the following:
HIS 332
History of US Foreign Relations
POL 368
Model United Nations
POL 459
Topics: Women in Comparative Politics
POL 461
Topics in International Politics
Also, the equivalent of four terms of college work in a modern language.
Required electives
Five of the following (not more than three from any one discipline may be counted toward the
major):
BUS 362, 465
ECO 360, 365, 370
ENV 310
FIN 460
HIS 323, 346, 352, 354, 440, 474
MKT 466
PHI 355
POL 350, 351, 359, 459, 483
REL 356
COM 329
FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Languages and CrossCultural Studies)
Seminars, independent study, topics courses, and courses at other colleges/universities can
be considered here with the approval of the program director, as well as a fourth term or higher
of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite
courses or competencies cannot be credited toward the 13 required courses. Students should
confer with the program director about regional and disciplinary concentrations possible within
the major; for example, a concentration in a geographic area or one of the major disciplines in
the program.
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is
met by completing:
S: one of the following IR electives: ECO 365, HIS 350, or PHI 355
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR
elective POL 483.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
International Relations Major with International Business Concentration
Required core courses of the international relations major, three of the following courses:
BUS 362
BUS 465
FIN 460
MKT 466
International Business
International Management
International Finance
International Marketing
One of the following:
ECO 360
International Economics
ECO 365
Environmental Economics and Sustainable Development
ECO 370
International Economic Development
One elective from the list of international relations major electives, excluding other business,
economics, and marketing courses.
Note: Several of the business courses have prerequisites. Please consult the catalog and
your academic adviser before registering for one of the advanced courses.
Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major,
the student must complete an honors thesis no later than March 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to
complete an honors major by the end of their junior year.
International Relations Minor
ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363
or 461. One year of modern language. Three courses from the list of required electives for the
major. Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The peace and global studies minor focuses on the centrality of justice, tolerance, and
intercultural understanding in moving toward a less violent world; it takes advantage of the
campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and
the Center for Global Education. The minor is structured as a learning community that involves
students, faculty, staff, and community members; it focuses on experiential learning that
emphasizes the interconnections between peace, justice, and environmental sustainability.
Students will draw on study abroad in taking local actions to address global issues.
The minor consists of two required courses (POL 160 and SWK 230), two upper division
electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341,
REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365,
and other topics or study abroad courses, with approval of program director), a senior keystone
seminar, a study abroad requirement, and participation in local peace-related activities. See
international relations program director for full program description.
International Programs
Study abroad at Augsburg aims to provide students the skills needed to be successful in
today’s highly interconnected world. The College’s mission states, “An Augsburg education is
defined by excellence in the liberal arts and professional studies guided by the faith and values
of the Lutheran Church, and shaped by its urban and global settings.” This strong
commitment to a global perspective provides the foundation to include study abroad in every
student’s degree program. Augsburg’s programs, the Center for Global Education, and HECUA
provide study abroad opportunities for students in all majors. Using an experiential education
model that focuses learning on social justice issues, these programs challenge students
academically and personally to become “informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders.”
In addition to the following programs, students have 300 programs in nearly 90 countries
from which to choose the best opportunity for their curricular and personal needs. Augsburg
Abroad is the front door for students and faculty interested in study abroad, and provides
advising on programs, finances, and academics. More information about study abroad is located
in Augsburg Abroad, in the Academic Information section of this catalog.
Center for Global Education Programs
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientially-based intensive semester of study and travel designed to
introduce students to the important issues facing Mexico, US-Mexico relations, and the context
in which many Mexicans are immigrating to the United States. Students will improve Spanish
language skills, as well as develop intercultural communication skills. Students will learn about
key social, economic, political, and cultural issues in Mexico, as well as explore the
interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn
firsthand from diverse women and men involved in struggles for social change, as well as
business leaders, religious leaders, feminist activists and scholars, government representatives,
politicians, and political activists.
Spanish courses range from beginning to advanced, including courses for bilingual students.
The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City.
Students stay in the Augsburg study center for part of the semester and with Mexican host
families for four to six weeks, although semester-long homestays are available for Spanish
majors and others upon request. Although students may select courses from several different
disciplines, they may meet several AugCore requirements while in Mexico and/or take courses
in the following four concentrations: business, religion, Spanish, and women’s studies.
Prerequisite: One college-level Spanish course or its equivalent
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement
level determined by placement test or completion of prerequisite for SPA 112)
SPA 206
Spanish for Health Care Professionals
This course aims to satisfy the needs of students in nursing, pre-med students,
and others in health care fields who seek to develop strong speaking and oral
comprehension skills. The main focus will be on developing specialized
vocabulary and learning grammar within the context of daily situations relevant to
different aspects of health care. (Prereq.: SPA 112 or instructor’s permission.
Taught in Mexico)
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Mexican instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212)
SPA 220
Business Spanish
Aims to enable intermediate and advanced Spanish language students to
develop proficiency in the vocabulary, grammar, and cultural competencies
necessary to successfully conduct business in Spanish-speaking countries, with
an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s
consent)
SPA 225 and 325
Topics: Spanish for Heritage Speakers
This course is for students who grew up hearing Spanish and can communicate
their ideas but who lack a basic knowledge of Spanish grammar and feel
insecure about writing and/or speaking it. The goal is to help these students gain
fluency and confidence in their native language. (No prerequisites. 225 or 325
level available according to proficiency)
SPA/ART 231 Mexican Art
This course aims to develop an understanding and appreciation of Mexican art
from the Pre-Columbian, colonial, and contemporary periods, with emphasis on
Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros,
and José Clemente Orozco. Students will participate in numerous excursions to
many museums as well as archaeological and historical sites. When taken for
ART credit meets the LAF in Fine Arts. (Prereq.: SPA 212. Taught in Mexico)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility through oral and
written practice in correct expression. This course is a prerequisite for all upper
division courses except for SPA 316. Taught by Mexican instructors. (Prereq.:
SPA 212 or equivalent or placement exam)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 334
Contemporary Mexican Literature
This course examines short stories by the most important contemporary Mexican
authors, focusing particularly on the second half of the 20th and the first few
years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico)
SPA/WST 335 Contemporary Latin American Women–Texts and Voices
This course examines the social construction of gender in Latin American
countries and addresses key issues faced by Latin American women today.
Includes analysis of poems, excerpts of novels, essays, testimonies, and
interviews by and about Latin American women. Aims to help students develop
an appreciation for the complexity of diversity of Latin American women’s
experiences. (Prereq.: SPA 311. Taught in Mexico)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and
testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or
equivalent and ENL 111 or 112 or HON 111)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory
pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
BUS 461
Global Business Management: Mexico and Other Emerging Markets
This course examines global economic conditions today and explores vital
issues, such as exchange rates, trade balances, international joint ventures,
resources, tariffs, trade barriers, government regulations, shipping options, etc.
Emphasis is on understanding issues from the perspectives of both developed
and developing countries, using Mexico as a case study. (Prereq.: ECO 112 or
113, and BUS 242 or MKT 252, or consent of instructor)
HPE 002
Lifetime Activity: Latin Dance (.0 course)
This Lifetime Activity course is designed to help students develop proficiency in
diverse forms of Latin dance. The course meets for a total of 21 hours over the
course of the semester. There is an additional cost of US $50 per student to
cover expenses. The course carries no academic credit, but it fulfills a physical
fitness Lifetime Activity graduation requirement.
KEY 490
Vocation and the Meaning of Success
This course is the keystone course for business majors and other majors where
the major program does not include a keystone element. It draws together all
facets of a student’s education by providing opportunities to reflect upon and
write about the integration of one’s classes, life, and future. Readings and critical
discussions with others in the same and in different majors will add dimension to
each student’s reflective writing. (Prereq.: ENL 111, or HON 111, or ENL 112)
POL/WST 359 Women, Gender, and Social Change in Latin America
An exploration of gender politics in Latin America. Particular attention is given to
women’s organizing efforts around issues of domestic and political violence,
ecology, human rights, democracy, political participation, and revolutionary social
change. This course fulfills a Social and Behavioral Sciences LAF requirement.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. The version taught in Mexico will include
particular emphasis on religion in Mexico. (Prereq.: REL 100).
REL/WST 366 Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to
social/political transformation. Examines key theological concepts, critiques, and
practical implications.
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399
Internship
Students gain 80-100 hours of hands-on work experience in a Mexican
organization and participate in an ongoing seminar which explores cultural
issues, organizational analysis, and personal and professional development.
Students seeking Spanish credit must receive approval from the department
chair prior to enrollment. (Prereq.: SPA 212 or equivalent, internship application,
and Spanish reference forms)
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the
department chair prior to enrollment.
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and
globalization. It is ideal for students who are interested in working with Spanish-speaking
populations in the United States, as it includes intensive Spanish language classes, an
internship or independent research opportunity, and courses that help students understand the
connections between globalization and migration while learning from diverse communities that
are organizing for positive social change around issues of race, ethnicity, socioeconomic class,
gender, sexuality, economics, and the environment.
Credit is available in Spanish, history, women’s studies, political science, and religion.
Students spend most of the semester living in Augsburg housing and approximately six weeks
living with Mexican host families.
Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent
study, and the choice of 1-2 Spanish courses from 17 different options (including ART 231, which
meets the LAF requirement in Fine Arts). A Lifetime Activity course (Latin Dance) is also available
for no credit.
Prerequisite: One college-level Spanish course or its equivalent
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement
level determined by placement test or completion of prerequisite for SPA 112)
SPA 206
Spanish for Health Care Professionals
This course aims to satisfy the needs of students in nursing, pre-med students,
and others in health care fields who seek to develop strong speaking and oral
comprehension skills. The main focus will be on developing specialized
vocabulary and learning grammar within the context of daily situations relevant to
different aspects of health care. (Prereq.: SPA 112 or instructor’s permission.
Taught in Mexico)
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Mexican instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212)
SPA 220
Business Spanish
Aims to enable intermediate and advanced Spanish language students to
develop proficiency in the vocabulary, grammar, and cultural competencies
necessary to successfully conduct business in Spanish-speaking countries, with
an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s
consent)
SPA 225 and 325
Topics: Spanish for Heritage Speakers
This course is for students who grew up hearing Spanish and can communicate
their ideas but who lack a basic knowledge of Spanish grammar and feel
insecure about writing and/or speaking it. The goal is to help these students gain
fluency and confidence in their native language. (No prerequisites. 225 or 325
level available according to proficiency)
SPA/ART 231 Mexican Art
This course aims to develop an understanding and appreciation of Mexican art
from the Pre-Columbian, colonial, and contemporary periods, with emphasis on
Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros,
and José Clemente Orozco. Students will participate in numerous excursions to
many museums as well as archaeological and historical sites. When taken for
ART credit meets the LAF in Fine Arts. (Prereq.: SPA 212. Taught in Mexico)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility through oral and
written practice in correct expression. This course is a prerequisite for all upper
division courses except for SPA 316. Taught by Mexican instructors. (Prereq.:
SPA 212 or equivalent or placement exam)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 334
Contemporary Mexican Literature
This course examines short stories by the most important contemporary Mexican
authors, focusing particularly on the second half of the 20th and the first few
years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico)
SPA/WST 335 Contemporary Latin American Women–Texts and Voices
This course examines the social construction of gender in Latin American
countries and addresses key issues faced by Latin American women today.
Includes analysis of poems, excerpts of novels, essays, testimonies, and
interviews by and about Latin American women. Aims to help students develop
an appreciation for the complexity of diversity of Latin American women’s
experiences. Taught in Mexico. (Prereq.: SPA 311.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and
testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or
equivalent and ENL 111 or 112 or HON 111)
HIS/WST 357
Mexican History, Culture, and Cosmovision
An exploration of Latin American history from Pre-Columbian times through the
conquest and colonial periods up to modern Latin America. The course will use a
gendered lens to focus on Mexican history, culture, and cosmovision. Additional
readings and written assignments will be required for upper division students.
Taught in Mexico. (Prereq.: One previous history course or consent of instructor
required for 300-level course).
HPE 003
Lifetime Activity: Latin Dance (.0 course)
This Lifetime Activity course is designed to help students develop proficiency in
diverse forms of Latin dance. The course meets for a total of 21 hours over the
course of the semester. There is an additional cost of US $50 per student to
cover expenses. The course carries no academic credit, but it fulfills a physical
fitness Lifetime Activity graduation requirement.
POL/WST 341
Globalization, Social Struggles, and the Environment
Explores issues of globalization and social change in Mexico and analyzes
political, social, and economic policies that promote and/or hinder sustainable
development from a gender perspective. Particular emphasis will be placed on
environmental issues and the causes of migration/emigration and social unrest in
Mexico.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and
positions and on recognizing and evaluating religious claims in the areas of
biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions. The version taught in Mexico will include
particular emphasis on religion in Mexico. (Prereq.: REL 100).
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399
Internship
Students gain 80-100 hours of hands-on work experience in a Mexican
organization and participate in an ongoing seminar which explores cultural
issues, organizational analysis, and personal and professional development.
Students seeking Spanish credit must receive approval from the department
chair prior to enrollment. (Prereq.: SPA 212 or equivalent, internship application,
and Spanish reference forms)
BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499
Independent Study
Students conduct independent, field-based research and participate in an
ongoing seminar which explores fieldwork methods and cultural and ethical
issues. Students seeking Spanish credit must receive approval from the
department chair prior to enrollment.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor in Social
Work degree program. Its goal is to develop cross-culturally competent, ethical social work
professionals with a global perspective by providing a semester of transformative, experiential
learning focused on social and economic justice.
All students are expected to take SWK 294 as a core course. Other course offerings include
SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course
from 17 different options (including SPA/ART 231, which when taken as ART 231 meets the
LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit.
Prerequisites: Approval of the Social Work Department and one college-level Spanish
course or the equivalent. Students may choose to study Spanish in Mexico during the month of
January prior to the start of the semester.
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement
level determined by placement test or completion of prerequisite for SPA 112)
SPA 206
Spanish for Health Care Professionals
This course aims to satisfy the needs of students in nursing, pre-med students,
and others in health care fields who seek to develop strong speaking and oral
comprehension skills. The main focus will be on developing specialized
vocabulary and learning grammar within the context of daily situations relevant to
different aspects of health care. (Prereq.: SPA 112 or instructor’s permission.
Taught in Mexico)
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Mexican instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212)
SPA 220
Business Spanish
Aims to enable intermediate and advanced Spanish language students to
develop proficiency in the vocabulary, grammar, and cultural competencies
necessary to successfully conduct business in Spanish-speaking countries, with
an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s
consent)
SPA 225 and 325
Topics: Spanish for Heritage Speakers
This course is for students who grew up hearing Spanish and can communicate
their ideas but who lack a basic knowledge of Spanish grammar and feel
insecure about writing and/or speaking it. The goal is to help these students gain
fluency and confidence in their native language. (No prerequisites. 225 or 325
level available according to proficiency)
SPA/ART 231 Mexican Art
This course aims to develop an understanding and appreciation of Mexican art
from the Pre-Columbian, colonial, and contemporary periods, with emphasis on
Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros,
and José Clemente Orozco. Students will participate in numerous excursions to
many museums as well as archaeological and historical sites. When taken for
ART credit meets the LAF in Fine Arts. (Prereq.: SPA 212. Taught in Mexico)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility through oral and
written practice in correct expression. This course is a prerequisite for all upper
division courses except for SPA 316. Taught by Mexican instructors. (Prereq.:
SPA 212 or equivalent or placement exam)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
equivalent)
SPA 334
Contemporary Mexican Literature
This course examines short stories by the most important contemporary Mexican
authors, focusing particularly on the second half of the 20th and the first few
years of the 21st century. You will learn about the distinctive traits of Mexican
literature as you learn about the historical, cultural, and literary contexts of this
period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico)
SPA/WST 335 Contemporary Latin American Women–Texts and Voices
This course examines the social construction of gender in Latin American
countries and addresses key issues faced by Latin American women today.
Includes analysis of poems, excerpts of novels, essays, testimonies, and
interviews by and about Latin American women. Aims to help students develop
an appreciation for the complexity of diversity of Latin American women’s
experiences. (Prereq.: SPA 311. Taught in Mexico)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and
testimonials of indigenous peoples, women, and Central American refugees.
Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or
equivalent and ENL 111 or 112 or HON 111)
SWK 294
International Social Welfare: The Mexican Context
Develops students’ understanding of current social, economic, political, and
cultural realities in Mexico through an exploration of Mexican culture and history.
Emphasis on intercultural communication and the role of US foreign policy in
Mexico. Aims to frame students’ knowledge of contemporary social welfare and
social work practice with migrants and immigrants in the Minnesota and the
United States at large.
SWK 316
Social Work Practice II: With Families and Groups
Develops student understanding and working knowledge of human behavior in
families and in groups. The Mexican context of family and group work will be
examined, and uniquely Mexican models will be explored and discussed in
relation to current family and group theory. Groups can be used to accomplish
individual, family, organizational, and/or community goals. Students will practice
skills needed to be an effective group member and facilitator in class. A six-week
home stay with a Mexican family will provide an opportunity to learn about
Mexican family structure through personal experience.
SWK 295
Comparative Social Policy
Aims to prepare social work students to function as informed and competent
participants in efforts to achieve change in social policies and programs. This
course in comparative social policy uses Mexico and the United States as a
context for studying policy formation, implementation, analysis, and the influence
of values on these processes. Central to this course is a service-learning
component. Those enrolled in Social Work Field Experience may use the same
field setting for both courses. Roles and responsibilities of generalist social
workers and citizens in formulating, implementing, and evaluating policy
responsive to social needs are addressed. United States and Mexican
immigration and migration policies will be used a primary vehicle for this critical
analysis.
SWK 317
Field Work II: Integrative Seminar
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. Contributes approximately 100 hours to the practicum hours required
for the BSW degree for those students with Spanish-language oral competency.
Involves sharing of experiences with other students in a small group seminar.
(Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316).
HPE 003
Lifetime Activity: Latin Dance (.0 course)
This Lifetime Activity course is designed to help you develop proficiency in
diverse forms of Latin dance. The course meets for a total of 21 hours over the
course of the semester. There is an additional cost of US $50 per student to
cover expenses. There is no academic credit for this course, but it fulfills the
physical fitness Lifetime Activity graduation requirement.
Social Change in Central America: Exploring Peace, Justice, and Community
Engagement (Guatemala, El Salvador, and Nicaragua)—Fall or Spring
This multi-country program, defined by an experiential methodology and unique approach to
community engagement, offers students a provocative and inspiring experience that develops
Spanish language skills while immersing participants in the lives of host families, urban and
rural communities, and grassroots organizations dedicated to work on issues related to conflict,
US foreign policy, gender, and economic and social justice.
Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and
the final six weeks in Nicaragua. All students will take the following four courses: One Spanish
course, REL 366, HIS/WST 355, and POL 310.
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Guatemalan instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
SPA 311
Conversation and Composition
Aims to enrich vocabulary and improve fluency and facility thorough oral and
written practice in correct expression. This course is a prerequisite for all upper
division courses except for SPA 316. Taught by Guatemalan instructors.
(Prereq.: SPA 212 or equivalent or placement exam.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam.)
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Taught by Guatemalan instructors. (No prerequisite for SPA 111.
Placement level determined by placement test or completion of prerequisite for
SPA 112.)
SPA 356
Latin American Literature: 20th-Century Voices
Examines issues of social change through the voices of contemporary Latin
American writers. Focuses on short stories, poetry, plays, one novel, and
testimonials of indigenous peoples, women, and Central American refugees.
Taught by Guatemalan instructors. (Prereq.: SPA 311 or equivalent.)
SPA 411
Advanced Conversation and Composition
Emphasizes increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. Taught by Guatemalan instructors. (Prereq.: SPA 311 or
equivalent and ENL 111 or 112 or HON 111.)
HIS/WST 355
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies from Latin American history
with special emphasis on the role of women in history. Focuses on the
development of gender, class-based, and racial/ethnic oppression and the history
of resistance and social change in Latin America from the Conquest to the
present day. Examines the Pre-Columbian period, the conquest and colonial
periods, and concludes with the post-war period in Central America.
POL 310
Citizen Participation in Policy Formulation within a Globalized Economy—A
Nicaraguan Case Study
This course exposes students to key debates shaping the contemporary political
economy of development in Nicaragua and the rest of Central America. The
course aims to help students understand the interplay between global processes
and political and economic factors that define development policy formulation
and implementation at the national level today.
REL 366
Latin American Liberation Theologies
An exploration of Latin American theologies of liberation and their relationship to
social/political transformation. Examines key theological concepts, critiques, and
practical implications.
Nation Building, Globalization, and Decolonizing the Mind: Southern African
Perspectives (Namibia)—Fall or Spring
This program examines the crucial issues of nation building, globalization, and decolonizing
the mind from the perspectives of the new democracies of southern Africa. Namibia won its
independence in 1990 after decades of apartheid in South African colonization. South Africa
had its first democratic election in 1994. As these nations struggle to build nationhood and deal
with the legacies of apartheid and colonialism, they are faced with the challenges posed by the
rapid process of globalization in today’s world; the challenges posed by under- and unequal
development; and the long-term project of decolonizing the mind.
INS 312
The Development Process—Southern Africa
This course provides the opportunity to reflect critically on issues of development,
hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the political
transformations of southern Africa. Students meet with people representing a
variety of religious perspectives and roles within churches and religious
organizations.
POL 353
Political and Social Change in Namibia: A Comparative Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political
movements that have evolved in the struggle for independence.
HIS 327
Racism and Resistance in Southern Africa and the United States: Struggles
against Colonialism, Apartheid, and Segregation
This course explores historical parallels of the development in southern Africa
and in the United States, strategies of resistance, the successes and limitations
of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
HPE 002/003
Lifetime Activity: Yoga (.0 course)
Designed to meet the general education graduation requirement for lifetime
fitness. This course has no credit, but will appear on the transcript. It fulfills a
Lifetime Activity graduation requirement at Augsburg College.
HIS/INS/POL 399 Internship
A limited number of internships will be available to provide students with the
opportunity to gain hands-on work experience in a development agency.
HIS/INS/POL 499 Independent Study
Students may design a proposal to conduct an independent study of a topic
related to their major or minor.
History, Culture and Politics of Cuba—Fall or Spring
Learn about decision making processes and citizenship rights by exploring the impact of
paternalism, centralism, bureaucracy, autonomy, the role of mass organizations, collective
rights, and the meaning of community. Students will also explore social justice as it relates to
wealth production, including discussion of market mechanisms, socialization, and material
versus moral incentives. The program will also delve into race, class, gender, and sexual
orientation in the Cuban context and students will be challenged to examine issues of equity,
the impact of a classless society, and the historical context of today's social relations.
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. Taught by Cuban instructors. (Placement level determined by
placement test or completion of prerequisites: 112 for 211 and 211 for 212.)
SPA 316
Conversation in Cultural Context
Aims to improve oral fluency through intensive, individualized instruction,
discussions, debates, and oral reports. Uses Latin American films to stimulate
discussion. This course is only offered in Mexico, Central America, and Cuba,
and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at
minimum of 311 level on placement exam)
HIS 440
Topics in World History: History of Cuba
Overview of Cuban history, including colonization, independence struggles, the
1959 revolution, the social impacts of the revolution, and the special period, with
particular emphasis on US-Cuba relations as they developed through the
centuries. Students will be able to situate an analysis of contemporary Cuba
within a historical context.
POL 461
Topics in International Politics: Cuban Politics
Analysis of the Cuban State—how it is organized, how it functions, and the role
of the Cuban Communist Party. The course includes a historic evaluation of USCuba relations and Cuba’s international relations, as well as discussion of the
role of Cuban society in politics and decision making.
SOC 295
Special Topics: Cuba Today
Investigation of Cuban society today, including race and gender dynamics, youth,
the arts, nongovernmental organizations, and state-organized federations.
Students develop a complex analysis of the various institutions, identities, and
relationships that form Cuban society, situating their analysis in a rich web of
government institutions, state-organized federations, cultures, beliefs, and
practices.
HECUA Programs
Scandinavian Urban Studies Term: Norway (SUST)—Fall or spring
In less than 50 years, Norway has become one of the richest nations in the world and
increasingly multicultural. Twenty-five percent of Oslo residents, for example, are not ethnic
Norwegian. The program investigates dramatic changes in Northern Europe by analyzing the
development of the Norwegian welfare state through a wide range of topics such as
globalization theories, nation-building and national identity, governance and political party
systems, European integration, racial thinking, histories of racialization, international aid politics,
sexuality, and environmentalism. Students study Norwegian language or do an independent
research project, and also intern with a leading NGO.
INS 372
Norwegian Language
INS 377
Challenges of Globalization to the Scandinavian Welfare State
INS 393
Scandinavian Art, Film, and Literature
INS 394
Urbanization and Immigration
INS 499
Independent Study (Students may choose either INS 372 or 499)
Community Internships in Latin America: Ecuador (CILA)—Fall or Spring
The Community Internships in Latin America program offers a semester of study experience
with a focus on community participation and social change. A hands-on internship designed to
meet the learning goals of the student is combined with a seminar, independent project, and a
homestay for an intensive immersion into Latin American daily life and culture. Models of
community participation, organization, development, and social change are compared and
contrasted. Students learn firsthand about the social problems in Ecuadorian communities and
explore ways in which communities are addressing these challenges. All lectures, internships,
and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly
in Spanish. Papers may be written in English or Spanish.
INS 366
Community Participation and Social Change
INS 399
Internship (two course credits)
INS 499
Independent Study
Democracy and Social Change: Northern Ireland—Spring
The Northern Ireland: Democracy and Social Change program examines the historical,
political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the
progress being made. Through a seven-week internship, students get hands-on experience with
organizations working for social change. Field seminars focus on human rights, conflict
transformation, and education for democracy. The program is located at the UNESCO Centre at
the University of Ulster in Coleraine.
INS 316
Northern Ireland: Building a Sustainable Democracy
INS 317
Politics of Conflict and Transformation
INS 399
Internship (two course credits)
Divided States of Europe: Globalization and Inequalities in the New Europe—Spring
Ten former communist nation-states have recently joined the European Union. From three
different locations—Norway, Romania, and Hungary—students examine the complex dynamics
of European integration via issues such as labor migration, minority politics, right-wing populism,
prostitution, and human trafficking. Together, Hungary and Romania encompass some of
Europe’s most pressing social justice issues and constitute its primary geographic and cultural
bridge between East and West.
INS 371
Disjuncture and Difference in Europe
INS 376
Challenges and Opportunities of European Integration
INS 399
Internship
INS 499
Independent Study
Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg College contributes
in many ways to realizing the College’s mission of providing liberal arts education for service in
today’s world. The department is committed to the view that education should go beyond career
preparation and that familiarity with the language and culture of another people is an essential
step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to majors in French,
German, Norwegian, and Spanish, as well as an interdisciplinary major in cross-cultural studies.
Introductory courses in Ojibwe, Farsi, and American Sign Language are offered at Augsburg,
and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students
through the five-college Associated Colleges of the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential
in preparing for careers in second-language education and translation, but also represents a
valuable special qualification in many other professions. Students anticipating careers in
international business, law, social work, the diplomatic corps, the health professions, or the
ministry may wish to take a second major or minor in languages. In addition, a minor in
languages is a valuable research tool for those intending to pursue graduate study in most
academic disciplines.
Languages and Cross-Cultural Studies Faculty
Frankie Shackelford (Chair), Maria Ceplecha, Brian Duren, Anita Fisher, Michael Kidd, Diane
Mikkelson, Peter Morales, Pary Pezechkian-Weinberg, Kate Reinhardt, Joseph Towle, Dann
Trainer, John van Cleve
Degree and Major Requirements
Major
The language major consists of 10 courses above 211 (Norwegian only: 211 and above),
including two courses in culture, two courses in language, two courses in literature, KEY 480,
and three electives (from any of the three areas above). At least seven of these courses must
be taught in the target language of the major and at least four of them must be taken on the
Augsburg campus.
The cross-cultural studies major consists of three core courses, a language requirement, a
study-abroad requirement and three electives:
Core: LCS 100, LCS 399, and KEY 480.
Language requirement: Minor in French, German, Norwegian or Spanish or completion of
the 212 level in two different languages (in Norwegian only: 211).
Study-abroad requirement: one semester on an approved study abroad program or two
travel seminars (consult Augsburg Abroad for offerings).
Required electives: Three upper division courses in related areas. Courses must be chosen
in consultation with the student’s academic adviser and must include comparative study of a
non-English speaking culture. Seminars, independent study, topics courses, and courses at
other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and
is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met
by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S).
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses:
GST 200, MAT 145 or 146, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor
The language minor consists of four courses above 211 (Norwegian only: 211 and above),
including one in language and one in literature or culture approved by the department. All of
these courses must be taught in the target language, and at least two of them must be taken on
the Augsburg campus. There is no minor in cross-cultural studies.
Other Requirements
Departmental Honors
Majors seeking graduation with departmental honors must apply in the junior year.
Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one
upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg
courses. Courses accepted for transfer must have been taken within the past seven years.
Study Abroad
A semester of study abroad is required for language majors and some study abroad is
strongly recommended for minors. See adviser for guidelines on portfolio documentation of
coursework taken abroad. Majors in cross-cultural studies must complete a semester abroad or
two short-term international study experiences approved by the department. An advanced-level
internship in the major language (399) or an interdisciplinary internship (INS 199), linking
language skills with community service and career exploration, is strongly encouraged.
Teaching Licensure
Augsburg College no longer offers a licensure program in modern languages.
Languages and Cross-Cultural Studies Courses
LCS 100
Introduction to Cultural Studies
This course is an introduction to the critical study of cultures and cross-cultural
difference. It examines the connections between social relations and the
production of meaning. It sets the stage for global citizenship by revealing how
our “position” in the world affects the way we view, interpret, and interact with
other cultures.
LCS 295/495
Topics in Cross-Cultural Studies
LSC 399
Internship in Cross-Cultural Studies
KEY 480
Topics in Global Interdependence
This cross-cultural keystone seminar prepares students to “act globally” by
challenging them to apply the diverse perspectives acquired while studying
abroad and to analyze issues that transcend national boundaries. In English, with
readings in a language other than English. Open to international students and to
upper division students who have advanced knowledge of a language other than
English or have studied abroad for a full semester (including in English-speaking
countries with consent of instructor).
American Sign Language (ASL)
ASL 101, 102
Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101)
Farsi (FAR)
FAR 111/112
Beginning Farsi I, II
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop
communicative skills in understanding, speaking, translating into English, and
reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan. (Alternating years)
French (FRE)
FRE 111, 112
Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading, and
writing. Through conversations, classroom practice, and readings, these courses
work toward the discovery of French culture and way of life. Four class meetings
per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions
required)
FRE 211, 212
Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading and
writing French. Review of basic structures and grammar. Laboratory work. (Fall:
211; spring: 212, Prereq.: 211)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency,
accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas. A
prerequisite to other upper division courses. (Fall. Prereq.: FRE 212)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the
modern period. Special attention to cultural manifestations of French intellectual,
political, social, and artistic self-awareness. Readings, reports, extensive use of
audiovisual materials. In French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the
contemporary scene. Readings, reports, extensive use of audiovisual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on
rotational basis)
FRE 351, 353
Survey of French Literature I, II
The study of major French authors and literary movements in France through the
reading of whole literary works where possible. Lectures, discussion, oral and
written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on
rotational basis)
FRE 411
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in key modalities at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. (Prereq.: FRE 311 or consent
of instructor and ENL 111 or 112 or HON 111. Fall)
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
FRE 199
Internship
FRE 299
Directed Study
FRE 399
Internship
FRE 499
Independent Study/Research
German (GER)
GER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding,
and reading and writing basic German. Goals: ability to read extended narratives
in simple German, insights into German culture, and participation in short
conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions
required)
GER 211, 212 Intermediate German I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing
contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211)
GER 295
Topics in Literature, Culture, or Linguistics
GER 311
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary, and
idiomatic expressions most common in colloquial German. Intensive practice in
speaking is supplemented with exercises in written composition. (Prereq.: GER
212. Fall)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 BC) to the Thirty Years
War (1648). In German. (Prereq.: GER 311 or consent of instructor. Spring: on
rotational basis)
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and Switzerland
since the Age of Enlightenment. The contemporary scene is considered in view
of its roots in the intellectual, geopolitical, artistic, and scientific history of the
German-speaking peoples. In German. (Prereq.: GER 311 or consent of
instructor. Spring: on rotational basis)
GER 351
Survey of Literature: German Literature from Chivalry to Romanticism
The prose, epic, and poetry readings in this course chronicle the German
experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard
of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the
Renaissance, the Reformation, and the Enlightenment.
GER 354
Survey of Literature: German Literature in the 19th and 20th Centuries
The literary, cultural, and scientific background of the new millennium has many
German-speaking roots in the works of figures like Marx, Freud, Nietzsche,
Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry,
and plays bring alive the drama and conflicts that characterized the birth of the
modern age. (Prereq.: GER 311)
GER 411
Advanced Conversation and Composition
Aims at developing and refining the student’s use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor and ENL 111 or 112 or HON 111.
Fall)
GER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
GER 199
Internship
GER 299
Directed Study
GER 399
Internship
GER 499
Independent Study/Research
Norwegian (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. (Fall: 111; spring:
112, Prereq.: 111. WEC—additional sessions required.)
NOR 211
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking,
listening, reading, and writing). Emphasis is on social or cultural contexts and
integrated vocabulary clusters. Selected readings in Norwegian are used as a
basis for class activities and writing exercises. Includes grammar review.
(Prereq.: NOR 112 or equivalent. Fall)
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and
literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to understand contemporary cultural
developments, such as Norway’s changing role in the global community, within a
broader historical context. Readings in history are supplemented by lectures,
newspaper articles, and video materials. In Norwegian. (Prereq.: NOR 311 or
consent of instructor.)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor.)
NOR 411
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR 311.
Readings, journals, discussion, role-playing, and written and oral reports in
Norwegian. (Prereq.: NOR 311 or consent of instructor and ENL 111 or 112 or
HON 111. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
NOR 199
Internship
NOR 299
Directed Study
NOR 399
Internship
NOR 499
Independent Study/Research
Ojibwe (OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the Languages and
Cross-Cultural Studies Department and as part of the American Indian Studies
major.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis
is on vocabulary, reading, writing, and conversational skills. Classroom practice
will include linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.:
111)
Spanish (SPA)
Courses in addition to those below are offered through various programs listed under
International Programs.
SPA 111, 112
Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions
required.)
SPA 211, 212
Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate
intellectual growth and promote cultural understanding, students review all of the
basic structures of Spanish and build conversational skills through class
discussions. (Fall: 211; spring: 212, Prereq.: 211)
SPA 248
Spanish and Latin American Culture through Film
An introduction to contemporary cultural issues of Spanish and Latin American
societies as portrayed in the films of major filmmakers with attention to the
aesthetic variations across their works. Films in Spanish with English subtitles;
language of instruction is English. (On demand)
SPA 295
Topics in Literature, Culture, or Linguistics
SPA 311
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency
and facility. Enrichment of vocabulary. This course is a prerequisite for all upper
division courses. (Prereq.: SPA 212 or equivalent. Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking skills
in Spanish and seek to expand them. Intensive practice aimed at refining
grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.:
SPA 311 or consent of instructor. Spring)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world civilization
through historical, intellectual, literary, and artistic movements. In Spanish.
(Prereq.: SPA 311 or consent of instructor)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent
of instructor. Spring: on rotational basis)
SPA 352, 353
Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures
on the literary movements and development of Spanish literature. Lectures,
discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of
instructor. Fall: on rotational basis)
SPA 354
Representative Hispanic Authors
An introduction to Hispanic literature. Lectures, discussions, and written and oral
reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students
who have taken SPA 356 taught in Mexico may not take 354. Spring: on
rotational basis)
SPA 411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions, and
grammatical exercises. (Prereq.: SPA 311 or consent of instructor and ENL 111
or 112 or HON 111. Fall)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses
SPA 199
Internship
SPA 299
Directed Study
SPA 399
Internship
SPA 499
Independent Study/Research
Mathematics—MAT
Mathematics is the study of structure and relationships and provides tools for solving a wide
variety of problems. Mathematical language describes our world from the perspectives of the
natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning skills that are increasingly expected of every
member of contemporary society. Moreover, as mathematics has had a formative impact on the
development of civilization, it is an important part of a liberal arts education.
Students majoring in mathematics acquire the skills necessary to serve society through a
variety of careers. In addition to acquiring computational and problem solving skills,
mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture,
critique, and justify their assertions; to formulate questions; to investigate open-ended problems;
to read and comprehend precise mathematical writing; to speak and write about mathematical
ideas; and to experience working in teams on mathematical projects. Students can prepare for
graduate school, for work in business, industry, or nonprofit organizations, or for teaching
mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a
minor or a second major in mathematics.
Students may choose coursework supporting the study of mathematics as a liberal art
(through the BA degree) or choose a more focused program of courses (through the BS
degree). BS focus areas include theoretical mathematics, statistics, teaching mathematics, and
the application of mathematics to science and engineering, actuarial science, computing,
business, or economics. Augsburg’s urban location allows students to gain experience working
with mathematics through internships, service learning, and the colloquium course.
Mathematics Faculty
Jody Sorensen(Chair), Pavel Bělík, Tracy Bibelnieks, Suzanne Dorée, Richard Flint, Matthew
Haines, Kenneth Kaminsky, John Zobitz
Degree and Major Requirements
Bachelor of Arts—Mathematics Major
Nine courses including:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical Structures
A “theoretical structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by
the department.
Three additional electives chosen from MAT courses numbered above 250, at least two of
which are numbered above 300.
Also required: MAT 491 Mathematics Colloquium during junior and senior years.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing
(W) are embedded in the MAT courses and are met by completing the major. An additional
course in Speaking (S) is also required and may be met by either MAT 201 together with the
major, COM 111, COM 115, student teaching, another speaking skill course approved by the
department, or completion of another major that includes the speaking skill. Students
transferring in mathematics course(s) must consult their MAT adviser about potential additional
skills courses needed.
Bachelor of Science—Mathematics Major
Twelve courses including:
MAT 145 Calculus I
MAT 146 Calculus II
MAT 245 Calculus III
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical Structures
Four electives chosen from MAT courses numbered above 250, at least three of which are
numbered above 300.
Three additional electives chosen from MAT courses numbered above 250, or the following list
of supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481,
BUS 379, CHM 353, CHM 361, CHM 364, CSC 160 (recommended), CSC 170, CSC 210, CSC
320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO
490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY
215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 248, BUS 379, PSY
215, SOC 362 may count).
These seven electives must include a(n):
• “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses
approved by the department.
• “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses
approved by the department.
• “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, BUS 379, PSY
215, SOC 362, or other courses approved by the department.
At least five of the seven electives must be chosen from a focus area approved by the
department.
Sample focus areas:
• Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473,
BIO 481; two of MAT 363, MAT 369, MAT 373
• Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160,
BUS 379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 248, MAT 173,
MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of BUS 379, MAT 163 and
MAT 248 may count).
•
Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC
457; two of MAT 304, MAT 355, MAT 363, MAT 377.
• Physical Sciences: Two of PHY 121, PHY 122, CHM 353, CHM 361, CHM 364; two
of MAT 324, MAT 327, MAT 355, MAT 369; a fifth course from this list.
• Statistics: One of MAT 248, BUS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT
374; one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics
course approved by the department.
• Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324
• Theoretical mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287,
MAT 304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges
in Complex Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra
II, Combinatorics.
Also required: MAT 491 Mathematics Colloquium during junior and senior years.
In addition, an experiential component in the focus area is required, such as an internship,
volunteer or paid work experience, undergraduate research project, student teaching in
mathematics, or other experiences approved by the department. Such experiences may also
fulfill the Augsburg Experience requirement if approved. For an undergraduate research project,
the work may build upon a course-based project, but significant work beyond the course is
expected.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing
(W) are embedded in the MAT courses and are met by completing the major. An additional
course in Speaking (S) is also required and may be met by either MAT 201 together with the
major, COM 111, COM 115, student teaching, another speaking skill course approved by the
department, or completion of another major that includes the speaking skill. Students
transferring in mathematics course(s) must consult their MAT adviser about potential additional
skills courses needed.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers. The state
requirements are subject to change after publication of this catalog. Students therefore should
consult with the Augsburg Education Department to identify current Minnesota teacher licensure
requirements.
At the time of publication, the mathematics requirements for secondary education licensure
to teach mathematics in grades 5-12 are the same as the BS major, but the electives must
include ESE 330 5-12 Methods: Mathematics; MAT 252; Exploring Geometry; MAT 287 History
of Mathematics; MAT 314 Abstract Algebra; MAT 324 Analysis; one of MAT 163 Introductory
Statistics, MAT 248 Biostatistics or MAT 373 Probability and Statistics I; and an “Applied
Project” course.
At the time of publication, the mathematics requirements for a concentration in mathematics
to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114
Precalculus; MAT 145 Calculus I; one of MAT 163 Introductory Statistics, MAT 248 Biostatistics
or MAT 373 Probability and Statistics I; MAT 252 Exploring Geometry; MAT 271 Discrete
Mathematical Structures; and MAT 287 History of Mathematics. ESE 331 Middle School
Methods in Mathematics is also required.
Elementary Education majors seeking middle school mathematics licensure are strongly
encouraged to consult with a mathematics department adviser before enrolling in the 200 level
MAT courses.
Departmental Honors in Mathematics
To be considered for departmental honors, a student must be involved with mathematics
beyond the classroom, have a GPA of at least 3.50 in MAT courses numbered above 200, have
an overall GPA of at least 3.00, complete a project with significant mathematical content
(usually beginning before senior year), and obtain the approval of the Mathematics Department.
The project may build upon a course-based project, but significant work beyond the course is
expected. The project results must be presented in a public forum. A proposal to complete
departmental honors in mathematics should be submitted to the Mathematics Department chair
at least one year prior to graduation. Specific requirements are available from the department.
Pi Mu Epsilon
Membership in the Augsburg chapter of this national mathematics honor society is by
invitation. To be considered, students must have a declared mathematics major, junior or senior
status, and a GPA of 3.00 in their major and overall.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300.
Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146,
MAT 163 or MAT 248, MAT 252, MAT 271, and MAT 287.
Students must earn a grade of 2.0 or better in each course that applies toward the minor.
At least one MAT course numbered above 250 must be taken at Augsburg.
Other Requirements
Math Placement Group (MPG)
Before enrolling in any mathematics course, students must have the required Math Placement.
All students are required to have their Math Placement Group (MPG) determined. In some
cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar’s office. Students who have passed the College
Board Advanced Placement Exam in calculus should consult with the Mathematics Department.
All other students must take the Augsburg Math Placement Exam, which is administered by
Academic Advising. The exam is given during College registration sessions and at other
announced times during the year. Practice questions and other information are available from
Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in
MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course changes a student’s MPG. Students are also
permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg
College.
Prerequisites
A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a
mathematics course.
Mathematics Courses
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations
with an emphasis on applications to everyday life. P/N grading only. Grade of P
advances student to MPG 2. MAT 103 does not count as a credit toward
graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an emphasis on
applications to the social and natural sciences, business, and everyday life. Grade
of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114
should consult the department. (Prereq.: MPG 2 and a year of high school algebra)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for
students planning to study calculus. Students who have completed MAT 145 or
other calculus courses may register for credit only with consent of department.
Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3)
MAT 129
Practical Applications of Mathematics
An examination of applications of mathematics in contemporary society, with an
emphasis on quantitative reasoning including an introduction to probability and
statistics and topics such as the mathematics of finance, graph theory, game
theory, voting theory, linear programming, or cryptography. Note: Students who
have successfully completed MAT 138, MAT 163, MAT 248, BUS 379, PSY 215, or
SOC 362 may not register for credit without consent of instructor. (Prereq.: MPG 3)
MAT 137-8
Mathematics for Elementary Teachers I and II
Concepts of number, operations, algebra, geometry, measurement, data analysis,
and probability with an emphasis on the processes of problem solving, reasoning,
connections, communication, and representation. These courses are designed for
prospective K-6 elementary school teachers. (Prereq.: MPG 3)
MAT 140
Calculus Workshop (.25 course)
An elective workshop for students concurrently enrolled in Calculus I or Calculus
II. Calculus related problems and activities that require significant collaborative
and creative effort. Emphasis on strategies for succeeding in college-level
mathematics courses. MAT 140 does not satisfy NSM-LAF requirement. P/N
grading only. (Coreq.: MAT 145 or MAT 146 and consent of instructor).
MAT 145-6
Calculus I & II
Concepts of calculus of one-variable functions including derivatives, integrals,
differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT
146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis testing,
analysis-of-variance, and regression. Note: Students who have successfully
completed BUS 379, MAT 248, PSY 215, or SOC 362 may not register for credit
without consent of instructor. (Prereq.: MPG 3)
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics, with an emphasis on
connections to computer science. Students who have completed MAT 271 may not
register for credit. (Prereq.: MPG 3. Also recommended: CSC 160)
MAT 173
Mathematics of Finance
Concepts of elementary financial mathematics such as annuities, loan payments,
mortgages, life annuities, and life insurance. Provides an introduction to actuarial
mathematics. (Prereq.: MPG 3)
MAT 201
Communicating Mathematics
(.5 course)
An introduction to mathematical speaking, typesetting, presentation technology,
reading, and bibliographic resources. This half-credit course does not count as an
elective in the mathematics major or minor. Completion of this course plus one of
MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at
Augsburg satisfies the major’s speaking skill requirement. Students with majors
other than mathematics should consult their major department before taking this
course. (Prereq.: MAT 146)
MAT 245
Calculus III
Concepts of multivariable calculus including functions of several variables, partial
derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear
transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.:
MAT 245 or MAT 271)
MAT 248
Biostatistics
Concepts and techniques of probability, descriptive statistics, and statistical
inference are applied to scientific studies in Biology, Medicine and other Health
Sciences. Material is centered on real studies in these areas. Other topics include
graphing techniques, correlation and regression, experimental design,
combinatorics, probability, point and interval estimation, hypothesis testing and, time
permitting, analysis of variance and nonparametric methods. Credit may not be
received for both MAT 163 and MAT 248. (Prereq.: MAT 145 or both MPG 4 and
BIO 151)
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries and
geometric transformations with an emphasis on geometric reasoning, conjecturing,
and proof. (Prereq.: MAT 145)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics, graph
theory, recursion theory, set theory, and formal logic, with an emphasis on
algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT
146 or MAT 145 and one of MAT 163, MAT 248, MAT 252, or MAT 287; and pass
CT assessment or GST 100.)
MAT 287
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modern mathematics. (Prereq.: MAT 145)
MAT 304
Graph Theory
Concepts of graph theory including standard graphs, classic questions, and topics
such as degree sequences, isomorphism, connectivity, traversability, matching,
planarity, coloring, and graph metrics. Focuses on theoretical structures. (Prereq,:
MAT 271, ENL 111 or 112 or HON 111, and a speaking course. Also
recommended MAT 246.)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. Focuses on theoretical structures. (Prereq.: MAT 246, MAT
271, ENL 111 or 112 or HON 111, and a speaking course)
MAT 324
Analysis
Concepts of real analysis including limits, boundedness, continuity, functions,
derivatives, and series in a theoretical setting. Focuses on theoretical structures.
(Prereq.: MAT 146, MAT 271, ENL 111 or 112 or HON 111, and a speaking
course. Also recommended: additional MAT course numbered 200 or higher)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 355
Numerical Mathematics and Computation
Concepts such as polynomial interpolation, numerical differentiation and
integration, numerical solution of differential equations, error propagation, practical
implementation of numerical methods on modern computers, and applications.
Includes an applied project. (Prereq.: MAT 146, CSC 160, ENL 111 or 112 or HON
111, and a speaking course)
MAT 363
Dynamical Systems
Concepts of dynamical systems including iteration, stability, orbit diagrams,
symbolic dynamics, chaos, and fractals, along with topics such as applications of
dynamical systems and/or complex dynamics including the Mandelbrot set and
Julia sets. (Prereq.: MAT 146 and MAT 246, MAT 269, or MAT 271)
MAT 369
Modeling and Differential Equations in the Biological and Natural Sciences
Concepts of differential equations including quantitative and qualitative methods of
linear and non-linear systems; the application, modeling, and analysis of differential
equations to model biological phenomena. Includes an applied project. (Prereq.:
MAT 245, ENL 111 or 112 or HON 111, and a speaking course)
MAT 373-4
Probability and Statistics I & II
Concepts of probability and statistics including methods of enumeration, random
variables, probability distributions, expectation, the Central Limit Theorem,
sampling distributions, methods of estimation, hypothesis testing, regression,
analysis of variance, and nonparametric statistics. 374 includes an applied project.
(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373, ENL 111
or 112 or HON 111, and a speaking course for MAT 374)
MAT 377
Operations Research
Concepts of linear programming and its applications to optimization problems from
industrial settings including the simplex method, sensitivity analysis, duality theory,
alternate optima, and unboundedness with an emphasis on both the mathematical
theory and the application to current business practice. Includes an applied project.
(Prereq.: MAT 246, ENL 111 or 112 or HON 111, and a speaking course)
MAT 395/495 Topics/Advanced Topics in Mathematics
Study of an advanced topic such as actuarial mathematics, combinatrics, complex
analysis, mathematical biology, topology, or foundations of mathematics. (Prereq.: at
least two MAT courses numbered above 200 and consent of instructor. For 495, an
additional upper division MAT course depending on the particular topic may also be
required)
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members,
or students. Carries no course credit.
Internship and Independent Study Courses
MAT 199/399 Internship
Work-based learning experience that links the ideas and methods of mathematics
to the opportunities found in the internship. For upper division credit, significant
mathematical content and presentation at a departmental colloquium is required.
(Prerequisite for upper division: at least one upper division MAT course, junior or
senior standing)
MAT 499
Independent Study/Research
Selection and study of an advanced topic outside of the offered curriculum with the
guidance of a faculty member. Presentation at a departmental colloquium is
required. (Prereq.: at least one upper division MAT course, junior or senior
standing, and consent of instructor.)
Medical Laboratory Science—MLS
Medical laboratory scientists perform complex biological, microbiological, and chemical tests
on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory
equipment in the performance of diagnostic tests. The medical laboratory scientist analyzes
these test results and discusses them with the medical staff. He/she also possesses the skills
required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the
medical laboratory scientist will find opportunities in test development, experimental design,
administration, and education.
The curriculum requires a minimum of six semesters on campus to complete the
prerequisite curriculum. Students spend an additional 12 months of clinical education in a
hospital-sponsored, accredited program during their senior year. A Bachelor of Science degree
is awarded at the satisfactory completion of all required coursework.
Admission to the medical laboratory science major is on a competitive basis. Students apply
for admission to the medical laboratory science program early in the fall semester of the
academic year just prior to the beginning of their professional studies, typically in the junior year.
Formal acceptance into the hospital-sponsored program is based on the submission of an
application for admission to the major, personal recommendations, review of academic
performance, and interview with the Program Admission Committee. A minimum grade point
average of 2.75 overall as well as in science and mathematics courses is strongly
recommended. Acceptance into the hospital program is not guaranteed by the College. The
hospital program affiliated with Augsburg is Fairview Health Services. The program is accredited
by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 5600 North
River Road, Suite 720, Rosemont, IL 60018-5156; 773-714-8880.
During the clinical component in an accredited hospital program, students will register for
12.25 credits. The clinical phase routinely begins in June with anticipated graduation the
following spring. Graduates of the program are eligible to sit for certification examinations
offered by national certification agencies.
Hospital affiliates of Augsburg College:
Fairview Health Services
Fairview Lakes Medical Center
Fairview Northland Regional Medical Center
Fairview Red Wing Medical Center
Fairview-Ridges Hospital
Fairview-Southdale Hospital
UMMC, Fairview-Riverside (West Bank)
UMMC, Fairview-University (East Bank)
Generalized four-year academic plan for medical laboratory science (MLS) majors
To complete the program in four years, students must:
• achieve Math Placement Group 3 or 4
• qualify for ENL 111
• score above 45 on the Critical Thinking exam
• not require ENL 217/218
• meet graduation skills requirements within the major and supporting courses
• satisfy the Engaging Minneapolis requirement with BIO 151/152
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is
met by completing COM 111 or COM 115. Consult your department chair or academic adviser
for requirements for meeting the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science in Medical Laboratory Science–MLS
Required Courses
BIO 151
Introductory Biology
BIO 152
Evolution, Ecology, and Diversity
BIO 253
Introductory Cellular Biology
BIO 355
Genetics
BIO 369
Biochemistry
BIO 473
Animal Physiology
BIO 476
Microbiology
BIO 486
Immunology
MLS 400
Introduction to MLS
MLS 405
Body Fluids
MLS 410
Clinical Hematology/Hemostasis
MLS 415
Clinical Immunology
MLS 420
Immunohematology
MLS 425
Clinical Chemistry
MLS 430
Clinical Microbiology
MLS 433
Virology/Mycology/Parasitology
MLS 435
Molecular Diagnostics
MLS 440
Laboratory Management and Education
MLS 445
Research Design and Methods
MLS 450
Applied Clinical Chemistry
MLS 455
Applied Hematology/Hemostasis
MLS 465
Applied Immunohematology
MLS 470
Applied Clinical Microbiology
MLS 475
Advanced Applications in MLS
MLS 480
Advanced Topics in MLS
MLS 485
Advanced Studies in MLS
Clinical Rotations
BIO 490
Biology Keystone
or SCI 490 Integrated Keystone
Required Supporting Courses for Bachelor of Science
CHM 105/106 Principles of Chemistry
or CHM 115/116
General Chemistry
CHM 351/352 Organic Chemistry
MAT 163
Introductory Statistics
or MAT 164
Biostatistics
or MAT 248
Biostatistics
COM 115
Scientific and Technical Public Speaking
or COM 111
Public Speaking
To enroll in courses that require BIO 253 as a prerequisite, students must earn an average
grade of 2.0 in BIO 151, 152, and 253. A grade of 2.0 or above is required for all supporting
courses, upper division biology courses, and MLS courses applied to the major. Courses
required for the major must be traditionally graded. Students must meet all College graduation
requirements including general education, grade point, College residency, and total credits.
Medical Laboratory Science Courses
MLS 400 Introduction to Medical Laboratory Science
Course is designed to provide the MLS student with the basic laboratory skills
required for the laboratory component of the curriculum. This course will also provide
teamwork, leadership, and interpersonal skills needed by health care professionals.
Current issues in MLS will also be covered including ethics, government regulations,
and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and
admission to the MLS program)
MLS 405 Body Fluids
Covers concepts related to the formation, distribution, and function of body fluids and
their chemical, physical, and cellular composition in health and disease. Laboratory
focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352;
BIO 355 and 473; and admission to the MLS program)
MLS 410 Clinical Hematology/Hemostasis
Course is designed to provide the MLS student with the basic knowledge of
hematology/hemostasis. Cellular components of the blood in normal and diseased
states, hemostasis principles, laboratory testing, interpretation, and the correlation of
results will be covered. Laboratory component will focus on specimen preparation red
cell, white cell, and platelet identification and enumeration, both microscopically and
electronically. (Prereq.: CHM 352; BIO 355, 476, and 486; and admission to the MLS
program)
MLS 415 Clinical Immunology
Course in the application of immunologic and serologic techniques used for the
specific diagnosis of immunodeficiency diseases, malignancies of the immune
system, autoimmune disorders, hypersensitivity states, and infection by specific
microbial pathogens. Laboratory sessions offer exercises in methods for detection of
antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486;
and admission to the MLS program)
MLS 420 Immunohematology
Course covers aspects of the Blood Group Systems, antibody screening, compatibility
testing, blood donor service, selection of donors, blood drawing, storage,
preservation, components, records, and regulations for blood banks. The laboratory
section includes performance of blood bank procedures, donor processing,
compatibility testing, antibody screening, and identification. (Prereq.: BIO 355, 369,
and 486; and admission to the MLS program)
MLS 425 Clinical Chemistry
The focus of the course is on the physiology of body analytes and the organ systems,
with an emphasis on the corresponding clinical laboratory procedures and human
disease states. Discussion will include the clinical correlations of the analytical
procedures data with the diseases. The laboratory section covers skills necessary to
the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369
and 476; and admission to the MLS program)
MLS 430 Clinical Microbiology
Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as
they relate to diseases in humans. Topics include clinical signs and symptoms of the
disease process, specimen collection and processing, modes of transmission, and
methods of identification. In the laboratory component, students will process
specimens from various body locations. Emphasis will be placed on isolation with
identification, selection of appropriate antibiotic therapy, quality assurance, and
safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the MLS
program)
MLS 433 Virology, Mycology, and Parasitology
Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics
include clinical signs and symptoms of the disease process, specimen collection and
processing, modes of transmission, and methods of identification. Laboratory
emphasis focuses on isolation and identification, quality assurance, and safety.
(Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the MLS program)
MLS 435 Molecular Diagnostics
A course on the composition, structure, function, and characteristics of DNA.
Emphasis will be placed on clinical laboratory methods used to isolate, amplify,
manipulate, and analyze DNA sequences in order to integrate theory and practice.
(Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the MLS program)
MLS 440 Laboratory Management and Education
Course is designed to introduce the medical laboratory science student to the
principles of laboratory administration. The seminar-format course will focus on
human resource management, operations management, and educational
methodologies appropriate for the supervisor and laboratory manager (Prereq.:
admission to the MLS program)
MLS 445 Research Design and Methods
The course applies scientific method to clinical laboratory research problems,
systematic applications of hypothesis formation and decision making through
research design principles. Research proposal writing and the process of institutional
review board approval and informed consent will also be covered. (Prereq.: MAT 163
and admission to the MLS program)
MLS 450 Applied Clinical Chemistry
Rotation with daily lecture which applies the principles of clinical chemistry in the
clinical laboratory. The course is designed to utilize and build upon theoretical and
applied knowledge acquired in the previous didactic courses (MLS 400, 425) and
apply it to the performance of analytical procedures and management of the clinical
chemistry laboratory. (Prereq.: admission to the MLS program and MLS 400 and 425)
MLS 455 Applied Clinical Hematology/Hemostasis
A six-week rotation with mini-lectures, extends the learning to the clinical hematology,
hemostasis, and hematopathology laboratories. Students will gain experience
processing and analyzing patient’s specimens with a wide variety of complex
procedures and instruments. Students will also expand their identification and
diagnostic skills on microscopic analysis of hematology and body fluid specimens.
The rotation also includes the fundamentals of flow cytometry techniques and
molecular diagnostics (genetics) with interpretation of results. (Prereq.: admission to
the MLS program and MLS 400, 405, and 410)
MLS 465 Applied Immunohematology
A six-week rotation with mini-lectures, extends the concepts and skills learned in MLS
420 Immunohematology, to the blood bank setting for the performance of antibody
identification techniques, hemolytic disease problems, quality assurance
management, solving of patients’ blood compatibility problems, and cell therapy. The
rotation also includes the fundamentals of HLA testing with interpretation of results.
(Prereq.: admission to the MLS program and MLS 420)
MLS 470 Applied Clinical Microbiology
Rotation with daily lecture which applies the principles of MLS 430. Student will
process a variety of patient specimens in the microbiology laboratory and gain
experience with a wide variety of state-of-the-art procedures and equipment for the
isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and
viruses. (Prereq.: admission to the MLS program and MLS 430 and 433)
MLS 475 Advanced Applications in MLS
Selected study in one aspect of the practice of clinical laboratory science, such as
ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture
included. (Prereq.: admission to the MLS program and enrollment in applied courses)
MLS 480 Advanced Topics in MLS
This course will cover, at an advanced level, the major areas of the clinical laboratory.
Topics will also include information on new directions in laboratory testing with an
emphasis placed on its impact on current laboratory practice and outcomes
assessment. (Prereq.: admission to the MLS program and MLS 405, 410, 415, 420,
425, 430, 433, 435, and 440)
MLS 485 Advanced Studies in MLS
A capstone research project required for satisfactory completion of the MLS program.
Student will complete a research project under the supervision of a mentor. Course
culminates in a major paper and presentation. Area of emphasis will be in one of the
specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.:
admission to the MLS program and senior standing)
MLS 499 Independent Study in MLS
Individual reading or research under the guidance of an MLS instructor. (Prereq.:
admission to the MLS program; repeatable for maximum of one credit)
Medieval Studies
The objective of medieval studies is to introduce students to the culture of the Middle
Ages—its diverse history and beliefs, its arts and literature—and to the disciplinary and
interdisciplinary skills necessary for its serious study.
The major in medieval studies fulfills the original (medieval) ideal of a liberal arts education.
Since the study of the liberal arts was developed in the Middle Ages, students majoring in
medieval studies find a model context for the pursuit of a liberal arts degree in the modern
world.
As was the case in medieval universities, Augsburg’s major in medieval studies prepares
students for life beyond college. Because of its emphasis on precise reading and analysis of
texts, careful writing, and spirited discussion, the major in medieval studies offers a solid
foundation for graduate or professional study, as well as employment opportunities that require
abilities in communication, critical and abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer
(Philosophy), Douglas E. Green (English), Martha B. Johnson (Theater Arts), Michael Kidd
(Languages and Cross-Cultural Studies), Merilee Klemp (Music), Philip A. Quanbeck II
(Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion)
Degree and Major Requirements
Major
Ten courses, including:
Six core requirements:
HUM 120
LAT 101
LAT 102
HIS 369
HIS 370
HUM 490
Medieval Connections
Beginning Latin I
Beginning Latin II
Early and Middle Ages
Late Middle Ages
Keystone, Medieval Studies Project
One of the following literature courses:
ENL 330
ENL 332
ENL 360
ENL 361
SPA 352
Shakespeare
Renaissance and Reformation
The Medieval World
The Classical Tradition
Survey of Spanish Literature I
One of the following religion or philosophy courses:
HIS 378
Medieval Church
PHI 242
Medieval and Renaissance Philosophy
REL 361
Church in the First Four Centuries
REL 362 Theology of the Reformers
One of the following history of arts courses:
ART 386
ART 387
MUS 231
THR 361
Medieval Art
Renaissance and Baroque Art
History and Literature of Music I
Theater History and Criticism I
Two electives from the following courses:
HIS 374
HIS 440
POL 380
SPA 331
Medieval Crusades
Monks and Heretics
Western Political Thought
Spanish Civilization and Culture
Any literature, religion/philosophy, or history of arts courses not already taken may be taken as
electives.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. HIS 369 meets the
Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor
Five courses, including HUM 120. The remaining four courses must be in different
disciplines, as grouped above (history, literature, religion/philosophy, and history of arts).
Other Requirements
Language Requirement
Students must take one year of college-level Latin as part of the major.
In addition, students must take one year of a college-level, modern language in which
medieval scholarship is published (e.g. Spanish, French, German, Norwegian, Arabic; NOT
American Sign Language). This second language will fulfill the Modern Language Core Skills
requirement.
Augsburg Experience
As with all majors, an Augsburg Experience is required for graduation. For the medieval
smajor this might include study abroad, or internships at the University of Minnesota’s Rare
Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival.
Prior approval of adviser is required for all Augsburg Experiences related to medieval studies.
Medieval Studies Courses
HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections)
This is the introductory course for medieval studies. It uses an interdisciplinary
approach to study European culture during a period known as the High Middle Ages,
roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex
system of thought and feeling, which includes history, religion, philosophy, literature,
art, theater, music, and food. It also takes an experiential approach to this material,
for example, by having students and faculty attend class in academic regalia, just as
they did in medieval universities. (Humanities LAF, Spring)
HUM 490 Keystone, Medieval Studies Project
The final project in medieval studies functions like an independent study. Because
medieval studies is an interdisciplinary major, the final project must be also be
interdisciplinary. Students are free to choose any topic connected to the Middle Ages,
but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history,
music history, philosophy, religion, and theater history, but students have also
completed projects involving professors from other disciplines, such as sociology and
psychology.
Experiential approaches are encouraged but not required. For example, past students
have built medieval musical instruments, medieval suits of armor, and Renaissance
commedia dell’arte masks, and then written about the process.
This course fulfills the Keystone requirement.
For other course descriptions, refer to the specific departments elsewhere in the catalog.
Metro-Urban Studies—INS
Metro-urban studies is the study of cities as social, political, economic, and cultural entities.
Metro-urban studies brings many different perspectives to the study of urban life. It is an
interdisciplinary major where students use the tools of sociology, political science, history,
environmental studies, and architecture to understand metropolitan areas in terms of complex
relationships that contribute to both opportunities and challenges. The major is designed to
utilize the city as our classroom, demonstrating the interplay of theory, policy, and lived
experience. Metro-urban studies coursework often includes walking tours, field trips and field
research. Augsburg College’s Metro-Urban Studies Program emphasizes the theme of planning
metro areas to be more environmentally sustainable that promote the health and civic
engagement of citizens.
The Metro-urban studies major helps prepare students for careers and graduate work in
urban planning, public administration, environmental studies, government, community
organizing, social welfare and non-profit work, and architecture. All students participate in
internships that reflect their career interests as part of the keystone experience.
Many students who major in metro-urban studies double-major in related disciplines such as
environmental studies, political science or sociology. If you’re interested in double-majoring,
please consult the director of Metro-Urban Studies about how to best plan your academic
schedule to accommodate both majors.
Metro-Urban Studies Faculty: The following faculty teach courses in the Metro-Urban Studies
Program.
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science),
Kevin Bowman (Economics), Lars Christiansen (Sociology), Keith Gilsdorf (Economics), Michael
Lansing (History), Garry Hesser (Sociology), and Joseph Underhill (Political Science).
Degree and Major Requirements
Major
A total of 10 courses, including the following: (please see department descriptions for individual
courses)
ECO 113
Principles of Microeconomics
POL 122
Metropolitan Complex
SOC 111
Community and the Modern Metropolis
HIS 316
U.S. Urban Environmental History
or ART 249/349 The Designed Environment (art credit)
HIS 249/349 The Designed Environment (history credit)
SOC 362
Statistical Analysis
or POL 483
Political/Statistics/Methodology
SOC 363
Research Methods
or POL 484
Political Analysis Seminar
SOC 381
INS 399
The City and Metro-Urban Planning
Internship
Plus two additional approved urban-related electives. For electives, please see the following list,
which is not exhaustive. Consult the director of Metro-Urban Studies for other elective
possibilities that suit your career interests, including off-campus study such as ACTC courses,
HECUA, or study abroad.
ART243
ART244
ECO365
ENV100
HIS225
HIS335
POL241
POL325
SOC265
SOC295
SOC349
History of Architecture to 1750
History of Architecture after 1750
Environmental Economics
Environmental Connections
History of the Twin Cities (not regularly offered)
American Urban History (not regularly offered)
Environmental and River Politics
Politics and Public Policy
Race, Class and Gender
Special Topics: Sustainable Cities (various locations, study abroad)
Sociology of Organizations
Students who are thinking of careers in urban planning are highly encouraged to take
courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 364,
and 365) or at the University of St. Thomas (Geography 221, 321, and 322). HECUA offcampus programs are highly recommended, especially the Metro-Urban Studies Term (MUST)
Twin Cities program, described below.
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Minor
POL 122, SOC 111, HIS 316/249/349, SOC 381 and one of the following: ECO113 or an
approved metro-urban studies elective.
Metro-Urban Studies Courses
Internships and Independent Study Courses
INS 199
Internship
See descriptions for this and other internship options (on-campus, off-campus, half
credit) in Departments and Programs.
INS 299
Directed Study
See description in Departments and Programs. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See descriptions for this and other internship options (on-campus, off-campus, half
credit). Internships place students with sponsoring organizations that provide
supervised work experience for a minimum of 10 hours a week. Please note that
students may also fulfill their internship requirement through HECUA, Sociology
(SOC399) or Political Science (POL399).
INS 498
Independent Study—Metropolitan Resources
An independently-designed course developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia,
performances, hearings. The course is designed in consultation with and evaluated
by a department faculty member. (Prereq.: POL 122 or SOC 111 and consent of
instructor)
INS 499
Independent Study/Research
(Prereq.: POL 484 or SOC 363)
Urban Studies Options through HECUA
Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban
Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning
programs of exceptional quality located in Scandinavia, Latin America, Northern Ireland, and the
Twin Cities. The following programs can be counted towards the metro-urban studies major and
minor. Ask the director of Metro-Urban Studies for more detail. Also see International Programs
listings.
Metro-Urban Studies Term: Poverty, Inequality, and Social Change—Fall or Spring
This semester-length program delves into the root causes of increasing levels of poverty and
inequality in the United States. To understand these issues, the program focuses on the
economy, housing systems, education, welfare, government policies, urban sprawl, regional
race and class segregation, and institutional discrimination.
INS 358
Theories of Poverty, Inequality and Social Change
(Reading Seminar)
INS 359
Social Policy and Anti-Poverty Strategies in Theory and Practice
(Field Seminar)
INS 399
Internship
(Two course credits)
City Arts—Spring
An interdisciplinary study of the role of art and the artist in working for social justice, and an
exploration of the relationship between art, culture, and identity. Students meet Twin Cities
artists, activists, private and public arts funders, and politicians, and engage in a thorough
examination of the role of art in advocating for social change.
INS 330
Field Seminar: Arts Praxis
INS 331
Creating Social Change: Art and Culture in Political, Social, and Historical Context
INS 399
Internship
(Two course credits)
Environmental Sustainability: Science, Politics, and Public Policy—Fall
Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict
over environmental change, and public policy and community-based strategies to achieve
sustainability. Uses social, economic, and environmental sustainability to address themes like
the links between rural and urban concerns and the way local decisions relate to regional and
global trends. Students gain first-hand experience learning from community organizers,
government planners and business leaders who are rising to the challenges of creating a more
sustainable world.
INS 346
Adaptive Ecosystem Management
INS 345
Social Dimensions of Environmental Change
INS 399
Field/Research Methods and Investigation
INS 399
Internship and Integration Seminar
INS 399
Internship and Integration Seminar (2 course credits)
HECUA International Programs
See HECUA in International Programs for study programs outside the United States.
Music—MUS
The Music Department at Augsburg College offers professional music training in the context
of a liberal arts curriculum through three degrees and five music majors. It also offers a variety
of music courses and ensemble experiences that are available to non-music majors and
courses that meet Augsburg’s Liberal Arts Foundation requirements.
Augsburg’s location in the heart of a major artistic center makes it an ideal place to study
music, and the music faculty seek and encourage opportunities that connect the campus and
the greater arts communities. These opportunities allow students to explore the links between
theory and applied knowledge and may take many forms, including internships; community
performances; music therapy practica; community-based learning projects; required off-campus
performance and concert attendance assignments; or travel and study within and outside the
United States.
The Music Department is an institutional member of the National Association of Schools of
Music (NASM) and the American Music Therapy Association (AMTA).
Full-time Faculty
Robert Stacke (Chair), Michael Buck, Jill Dawe, Douglas Diamond, Peter Hendrickson, Roberta
Kagin, Ned Kantar, Merilee Klemp,
Part-time Faculty
Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Garrick Comeaux, Marv Dahlgren,
Bridget Doak, Susan Druck, Brad Eggen, Lynn Erickson, Janet Fried, Jennifer Gerth, Nancy
Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Mark Kausch, Kathy Kienzle, Rena
Kraut, Dale Kruse, Steve Lund, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan
Milenkovic, Rick Penning, O. Nicholas Raths, Shannon Sadler, Andrea Stern, Sonja Thompson,
William Webb, Matthew Wilson, Yolanda Williams
Fine Arts Coordinator
Cathy Knutson
Fine Arts Facilities Manager
Karen Mulhausen
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
Music Therapy Equivalency Certificate
Offers students with an undergraduate degree the preparation necessary to meet the AMTA
requirements for becoming a Board Certified Music Therapist.
Music Minors
Music
Music Business
Degree and Major Requirements
Students intending to pursue a music major in any of the three music degree programs must
declare their major, perform a sophomore/transfer music major jury/audition, and complete the
Music Department degree application by the end of their fourth semester of study. More detail is
included in the Music Department Student Handbook posted on the Music Students site on
Moodle.
Because of the heavy curricular demands inherent in any single Music Department degree
program, students are strongly encouraged to avoid declaring double majors entirely within the
department, i.e. attempting two music degree programs simultaneously. In those rare cases
where such a scenario seems both warranted and feasible, students are required to petition the
department for acceptance of their proposed degree plan prior to formally declaring their double
majors.
Music Core
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 201 Materials of Music III
MUS 211 Aural Skills III
MUS 202 Form and Analysis
MUS 212 Aural Skills IV
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music II
MUS 331
Music of the Baroque Era (0.5 credit)
or MUS 332 Music of the Classical Period (0.5 credit)
or MUS 333 Music of the Romantic Period (0.5 credit)
or MUS 334 Music of the 20th Century (0.5 credit)
MUP 1xx Performance Studies (.25 or .5 credit, according to degree requirement) Four
semesters
MUP3xx
Performance Studies (.5 credit) Four semesters
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music
One to four semester(s) on the major instrument in accordance with degree requirement (0.0
credit)
MUS 358 Junior Recital and/or
MUS 458 or MUS 459 Senior Recital
MUE 111 or 112 or 114 or 115 or 121 or 141: Large Augsburg Ensemble (0.0/.25 credit)
Four to eight semesters in accordance with degree requirement
Additional requirements (refer to the Music Department Student Handbook for detail):
Piano Proficiency Test
Sophomore/Transfer Music Major Jury and Music Department degree application
Music Repertoire Tests
Graduation Skills for Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of
Music Performance: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The graduation skills in
Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Graduation Skills for Bachelor of Science in Music Therapy: Graduation skills in Critical
Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR)
are met by completing the following courses:
S: MUS 363
QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372
Graduation Skills for Bachelor of Arts in Music with Music Business Concentration:
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by completing the following courses:
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Transfer Students and Graduation Skills: Transfer students must consult an adviser about
potential adjustments to their course requirements to fulfill each of these skills.
Bachelor of Arts
Music Major
Offers the broadest education in liberal arts and prepares the student for the greatest range
of graduate, business, and professional opportunities. Students who intend to pursue nonperformance graduate study or desire to enter one of the many music-related business fields
most often choose this course of study.
Faculty adviser: Douglas Diamond
Requirements
Music core and:
MUS 341 Basic Conducting
MUS 458 Senior Recital
Two music course electives
MUP 1xx Performance Studies (.25 credit) Four semesters of half-hour lessons in major
instrument/voice
MUP 3xx Performance Studies (.5 credit) Four semesters of hour-lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 125 or 131 or 142or 143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small ensemble courses on the major instrument/voice
Additional requirements:
Pass piano proficiency test
Complete sophomore/transfer music major jury and Music Department degree application
Pass three music repertoire tests
Music Business Major
The music business major prepares students to enter today’s music industry and to pursue
career opportunity where the arts and commerce intersect. Courses in music, performing arts,
and business combine with field observations and internships. These experiences prepare
students for careers in fields such as arts management, promotion, the record industry, and
general music business. The program affords both the performing artist and the business
student the opportunity to pursue music business studies. The music business major has two
tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music
emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music
Business (designed with business emphasis).
Augsburg College full-time students may elect to take one course each semester at McNally
Smith College of Music providing that they meet all McNally Smith College of Music
requirements. A list of approved electives from MSCM for the music business major is available
in the Augsburg music office. McNally Smith courses cannot be used as a substitute for any
required Augsburg course specifically listed within a degree program. This program is open to
sophomores through seniors. There is no additional fee for this program.
Faculty adviser: Ned Kantar
BA in Music with Music Business Concentration
Requirements:
Music core and:
ECO 113
MIS 260
ACC 221
BUS 242
or BUS 254
or BUS 200
MUS 105
MUS/BUS 245
Principles of Microeconomics
Problem Solving
Introduction to Financial Accounting
Principles of Management
Entrepreneurship
Exploring Business as Vocation
Music Business
Arts Management
MUS/BUS 39 Internship
MUS/BUS
Elective (Augsburg or MSCM course, 1.0 Augsburg credit)
MUS 458
Senior Recital
MUP 1xxPerformance Studies (.25 credit) Four semesters of half-hour lessons on major
instrument/voice
MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit)
Eight semesters in a major Augsburg ensemble on the major instrument/voice
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small ensemble courses on the major instrument/voice
Additional requirements:
Pass piano proficiency test
Complete sophomore/transfer music major jury and Music Department degree application
Pass three music repertoire tests
BA in Business Administration with Specialization in Music Business
Requirements:
ECO 112
Principles of Macroeconomics
ECO 113
Principles of Microeconomics
MIS 260
Problem Solving for Business
ACC 221
Introduction to Financial Accounting
ACC 222
Introduction to Managerial Accounting
BUS 242
Principles of Management
or BUS 254
Entrepreneurship
or BUS 200
Exploring Business as Vocation
MKT 252
Principles of Marketing
FIN 331
Financial Management
MUS/BUS 105
Music Business
MUS/BUS 245
Arts Management
MUS/BUS 399
Internship
MUS/BUS
Elective (Augsburg or MSCM course, 1.0 Augsburg credit)
3 MUS credits—OR—two MUS credits and one MUE/MUP credit, selected from:
MUS 101 Materials of Music I
MUS 111 Aural Skills I
MUS 102 Materials of Music II
MUS 112 Aural Skills II
MUS 130 Intro to Music and the Fine Arts
MUS 220 Worlds of Music
MUS 241 History of Jazz
(Other MUS courses as approved by adviser)
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of
Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement.
Music Minor
Requirements: 7-8 credits
MUS 101, 102
Materials of Music I, II
MUS 111, 112
Aural Skills I, II
MUS 341
Basic Conducting
either MUS 231 History and Literature of Music I
or MUS 232 History and Literature of Music II
One additional course (.5 or above) in music history or conducting. Other courses may be
approved by departmental petition.
MUE 111 or 112 or 114 or 115 or 121 or 141 Four semesters in a large Augsburg ensemble
MUP 1xx Performance Studies (.25 credit) Four semesters of performance studies in the
major instrument/voice
Additional requirements
Pass one music repertoire test
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The music business minor is a course of study designed both for the music major desiring
additional preparation in business and for the non-music major interested in pursuing a career in
the music industry. With the music business minor, students are given the opportunity to enroll
in coursework and participate in on-site field experiences that address specific professional
skills necessary to enter today’s music industry. The minor is a collaborative program between
the music and business departments.
Requirements: 8 credits
MUS 105
The Music Business
ECO 113
Principles of Microeconomics
MIS 260
Problem Solving for Business
ACC 221
Introduction to Financial Accounting
MUS/BUS 399
Internship (approved for the music business minor)
One of the following:
MUS/BUS 245
Arts Management and Concert Promotion
BUS 301
Business Law
BUS 254
Entrepreneurship
All of the above courses plus two additional music course credits beyond MUS 105 and MUS
245 (maximum of one credit in MUE and/or MUP courses)
Bachelor of Music
Music Education Major
A fully accredited program (National Council for Accreditation of Teacher Education and
Minnesota Board of Teaching), the music education major offers students the preparation
necessary to become music teachers in public schools. This coursework and preparation
includes certification to teach at the elementary through secondary levels, with either a
vocal/general or instrumental/general emphasis. In addition to applying to the Music
Department, Bachelor of Music education major candidates must apply to the Minnesota
Department of Education for acceptance to the music education licensure program which is
granted only to students who successfully complete the requirements for the Bachelor of Music
education major. All music requirements must be completed prior to student teaching. A
cumulative GPA of 2.50 in all music courses is necessary for the music education licensure
program.
Faculty adviser: Michael Buck
Requirements
Music core and:
MUS 311
Composition I
MUS 341
Basic Conducting (.5)
MUS 358
Half Junior Recital
MUS 459
Full Senior Recital
HPE 115
Health and Chemical Dependency Education
EDC 200
Orientation to Education
EDC 210
Diversity in the Schools
EDC 211
Minnesota American Indians
EDC 220
Educational Technology
EDC 310
Learning and Development
ESE 300
Reading/Writing in Content Area
ESE 325
Creative Learning Environments
ESE 370
Music K-12 Methods
EDC 410
Special Needs Learner
EDC 480
School and Society
EED 481c, 483c, ESE 485, 487 Student Teaching
MUS 359
Music Methods: Choral/Vocal (.5)
MUS 356
Music Methods: Brass/Percussion (.5)
MUS 357
Music Methods: Woodwinds (.5)
MUS 355
Music Methods: Strings (.5)
Choose one of the following two areas of emphasis:
either Vocal Emphasis:
MUS 251-254
Diction (.25 credit each=1.0)
MUS 342
Choral Conducting (.5 credit)
MUS/THR 235
Skills of Music Theater (.5 credit)
or Instrumental Emphasis:
MUS 344
Instrumental Conducting (.5 credit)
Music elective or approved course (1.0 credit)
Performance Studies and Ensembles: Students should choose the following courses in
accordance with their area of emphasis.
MUP 1xx
Performance Studies (.25credit)
Two semesters of half-hour lessons in the major instrument/voice (first year)
MUP 1xx
Performance Studies (.5 credit)
Two semesters of hour lessons in the major instrument/voice (second year)
MUP 3xx
Performance Studies (.5 credit)
Four semesters of hour lessons in the major instrument/voice (third and fourth year)
A music education major whose major instrument is piano, organ, or guitar is required to take a
minimum of four additional semesters of lessons on an instrument/voice that corresponds with
their large ensemble requirement.
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit)
Eight semesters in a large Augsburg ensemble on the major instrument/voice .
MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit)
Two semesters in a chamber music course on the major instrument/voice
Additional requirements:
Pass piano proficiency test
Complete sophomore/transfer music major jury and Music Department degree application
Pass three music repertoire tests
Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice
Bachelor of Music
Music Performance Major
This major is a focused classical training program designed to develop the skills, artistic
voice, and performing ability of the individual musician. This degree best prepares students who
are interested in graduate school, professional performance opportunities, or private studio
teaching. Acceptance to the program requires a half-hour formal audition and interview (see the
Music Department Student Handbook).
Faculty adviser: Jill Dawe
Requirements
Music Core and:
MUP 1xx
Performance Studies (.25credit)
Two semesters of half-hour lessons in the major instrument/voice (first year)
MUP 1xx
Performance Studies (.5 credit)
Two semesters of hour lessons in the major instrument/voice (second year)
MUP 3xx
Performance Studies (.5 credit)
Four semesters of hour lessons in the major instrument/voice (third and fourth year)
MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit)
At least four semesters chamber music playing on major instrument (see Handbook)
MUS 358
Junior Recital (.0 credit)
MUS 459
Senior Recital (.0 credit)
MUE 111 or 112 or 114 or 115 or 121or 141 (0.0/.25 credit)
Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four
semesters of large ensemble and four additional semesters of chamber music or other
assignment in consultation with adviser.
Additional coursework as follows:
Voice Majors:
MUS 251-254
Diction (0.25 credit each)
MUS 435
Voice Repertoire (0.5 credit)
MUS359
Music Methods: Voice/Choral
MUS Elective (0.5 credit)
Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater
and/or MUE 294 or 494 Opera Workshop.
Keyboard Majors:
MUS 436
Piano Repertoire
MUS 456
Piano Pedagogy
MUS Elective (0.5 credit)
Instrumentalists:
MUS356
Music Methods: Brass/Percussion (0.5 credit);
or MUS 357 Music Methods: Woodwinds (0.5 credit); or
MUS 355
Music Methods: Strings (0.5 credit)
MUS Elective (1.0 credit)
Additional requirements:
Pass piano proficiency test
Complete sophomore music performance audition; interview; & music department degree
application
Pass three music repertoire tests
Bachelor of Science
Music Therapy Major
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board
Certification Examination. The B.S. in music therapy is a four-and-one-half-year degree
program, which includes a six month full-time internship in a clinical facility approved by the
American Music Therapy Association (AMTA). This course of study is chosen by students who
wish to become professional music therapists.
Faculty Adviser: Roberta Kagin
Requirements
Music core and:
MUS 271
Introduction to Music Therapy
MUS 274, 275
Music Therapy Practicums
MUS 363
Expressive and Creative Arts in Healing
MUS 372, 373
Psychological Foundation of Music I, II
MUS 374, 375
Music Therapy Practicums
MUS 480
Music Therapy Senior Seminar
MUS 474, 475
Music Therapy Practicums
MUS 481
Music Therapy Clinical Internship
MUS 458
Senior Recital
EDC 410
The Learner with Special Needs
PSY 105
Principles of Psychology
PSY 262
BIO 103
MUS 340
MUS 345
Abnormal Psychology
Human Anatomy and Physiology
Music Therapy Techniques and Materials I
Music Therapy Techniques and Materials II
One of the following two:
SOC 362
PSY 215
Statistical Analysis
Research Methods: Design Procedure, and Analysis I
Performance Studies and Ensembles:
MUP 1xx
Performance Studies (.25 credit) Four semesters of half hour lessons in major
instrument/voice
MUP 3xx
Performance Studies (.5 credit) Four semesters of hour lessons in the major
instrument/voice
MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25)
Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at
Augsburg
MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit)
Two semesters of chamber music/small ensemble courses on the major instrument/voice
Additional requirements:
Pass piano and guitar proficiency tests
Complete sophomore/transfer music major jury and Music Department degree application
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all music therapy courses
Music Therapy Equivalency/Certification Program
The music therapy equivalency program is available to students who already have a
bachelor’s degree and wish to meet the requirements set by the American Music Therapy
Association to become professional music therapists. This equivalency program prepares
students for eligibility to take the Music Therapy Board Certification Examination. Depending
upon the student’s degree and skill level, individual requirements will be outlined by the director
of music therapy. There is a minimum two-year residency requirement, which includes
participation in a major ensemble for four terms and successful completion of a two-year music
theory equivalency test.
For acceptance to the degree program, equivalency/certification students must:
• Complete sophomore/transfer music major jury and Music Department degree
application
• Complete the piano and guitar proficiency requirements during the first semester of
residence
Departmental Honors
Senior music majors with a cumulative GPA of 3.5 or higher in music courses may apply for
music departmental honors by completing extended original work in their area of interest. Such
work could include, but is not limited to, one of the following: defending a senior thesis,
presenting an additional recital, composing a substantial piece(s), conducting a program,
presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a
project title, a transcript, and a brief music résumé to be submitted to the music faculty by
November 1 of the senior year.
Examinations
Piano Proficiency
All Augsburg music majors are required to have basic piano skills that meet the standard
required by the Piano Proficiency Test offered at the end of each semester. Students come to
Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to
develop their piano skills and prepare for the proficiency test in several ways. Students with
extensive training may be able to simply pass the test; those with some training may register for
private piano lessons; the majority of students are advised to take a piano placement test that
determines their appropriate placement within a sequence of four class piano courses (MUS
135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student
learning, it is strongly recommended that piano training is started during the first year, when
piano study will complement and strengthen the student’s experience in the music theory and
aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano
major requirements and test dates.
Music Repertoire Tests
These four tests are intended to encourage students to become lifelong listeners by
requiring students to familiarize themselves with many of the masterpieces of the classical
music repertory from the Middle Ages to today. Consult the Music Student Handbook for the
lists of pieces required by all four repertoire tests and the call numbers for the repertoire test
CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the
end of the fall semester, and again at the end of the spring semester. Music majors are required
to pass three music repertoire tests, transfer students must pass two, and music minors must
pass one.
Music Courses
Many music courses are offered alternate years. Consult the registrar’s website at
www.augsburg.edu/enroll/registrar for up-to-date information or the Music Department for
course offerings in each term.
Theory and Musicianship
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing.
To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
Materials of Music II (.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0)
MUS 111
Aural Skills I (.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing, and
harmonic dictation to parallel progress in MUS 101. To be taken concurrently with
MUS 101.
MUS 112
Aural Skills II (.5 course)
Development of listening and reading skills to parallel progress in MUS 102. To be
taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 160 Fundamentals of Music
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter,
intervals, major and minor scales, key signatures, and chords). Students will develop
basic aural and keyboard skills, identify typical compositional forms in popular and
classical music. Students write their own composition for the final project.
MUS 201
Materials of Music III
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be taken
concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade
of 2.0)
MUS 202
Form and Analysis (.5 course)
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and
211 with a minimal grade of 2.0 and pass CT assessment or GST 100.)
MUS 211
Aural Skills III (.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be
taken concurrently with MUS 201. (Prereq.: MUS 112)
MUS 212
Aural Skills IV (.5 course)
Further development of listening skills to parallel progress in MUS 202. To be taken
concurrently with MUS 202. (Prereq.: MUS 211 and pass CT assessment or GST
100.)
MUS 311
Composition I (.5 course)
Ranges and characteristics of voices and orchestral instruments, standard notation
and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0 and pass CT assessment or GST 100.)
MUS 312
Composition II (.5 course)
Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality,
serialism, indeterminacy, electronic music, minimalism, decategorization. Related
literature (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0)
History and Literature
MUS 130
Introduction to Music and the Fine Arts
E.D. Hirsch describes cultural literacy as “the network of information that all
competent readers possess.” This course draws students into that information web
using the history of Western art music as the thread that ties culture together from
the Middle Ages to the present. A “top ten of the last millennium” will provide
mileposts for understanding music in social context. Live performance will be a
feature of this course. Evaluation of student work will include short essay papers,
several quizzes, and a midterm and final examination. The ability to read music is not
required.
MUS 220
Worlds of Music
A survey of non-Western music, this course explores diverse musical styles and
instruments from many cultures.
MUS 231
History and Literature of Music I
An intensive survey of the evolution of music from antiquity to 1750, studying music
in its historical and cultural contexts as well as basic knowledge of repertory.
(Prereq.: MUS 101, 102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including early
New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive
jazz.
MUS 331
Music of the Baroque Era (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
MUS 332
Music of the Classical Period (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
MUS 333
Music of the Romantic Period (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
MUS 334
Music of the 20th Century (.5 course)
(Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111)
The MUS 331-334 sequence provides an opportunity to explore the music, cultural trends,
and composers associated with each of the four main stylistic eras of the Western European
classical tradition. Representative repertoire is studied in conjunction with the cultural forces and
ideas that help shape the music. Music majors will have an opportunity to integrate their liberal
arts education, knowledge of music theory and history, and writing skills through a major
research paper required in each course.
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary worship
practices. Designed for the general as well as the music and theology student.
MUS 435
Voice Repertoire (.5 course)
A survey of standard art song repertoire from Eastern and Western Europe, Russia,
Scandinavia, and the Americas. Includes listening, writing, and performance.
Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or
permission from instructor)
MUS 436
Piano Repertoire (.5 course)
This course introduces students to a wide variety of music written for keyboard
instruments from the 17th century to the present. The changing role of the piano as a
cultural symbol is emphasized as the piano, and its music, is inextricably linked to
important compositional and social trends in Western culture over the last 300 years.
(Prereq.: MUS 231, 232)
Music Therapy
MUS 271
Introduction to Music Therapy (.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational
music activities to clinical settings, and acquisition of skills in improvisation. Includes
on-campus practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human identity,
with an emphasis on psychological, cultural, and biological aspects of musical
behavior. An understanding of the relationships of the creative therapies of art,
music, drama, and movement.
MUS 274, 275 Music Therapy Practicums (.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation,
and functional music skills including improvisation. Two hours per week. No course
credit.
MUS 340
Music Therapy Techniques and Materials I
This course will introduce students to primary instruments used in MT sessions, e.g.,
guitar, keyboards and drums/percussion. Classes will focus on skill development in
accordance with AMTA standards. The course will emphasize functional playing
skills as well as song composition and group leading. The class is open for firstyears, sophomores, and transfer students.
MUS 345
Music Therapy Techniques and Materials II
This experiential course includes an introduction to musical improvisation, making
use of the skills acquired in Techniques and Materials I. These include the use of
modes, various song forms, harmonic relationships, and rhythm-based exercises.
The course will explore the student’s own personal relationship to music while
introducing them to clinical improvisation methods.
MUS 363
Expressive and Creative Arts in Healing
An experiential approach to healing through music, art, drama, dance, and
movement. Consultants will describe and demonstrate specific specialties in
expressive and creative arts, as used in therapy.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a
multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance. (Prereq.: ENL 111 or 112 or HON 111)
MUS 374, 375 Music Therapy Practicums (.0 course)
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation,
and functional music skills including improvisation. Two hours per week. No course
credit.
MUS 474, 475 Music Therapy Practicums (.25 course each)
Volunteer work under the supervision of a Board Certified Music Therapist, requiring
more advanced clinical and musical skills, including improvisation. Two hours per
week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal
proficiency test)
MUS 481
Music Therapy Clinical Internship (.0 course)
Full-time placement in an AMTA-approved internship site for six months (minimum
1,020 hours toward the AMTA required total of 1,200 hours). Application for
internship must be made nine months in advance. Sites in Minnesota are limited.
(Prereq.: Completion of all other graduation requirements, including all proficiency
exams and music repertoire tests)
MUS 480
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy with music.
This course satisfies the Keystone requirement.
Music Business
MUS 105
The Music Business
An introduction to the music industry. Topics include copyright, licensing, contracts,
publicity, and marketing. Other topics include the record industry, agents, and
managers. Musical genres and historical periods are compared and analyzed.
MUS 245
Arts Management and Concert Promotion
The role of the artist manager in career development and the role of the arts
administrator in the management of performing arts projects and organizations.
Factors affecting trends and earnings, challenges within the industry, and
differentiation between the for-profit and nonprofit sectors are discussed. Emphasis
is placed on developing a working vocabulary of industry topics and in benefiting
from practical field experience. (Prereq.: MUS 105)
Methods and Pedagogy
MUS 355
Music Methods: Strings (.5 course)
This methods course introduces string instrument performance techniques and
problems. Students will perform on violin/viola, cello, and double bass. Other topics
include performance practice, instructional pedagogy, instructional materials, solo
and ensemble repertoire, and integration of music technology.
MUS 356
Music Methods: Brass/Percussion (.5 course)
This methods course introduces brass/percussion performance techniques and
problems. Students will perform on at least one brass instrument and snare drum.
Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
MUS 357
Music Methods: Woodwinds (.5 course)
This methods course introduces woodwind performance techniques and problems.
Students will perform on flute, one single reed instrument, and one double reed
instrument. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music
technology.
MUS 359
Music Methods: Vocal (.5 course)
This methods course introduces choral/vocal performance techniques and problems.
Students will perform vocal solo and ensemble repertoire. Other topics include
performance practice, instructional pedagogy, physiological mechanics of singing,
and instructional materials.
MUS 456
Piano Pedagogy (.5 course)
This course introduces students to various ideas, tools, methodologies, and
resources associated with piano teaching. Students will apply what they learn in
class to actual teaching experiences through a community service-learning
requirement that pairs Augsburg teachers with piano students from the
neighborhood. This course fulfills the LAF Augsburg Experience requirement.
Applied Skills and Group Lessons
MUS 135
Class Piano 1 (.25 course)
This course is designed for beginning pianists with minimal piano training. The
course will
teach basic piano skills in the areas of sightreading; scales and chords progressions;
improvisation; and repertoire from a variety of styles. The class will use and apply
many of the concepts, terms, and ideas taught in MUS 101/111. (Co-req. or prereq.:
MUS 101 and MUS 111; placement test and/or permission of the instructor)
MUS 136
Class Piano 2 (.25 course)
This course is a continuation of MUS 155A: Class Piano 1 and MUS 135: Class
Piano 1, and will build on the skills introduced in these classes. The course is
designed for students with some prior piano and music theory training and/or
students who have completed a class piano course. (Prereq.: MUS 155 or MUS 135;
or placement test and/or permission of the instructor)
MUS 237
Class Piano 3 (.25 course)
This course is a continuation of Class Piano 1 and 2 and is designed for students
with piano training prior to Augsburg and/or students who have completed MUS 155,
MUS 135 and MUS 136. Class Piano 3 will cover all the skills and requirements of
the piano proficiency test and is designed to provide opportunities for students to
apply their piano skills to practical ‘real life’ situations such as score reading;
transposing; improvising; playing simple accompaniments; and learning repertoire in
a variety of styles. (Prereq.: MUS 155; MUS 135; MUS 136; or placement test and/or
permission of the instructor)
MUS 238
Class Piano 4 (.25 course)
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this
course
students should have a command of the skills required for the piano proficiency
exam. (Prereq.: MUS 155; MUS 135; MUS 136: MUS 237; or placement test or
permission of the instructor)
MUS 152
Class Voice (.25 course)
Fundamentals of tone production and singing.
MUS 158
Class Guitar (.25 course)
Beginning techniques of classic guitar.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction
(254) (each .25 course)
This is an intensive introduction to basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes regular
class performances and phoneticization of texts using the International Phonetic
Alphabet. Required for vocal performance majors and music education majors.
MUS 341
Basic Conducting (.5 course)
Study of fundamental conducting patterns and baton technique, score analysis and
preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111,
231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection, advanced
conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test
and MUS 341)
MUS 344
Instrumental Conducting (.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency
test and MUS 341)
Performance Courses
Performance Study
These courses provide unique opportunities for Augsburg students to study on an individual
basis with artist/teachers who are active performers in this region. Performance study is offered
for woodwind, string, brass, percussion, keyboard instruments, electric bass, harp, and voice.
Lessons are individualized to fit the requirements of Augsburg’s three music degrees and five
majors, and are also available to qualified liberal arts students.
MUP 1XX
Performance Study (0; 0.25; 0.5 credits)
These courses are available for qualified liberal arts students with some prior
training in music; music minors; and music majors in their first and second years
of study. MUP 1xx-level courses can be repeated and are available for .25 credit
(half-hour lesson); .5 credit (one-hour lesson) and 0 credit (half-hour lesson).
Registration is by Add/Drop form and requires a signature.
MUP 3XX
Performance Study (0.5 credit)
These courses consist of a one-hour weekly, individual lesson designed for
music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a
sophomore/transfer music major jury; an approved Music Department degree
application)
MUP 111/311 Voice
MUP 116/316 Electric bass
MUP 121/321 Violin
MUP 122/322 Viola
MUP 123/323 Cello
MUP 124/324 Bass
MUP 131/331 Oboe
MUP 132/332 Bassoon
MUP 133/333 Clarinet
MUP 134/334 Saxophone
MUP 135/335 Flute
MUP 137/337 Horn
MUP 141/341 Trumpet
MUP 142/342 Trombone
MUP 143/343 Baritone
MUP 144/344 Tuba
MUP 152/352 Piano
MUP 161/361 Guitar
MUP 171/371 Percussion
MUP 181/381 Organ
MUP 191/391 Harp
MUP 192/392 Improvisation
MUP 193/393 Composition
Chamber Music
These performance-based courses introduce students to a wide range of music composed
for small groups, usually one person per part. All chamber music courses fulfill the chamber
music/small ensemble requirement for music majors, and are also open to nonmajors by
permission of the instructor.
MUE 113
MUE 122
MUE 125
MUE 131
MUE 142
MUE 144
MUE 145
Vocal Chamber Music (.0 course)
String Chamber Music (.0 course)
Guitar Chamber Music (.0 course)
Woodwind Chamber Music (.0 course)
Brass Chamber Music (.0 course)
Percussion Chamber Music (.0 course)
Piano Chamber Music (.0 course)
Jazz
MUE 129
Improvisation (.0 course)
Basic improvisational skills within a jazz combo format. Open to instrumentalists and
vocalists.
MUE 143
Jazz Ensemble (0.0/.25 course)
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety
of venues. The literature performed reflects the cultural diversity and historical
context of jazz. Placement is by audition or by arrangement with the director.
Preference is given to Concert Band members.
Vocal Performance
MUS 235
Skills of Music Theater
This course provides an interdisciplinary approach to the topic using music and
theater techniques to develop the student’s basic skills of music theater. Concepts of
diverse music-theater forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation,
memorization, and public performance. Students will attend and review live
productions.
MUE 294
Opera Workshop (1.0 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
MUE 494
Opera Workshop (.25 course)
Experience the process of preparation, rehearsal, and performance of operatic
repertoire.
Recitals
Music students must work closely with their studio teacher to plan all aspects of degree
recitals including repertoire choice, confirmation of dates, dress rehearsals, selection of an
accompanist, etc. In addition to registering for a recital (i.e., MUS 358/458/459) students must
also complete an Application for Student Recital form to confirm scheduling, hall space, and
publicity. The form is due in the music office no later than the Add/Drop deadline at the
beginning of the semester of the recital.
MUS 358
Junior Recital (.0 course)
This course is required for Bachelor of Music degree candidates. To meet the
requirement, music education majors must complete a half-hour program of level III
repertoire; performance majors must perform a one-hour recital of level IV repertoire.
At the discretion of the studio instructor, students may also be required to perform a
recital preview prior to the public recital.
MUS 458
Senior Recital (.0 course)
This course is required for the Bachelor of Arts and Bachelor of Science degrees. To
meet this requirement, students must perform a half-hour recital of level III repertoire
from a variety of classical style periods. At the discretion of the studio instructor,
students may also be required to perform a recital preview prior to the public recital.
MUS 459
Senior Recital (.0 course)
This course is required for the Bachelor of Music degree. To meet the requirement,
music education majors must perform a one-hour recital of level IV repertoire;
performance majors must perform one hour of level V repertoire. At the discretion of
the studio instructor, students may also be required to perform a recital preview prior
to the public recital.
MUP 159
Piano Accompanying
This offering is an opportunity for music majors to receive individual weekly coaching
with one of Augsburg’s piano faculty or staff accompanists, and is highly
recommended for students preparing for recitals, auditions, or special performance
projects. Registration requires pre-notification/approval from the appropriate coach.
MUP fee schedule applies (see the Music Department Student Handbook)
Large Ensembles
Note: To fulfill the Liberal Arts Foundation requirement in Fine Arts, students must
participate in a large ensemble for four semesters at the 0.25 credit option. A maximum of two
credits for large ensemble participation may be used towards graduation requirements.
Music majors may choose to take large ensembles for 0.0 or .25 credit, depending on
course load/need. Transfer music majors must participate in a large ensemble for each
semester of their residency at Augsburg.
Auditions for membership in a large ensemble are scheduled during the first week each fall
semester or by contacting the ensemble director.
MUE 111
Augsburg Choir (0.0/.25 course)
MUE 112
Riverside Singers of Augsburg (0.0/.25 course)
MUE 114
Masterworks Chorale (0.0/.25 course)
MUE 115
Cedar Singers (0.0/.25 course)
MUE 121
Orchestra (0.0/.25 course)
MUE 141
Concert Band (0.0/.25 course)
Internships and Independent Study Courses
MUS 199
Internship
MUS 299
Directed Study
MUS 399
Internship
(MUS/BUS 245 is the prerequisite for MUS/BUS 399 Internship)
MUS 498
Independent Study (.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 499
Independent Study/Research
Open only to advanced students upon approval of the faculty.
Natural Science Teaching Licensures
The natural science licensure program is designed to combine a strong content focus with
early and ongoing teaching preparation courses that meet Minnesota licensure requirements.
Courses are designed to provide a broad background in science and allow for specialization in
an area. The following programs assume that the student will meet the distribution/general
education requirements of the College, the requirements for appropriate majors, required
education courses, and, in the physical sciences, have at least one year of calculus. Consult
with the Education Department for licensure requirements. Early consultation with the major
area coordinator is essential to complete undergraduate major and licensure requirements on a
timely basis.
Coordinators
Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics)
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Education Department to identify current licensure requirements. All upper division
courses required for the biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8)
GEO XXX
Introductory Geology (taken off campus)
SCI 106
Introductory Meteorology
BIO 121
Human Biology and Lab
BIO 102
Biological World
PHY 116
Introduction to Physics
or PHY 121, 122
General Physics I, II
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116
General Chemistry I, II
Biology Major—BA in Life Sciences (for licensure in biology 9-12)
Requirements are the same as for the Bachelor of Arts in biology degree, but with the following
differences: only four (rather than five) upper division biology courses are required. Upper
division biology requirements must be traditionally graded. A GPA of 2.50 in upper division
biology courses is required for all life sciences majors.
Chemistry Major (for licensure in chemistry 9-12)
Broad base requirements, plus undergraduate major in chemistry:
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116
CHM 351
CHM 352
CHM 353
CHM 361
CHM 363
CHM 491
MAT 145, 146
General Chemistry I, II
Organic Chemistry I
Organic Chemistry II
Quantitative Analytical Chemistry
Physical Chemistry
Physical Chemistry Laboratory
Chemistry Seminar (four semesters)
Calculus I, II
Two courses from:
CHM 364, 367, 464, 470, 481, 482 or BIO 367
One year of general physics—PHY 121, 122
Physics Major (for licensure in physics 9-12)
Broad base requirements, plus undergraduate major in physics:
PHY 121
General Physics
PHY 122
General Physics
PHY 245
Modern Physics
PHY 351
Mechanics I
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395
Comprehensive Laboratory
PHY 396
Comprehensive Laboratory
Two additional physics courses above 122; PHY 261 recommended
MAT 145, 146, 245
Calculus I, II, and III
PHY 327
Special Functions of Mathematical Physics (Prereq.: MAT 245 or equiv.)
CHM 105, 106
Principles of Chemistry I, II
or CHM 115, 116
General Chemistry I, II
Post-baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching
licensure at Augsburg are required to complete a minimum of two upper division biology
courses at Augsburg with grades of 2.5 or higher.
Nordic Area Studies—NAS
Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark,
Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated
cultural region with a shared history, common values, and a high degree of political, social, and
economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity
as a context in which to appreciate the differences between the five individual countries and to
understand the complexity of their interactions among themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper division.
Minor
Four upper division courses.
Other Requirements
At least four of the courses required for the major must be Augsburg courses. The
remainder may be transfer credits included in the major with approval of the program
coordinator. Students graduating with a major or minor must also present the equivalent of
intermediate level competence in a Scandinavian language. See Norwegian language course
listings under the Department of Languages and Cross-Cultural Studies.
Recommended supporting preparation: Study abroad through International Partners or
SUST (See International Programs, International Partners, and Scandinavian Urban Studies
Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; and elective
courses or a second major such as Norwegian, history, political science, urban studies,
business administration, international relations, sociology, or social work.
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. The graduation skill in
Quantitative Reasoning (QR) is met by completing one of the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Nordic Area Studies Courses
Additional course offerings are available through the Scandinavian Urban Studies Term.
(See International Programs)
NAS 121 Fire and Ice: Introduction to Nordic Literature
This course provides an introduction to Nordic culture via the medium of literature.
Readings foreground issues of personal, ethnic, and national identity against the
broad backdrop of Scandinavian history, social democratic values, and globalization.
NAS 230 Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language required.
NAS 351 The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is based on
reading selected works in translation from all five Nordic countries. Norwegian majors
will be required to do appropriate readings and written work in Norwegian. (Spring:
alternate years)
NAS 352 The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century
dramatists. Lectures provide a context for understanding the development of Nordic
drama. Norwegian majors will do appropriate readings and written work in Norwegian.
(Spring: alternate years)
ART 382
Scandinavian Arts
(See Department of Art)
Internships and Independent Study Courses
NAS 199 Internship
NAS 299 Directed Study
NAS 399 Internship
NAS 499 Independent Study/Research
Nursing—NUR
The Augsburg Department of Nursing is designed exclusively for registered nurses who
want to advance their education and increase their career opportunities, and to address
changing health needs in a variety of rapidly changing care settings. No longer do nurses
practice only in hospitals. They are moving into communities, corporations, parishes, and
schools, as well as into their own private practices. Wherever they work, nurses are making a
difference in community health and well-being by providing comprehensive health care for
diverse groups of persons across the life span.
The BSN program at Augsburg equips nurses to synthesize knowledge from the liberal arts
with the art and science of nursing. Educational opportunities are provided that challenge
students’ interests and engage their creativity as they increase skills in critical thinking,
community assessment, leadership, and decision-making. Classes that combine short-term
immersion models of study both at home and abroad are woven into the BSN curriculum, and
students are invited to participate in these exciting endeavors as they are able.
Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing
Education (CCNE). Graduates of the program are eligible to apply for a public health nurse
registration certificate through the Minnesota State Board of Nursing.
Nursing Faculty
Cheryl Leuning (Chair), Marty Aleman, Katherine Baumgartner (Coordinator, BSN program in
Minneapolis/St. Paul), Ruth Enestvedt, Joyce Miller, Sue Nash (Coordinator, BSN program in
Rochester), Joyce Perkins, Pauline Abraham, Kathleen Clark (Coordinator, Augsburg Central
Health Commons and the Dar Ul-Quba Health Commons at Cedar Riverside), Kaija Sivongsay,
Ginny McCarthy, Lisa Van Getson
Degree and Major Requirements
Major
Seven courses including:
NUR 300
Trends and Issues in Nursing
NUR 305
Communication
NUR 306
Paradigms in Nursing
NUR 403
Families and the Life Cycle
NUR 410
Community Health Nursing I
NUR 411
Community Health Nursing II
NUR 490
Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are
required. Students also must complete Augsburg’s residence and general education
requirements.
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W)
graduation skills are embedded throughout the required courses in the nursing major and are
met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to
meet requirements in the nursing major at Augsburg must consult an adviser about potential
adjustments to their course requirements to fulfill each of these graduation skills.
The program has been planned so that courses in the nursing major can be completed over
15 months (full-time study, two courses per term) with a summer break; however, students may
pursue their studies at a slower and more flexible pace.
Courses in the nursing major are generally offered on weekday evenings with practicum
courses (NUR 410 and 411) requiring additional weekday time. More time may be required to
complete the total course of study depending on the number of liberal arts (general education)
courses individual students need to complete the BSN degree and the number of credits each
student transfers to Augsburg College from other colleges or universities. Students in nursing
may take non-nursing courses in both day school and Weekend and Evening College. Students
interested in pursuing the nursing major should consult with BSN admissions staff in the Office
of Admissions for assistance applying.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall,
application to the department chair by November 1 of the senior year, recommendation by
nursing faculty, and an honors thesis to be presented before a faculty committee by April 15.
Candidates register for NUR 499 to complete the honors requirement.
Latin honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as
complete a minimum of 14 traditionally-graded credits at Augsburg and have no more than 2
elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the
department will not be counted, nor will N grades). For further information, see the Latin Honors
section in Academic Information.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg College, admission to the
nursing major requires the following:
• Completed application
• Cumulative GPA of 2.5 or higher in the basic nursing program
• Unencumbered RN license–applicant must be a registered nurse who is licensed and
currently registered to practice in Minnesota prior to beginning the nursing major
• Evidence of HIPAA training
• Up-to-date immunization records
• Federal criminal background check (details provided in application process)
Special conditions:
• Students may be provisionally admitted to the Bachelor of Science in Nursing program
at Augsburg due to a cumulative GPA of less than 2.50 in their basic nursing program.
Full admission to the program requires students to achieve a GPA of 3.00 or better in
two liberal arts courses at Augsburg.
• Students may apply to Augsburg College prior to completion of their degree program
provided all admission requirements are met prior to enrolling at Augsburg.
Credit for Previous Nursing Courses
Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will
be granted six (6) course credits (24 semester credit hours) in recognition of their previous lower
division nursing coursework if the following standards are met:
• Prior nursing education in the United States is taken in an associate degree in nursing
(ADN) program or a diploma in nursing program. Both must be state board-approved
programs.
• Nursing coursework taken outside of the United States is submitted for evaluation to
the World Education Services (WES), an agency approved by Augsburg College to
evaluate foreign transcripts. Reports should be sent directly to Augsburg College. In
addition, nursing coursework must be verified for authenticity by the Commission on
Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS
(www.cgfns.org) to forward the educational credentials report to the Minnesota State
Board of Nursing. Once their credentials are verified, applicants must apply for
licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX). Nurses who have previously submitted CGFNS credential
verification in a state other than Minnesota, and who have passed the NCLEX, will be
considered for admission and must meet the same residency requirements expected
of all students.
Students who change their major and transfer out of the BS in Nursing completion program
will lose the six-credit block grant and their transfer credit evaluation will be reassessed. The
six-credit block grant will be applied toward a Bachelor of Science degree in nursing only.
Options for Completing the Degree
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities,
and work demands that must be taken into account in any decision to work toward a college
degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing
a nursing degree.
Courses at Augsburg are available evenings and weekends. Generally, nursing classes
meet on alternate weekday evenings for four-hour time blocks. Clinical practicum requirements
usually occur on weekdays. Optional immersion courses and practicums at home and abroad
are scheduled throughout the year. Check with the Department of Nursing for details.
It is recommended that most liberal arts courses be taken before starting the nursing major.
Nursing majors can complete courses toward the bachelor’s degree at the Minneapolis campus
and in Rochester, Minn.
Nursing Courses
NUR 300 Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and issues are
explored in relation to their implications for a changing practice.
NUR 305 Communication
Explores the components of the professional role and continues the professional
socialization process. Theories about how individuals and groups communicate are
applied to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment,
ENL 111 or 112 or HON 111.)
NUR 306 Paradigms in Nursing
An introduction to theory-based nursing practice and research. Nursing theory and
conceptual models for nursing practice are studied and applied to practice and
research. (Prereq.: NUR 300 or concurrent enrollment.)
NUR 403 Families and the Life Cycle
Provides a theoretical basis for nursing interventions with diverse families and
explores theories related to family structure and function throughout the life span.
(Prereq.: NUR 305 and 306, or consent of instructor.)
NUR 410 Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve the
health of culturally diverse individuals, families, groups, and communities. (Prereq.:
Math Placement 3 or MAT 105, completion of NUR 300-level courses.)
NUR 411 Community Health Nursing II *
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and public health
principles with culturally diverse clients. (Prereq.: NUR 410 or concurrent enrollment)
NUR 490 Leadership/Management
The capstone course for the nursing major. Integrates concepts from nursing and the
liberal arts. Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs in
selected practice settings with a professional nurse preceptor. This course satisfies the
Keystone requirement. (Prereq.: Senior status and completion of 300-level nursing
courses and REL 300.)
NUR 495 Topics in Nursing (optional)
Provides opportunities for in-depth exploration of selected topics in nursing. The
subjects studied will vary depending upon the interests of the faculty and students.
NUR 499 Independent Study/Research (optional)
Note: If NUR 411 is not taken immediately following NUR 410 or concurrently with NUR 411,
students are required to consult with faculty prior to registration regarding review of the
theoretical content. Students who decelerate for more than five years may be asked to audit
courses already taken. There is a fee to audit courses.
* This course involves an additional clinical tuition and 48 clinical practicum hours.
Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at
Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill
elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these
graduate courses may not transfer into another college or university as graduate courses if they
have been used to complete the BSN; Augsburg College, however, accepts the courses as also
fulfilling requirements in the MAN. The three graduate nursing courses include the following:
NUR 500
Transcultural Health Care
This course explores meanings and expressions of health, illness, caring, and healing
transculturally. Focus is on understanding and developing professional competence in caring for
individuals, families, groups, and communities with diverse cultural backgrounds. (36 clinical
practicum hours)
NUR 532
Transcultural Healing Practices
Introduces students to complementary healing practices including the historical and cultural
contexts in which they developed and the philosophical underpinnings of selected
complementary therapies. (36 clinical practicum hours)
NUR 541
The Politics of Health Inequity
This course explores how health and illness are related to inequities in society and dynamics of
power in systems of health care. (72 clinical practicum hours)
Philosophy—PHI
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences
and most other disciplines arose out of it. Moreover, philosophy is concerned with asking and
answering the “big” questions that are the most basic. For example, Is there a God? Is there life
after death? Are there absolute moral standards? What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these and other similar questions for themselves through
the development and use of critical reasoning, assisted by the study of philosophers from the
past and present.
The philosophy major has been carefully planned so that students can easily graduate with
two majors. Some philosophy majors continue on to graduate school in philosophy, while others
use the major to prepare for other professional studies such as law, medicine, religious ministry,
or journalism.
Philosophy Faculty
David Apolloni (Chair), Markus Führer, Eric Helleloid, Michael Lotti, Marit A. Peterson
Degree and Major Requirements
Philosophy Major
Eight courses including:
PHI 230
Logic
or PHI 385 Intro. to Formal Logic and Computation Theory
PHI 241
History of Philosophy I: Ancient Greek Philosophy
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343
History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344
20th-21st Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. The Quantitative
Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the
College, but it recommends for philosophy majors Greek, Latin, French, or German, at the
discretion of the departmental faculty adviser.
Major in Computational Philosophy
In addition to a major and minor in philosophy, the Philosophy Department also offers a
cross-disciplinary major in conjunction with the computer science department emphasizing
areas of interest in which philosophy and computer science overlap: logic, artificial intelligence,
cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is
to augment the technical skills of a computer scientist with the creativity and liberal arts
perspective of a philosopher. The result is a degree that is very marketable in industry and that
provides an excellent logical and philosophical background for those wishing to pursue graduate
study in philosophy. See Computer Science for course listing.
Departmental Honors
Admission to the philosophy honors program is by recommendation of the philosophy
faculty. Such recommendations will be made at the end of the junior year. The program will
consist of an honors thesis on an approved topic of the student’s choice that involves research
above the course level, and a defense of this thesis before the faculty of the department.
Philosophy Minor
Five courses, including two from PHI 241, 242, 343, and 344.
Philosophy Courses
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical questions (how we know, if
we can have certain knowledge, if there are universal moral principles, whether God
exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical
thinking and what it means to view the world philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they use to
make moral judgments. The course explores major philosophical approaches to
evaluating moral actions and then applies them to contemporary issues. The
Christian tradition will inform the considerations. Students who receive credit for PHI
120 may not receive credit for PHI 125. (Prereq.: Pass CT assessment of GST 100)
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and action with
respect to the pursuit of happiness. We begin by asking what the end or purpose of
human life is, and students then learn about the moral and intellectual virtues required
to reach the end. Topics of friendship and human love are followed by an analysis of
human happiness. Students who receive credit for PHI 125 may not receive credit for
PHI 120.
PHI 175
Philosophy of Love and Sex
The nature and history of romantic love. The ethics of sex in relation to love,
marriage, the institution of monogamy, and homosexuality are considered.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the rules
that govern valid arguments and develop their ability to recognize and construct
sound arguments. The last part of the course focuses on informal logic and inductive
reasoning. (Prereq.: MPG3 and pass CT assessment or GST 100)
PHI 241
History of Philosophy I: Ancient Greek Philosophy
Central philosophical questions that concerned the Greek philosophers from Thales
to Plotinus still concern us today: the nature of reality and its relationship to language
and reason, the immortality of the soul, the nature of truth and human knowledge, and
the nature of the good life.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers in
order to understand the process of philosophical assimilation involved in constructing
a Christian philosophy. Topics include the nature of being, human understanding in
relation to faith, and the place of the image of God in the human condition. (Prereq.:
ENL 111 or 112 or HON 111. Suggested prior course: PHI 241. Spring)
PHI 260
Philosophy and the Arts
Philosophical issues raised and illustrated by painting, sculpture, literature, music,
architecture, and film: the truth and falsehood of aesthetic judgment, the definition of
art; the nature of aesthetic experience, the evaluation of art; creativity, the relation
between the artist’s intention, the work of art, and its relation to the rest of the artistic
tradition. For arts majors and students with a strong background in the arts. (Prereq.:
Pass CT assessment or GST 100)
PHI 315
Philosophy of Human Nature and Human Culture
This course concerns the philosophical study of human nature and its relation to
human culture. Students will read a selection of texts by eminent philosophers on the
subject. Topics studied in the course include the knowledge and nature of the self, the
definition of the human being in terms of culture, myth and religion in human culture,
human nature and the culture of language, and the culture of art.
PHI 343
History of Philosophy III: Early Modern and 19th-Century Philosophy
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of
rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx,
Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
PHI 344
History of Philosophy IV: 20th-21st Century Philosophy
The course surveys the major philosophical schools in the 20th and 21st centuries:
analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern
philosophy. Focus of study is on major texts of these movements. Students are
strongly encouraged to take PHI 343 before taking PHI 344.
PHI 350
Philosophy of Religion
We systematically investigate a series of philosophical questions about religion. What
is the relation between faith and reason? Does God exist, and if so, what can be said
about God? Can God’s goodness be reconciled with human suffering? Are miracles
and life after death possible? (Prereq.: Pass CT assessment or GST 100)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism, Buddhism,
Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self,
ways of knowing, and recommendations on how to live.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist’s knowledge
of the world is profoundly different and better than that of the non-scientist, and what
degrees of certainty are yielded by scientific methods. (Suggested prior course: one
course in natural science)
PHI 370
Existentialism
Studies in the writings—both philosophical and literary—of prominent existentialist
authors. The course examines what it means to be a being-in-the-world and explores
such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one
prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
The course discusses some fundamental ethical theories, which it then carefully
applies to problems that arise in the areas of health care and delivery, allocation of
scarce resources, human experimentation, genetic engineering, abortion, care for the
dying, and euthanasia.
PHI 385
Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof
theory, and quantification. Formal models of computation including finite state
automata, pushdown automata, and Turing machines. Incompleteness and
uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI
385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171)
PHI 388
Seminar in Philosophy
This course focuses on an individual philosopher, an individual text, or a specific topic
in philosophy. Students work on preparing an in-depth thesis paper on some aspect
of the course through discussion of the course material. Short lectures are used to
introduce students to the material followed by discussion and debate to move
students into the depths of the material.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific topic in
philosophy, such as philosophical movements, the history of an idea or specific
problems. Seminar format. May be taken more than once for credit. (Suggested prior
courses: any course from PHI 241, 242, 343, 344, or consent of instructor, and ENL
111 or 112 or HON 111. Offered annually)
PHI 490
Keystone
This course integrates the student’s general education experience with an overview of
specific philosophical ideas or philosophers.
Internships and Independent Study Courses
PHI 199
Internship
PHI 299
Directed Study
PHI 399
Internship
PHI 499
Independent Study/Research
Physical Education
See listing under Health, Physical Education, and Exercise Science.
Physics—PHY
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental
principles that describe and govern all physical aspects of the universe. Historically called
“natural philosophers,” physicists investigate by means of controlled experimentation and
mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles
to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of
stars. Physics plays an important role in many of the liberal arts disciplines and contributes to
society’s understanding of such areas as energy, weather, medical science, and space
exploration. A good background in physics (and the associated problem solving skills obtained
therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of
rapid technological advances, the department strives to give students not only an understanding
of basic concepts, but also insights into recent developments. A rigorous major provides
students with the preparation required for graduate study in physics. It also provides flexibility,
serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics,
environmental science, and the medical and health-related fields. The department serves the
liberal arts by offering courses for non-science students that enable them to attain a general
understanding of a particular area of science. These courses provide the basis for further study
and enable students to follow new developments in science with heightened awareness and
comprehension.
The department supervises the pre-engineering program, with degree programs available at
cooperating universities at both the bachelor’s and advanced degree levels, and administers
Augsburg College’s portion of funds designated for the Minnesota Space Grant College
Consortium, funded by NASA. It also maintains active research programs through its Center for
Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support
from the National Science Foundation, NASA, and other private and public sources. Several
students work as research assistants in these efforts during the academic year and in the
summer. Cooperative education, internship, and undergraduate research programs provide
opportunities for students to apply their knowledge and problem-solving skills in practical
situations in industrial, governmental, and academic settings.
Physics Faculty
Jeffrey Johnson (Chair), Stuart Anderson, Mark Engebretson, David Murr, Ben Stottrup, David
Venne
Physics Research Staff
Jennifer Posch
Degree and Major Requirements
Bachelor of Arts
Major
Thirteen courses including:
PHY 121
General Physics I
PHY 122
General Physics II
PHY 245
Modern Physics
PHY 351
Mechanics I
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, II
MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics
or MAT 245 Calculus III and MAT 369 Modeling and Differential Equations in Biological and
Natural
Sciences
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are
embedded throughout the offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing the following course—COM 111,
COM 115, or MAT 201
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science
Major
Seventeen courses including:
PHY 121
General Physics I
PHY 122
General Physics II
PHY 245
Modern Physics
PHY 261
Electronics
PHY 351
Mechanics I
PHY 352
Mechanics II
PHY 362
Electromagnetic Fields I
PHY 363
Electromagnetic Fields II
PHY 395
Comprehensive Laboratory I
PHY 396
Comprehensive Laboratory II
PHY 486
Quantum Physics
One physics course above PHY 122
CHM 105, 106
Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146
Calculus I, II
MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics
or MAT 245 Calculus III and MAT 369 Modeling and Differential Equations in Biological and
Natural
Sciences
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. Consult your department chair or
academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation
skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Bachelor of Science
Physics Major with Concentration in Space Physics
Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and
PHY 420, and the omission of the elective physics course.
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic
in physics with an oral presentation and written report. Project proposals should be made to the
department by Sept. 30 of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of
the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during
the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Minor
Seven courses including:
PHY 121
General Physics I
PHY 122
General Physics II
Three elective physics courses above PHY 122
MAT 145, 146
Calculus I, II
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the
opportunities of membership in a national physics society and of participating in the physics
community on a professional basis. Membership in the society is open to all students interested
in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those
students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in
physics and overall, and rank in the upper third of their class.
Physics Courses
PHY 101
Introductory Astronomy
A descriptive course covering our solar system, stars, and galaxies. In addition, the
course traces the development of scientific thought from early civilization to the
present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2.
Fall, spring)
PHY 103
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the applications,
problems, and experiments are selected to illustrate fundamental principles of
physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring)
SCI 106
Introductory Meteorology
A survey of the basic principles of Earth’s weather and climate. Topics include winds,
fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes,
climate and climate change, global warming, and ozone depletion. (Three one-hour
lectures, one two-hour laboratory. Prereq.: MPG 2 and pass CT assessment or GST
100. Fall, spring)
SCI 110
Natural Science I
The first semester of a two-semester survey of natural science. This course focuses
on the nature of science and major concepts of physics and chemistry. Laboratory
work stressing experimentation and measurement will include the use of computers
and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.:
MPG 3)
SCI 111
Natural Science II
The second semester of a two-semester survey of natural science. This course
focuses on major concepts of earth science and biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors.
(Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems, and
experiments are selected to illustrate fundamental principles and provide a broad
survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG
3. Fall)
PHY 119
Physics for the Fine Arts
A scientific study of sound, light, and the mechanics of structures and the human
body relating to music, the visual arts, and theater. Explores the physics of
phenomena and perception fundamental to these disciplines. (Three one-hour
lectures, one three-hour laboratory. Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion. Designed
for physics, pre-engineering, and other specified majors. (Three one-hour lectures,
one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified
majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL
111 or 112 or HON 111, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modern physics from a historical and experimental perspective.
Relativity, atomic, molecular, nuclear, and solid state physics. This course develops
the experimental foundations and need for quantum mechanics. (Three one-hour
lectures, one two-hour laboratory. Prereq.: PHY 122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis and use
of microprocessors and microcomputer systems. (Three one-hour lectures, one threehour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with
computer science)
PHY 320
Introduction to Space Science
A survey of Earth’s space environment including solar, planetary, magnetospheric,
ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle
precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245.
Spring)
PHY/MAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, partial differential
equations, Fourier series, series solution of differential equations, Legendre, Bessel,
and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix
multiplication, eigenvalues and eigenvectors, special matrices, determinants),
functions of a complex variable, and an introduction to computer programming in IDL.
(Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or
equivalent. Spring: cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms.
Topics include conservation principles, single particle motion, gravitation, oscillations,
central forces, and two-particle kinematics. (Three one-hour lectures. Prereq.: PHY
122, MAT 369 or PHY 327, and pass CT assessment or GST 100. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms.
Topics include dynamics of rigid bodies, systems of particles, coupled oscillations,
and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 369 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus. Topics
include electrostatics, solution of Laplace’s and Poisson’s equations, and electric
properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 369 or PHY
327. Fall)
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus. Topics
include magnetostatics, magnetic properties of materials, and electromagnetic
radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362,
MAT 369 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory I
(.5 course)
Students work in small groups on advanced experiments from various physics
subfields (including modern physics, electronic instrumentation, magnetism, and
optics) with a focus on the role of experiments, interpretation of data, and scientific
communication. Incorporates an introduction to LabVIEW software for computerized
data acquisition and experiment control. (One three-hour laboratory and an
occasional one-hour seminar per week. Prereq.: junior or senior standing or consent
of instructor and ENL 111 or 112 or HON 111. Fall)
PHY 396
Comprehensive Laboratory II (.5 course)
A continuation of PHY 395. A thorough exploration of interface hardware and
software design (LabVIEW) for computer-controlled experiments followed by
application of these techniques to advanced experiments in high vacuum physics and
technology, modern optics, biophysics, and other areas. (One three-hour laboratory
and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior
standing or consent of instructor, and ENL 111 or 112 or HON 111. Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts,
particle motion, electric and magnetic fields, Boltzmann equation,
magnetohydrodynamics, transport, and applications to laboratory and space plasmas.
(Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 430
Introduction to Solid State Physics
Topics in solid state physics including various theories of metals, crystal lattices, band
structure and Fermi surfaces, phonons, semiconductors and magnetism. The
conditions and consequences of the solid state of materials will be explored at a very
detailed level, taking realistic parameters of materials into account. (Three one-hour
lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall)
PHY 486
Quantum Physics
A development from first principles, including de Broglie’s postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY
245, 351. Spring)
Internships and Independent Study Courses
PHY 199
Internship
PHY 299
Directed Study
PHY 399
Internship
PHY 499
Independent Study/Research
Open to juniors and seniors with departmental approval.
Political Science—POL
Students studying political science at Augsburg College are provided with the intellectual
tools
for understanding and taking effective action in regard to the pressing political issues of the day.
The role and significance of authority and power in human affairs establish the focus of political
science. Augsburg political science students have the benefit of experienced faculty who teach
courses in all major areas of political science, and also possess special expertise in campaigns
and
elections, immigration and ethnic politics, urban and environmental politics, economic
development,
comparative and international politics, mass communications and other information technology,
and
American public law. Grounded in the diverse and international community around our college,
the
department directly engages the world and issues around us.
Political scientists use systematic inquiry and analysis to shed light on the dynamics of a
whole
range of phenomena, including elections, wars, poverty, human rights, regime change, and
migration.
Our majors explore political ideas and values, investigate political cooperation and conflict,
analyze
and compare political systems, and develop perspectives on international relations. In the
process,
our students are encouraged to relate insights from other liberal arts disciplines such as
philosophy,
psychology, economics, history, and sociology to the study of politics.
Providing work in several subfields of political science, the major supplies the breadth
appropriate
for graduate work in political science, public administration, public policy analysis, law, and other
professions. It also serves as a foundation on which to develop careers in public service,
business,
communications, and other fields. Legislative and other internships, as well as significant
independent
research projects, are within easy reach of Augsburg political science students in the Twin
Cities area.
Combined with broad, balanced, and flexible course offerings, these special opportunities
enhance
the student’s potential for graduate study and a successful career.
Political Science Faculty
Joseph Underhill (Chair), Andrew Aoki, Sarah Combellick-Bidney, Milda Hedblom, Elizabeth
Klages,
Norma Noonan
Degree and Major Requirements
Political Science Major
Ten courses:
POL 158
POL 483
POL 484
Political Patterns and Processes
Political/Statistics/Methodology
Political Analysis Seminar
Required elective—one of the following:
POL 121
American Government and Politics
POL 122
Metropolitan Complex
POL 160
World Politics
POL 170
Law in the United States
Also, at least five other upper division courses in four out of five political science areas. A
seminar
in one of the five areas may be counted for that area. Only one internship may count for an
upper
division area.
Also, one other political science course in any area, upper or lower division.
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are
embedded throughout the offered courses and are met by completing the major. The graduation
skill in Speaking (S) is met by completing one of the following courses:
S: POL 325, POL 326, or POL 380
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Pre-Law Concentration in Political Science
Major: 11 courses required
Specific Required Courses—six total
POL 121
POL170
POL 483
POL 484
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223 and ENL 220)
PHI 230
COM 111
Electives—five total
Three courses from the choices below:
POL 350
POL 370
POL 371
POL 380
POL 381
Plus two additional upper level courses in Political Science (can come from the list above, or be
any
other upper level Political Science course).
Public Policy and Political Change Concentration in Political Science
Major: 11 courses required.
Six
Specific
Courses:
ECO 112 or 113
POL 121 or 122
POL 325 OR 326
POL 399 (internship must be approved by political science adviser)
ECO 490, POL 483, or SOC 362 (only one can be used for this requirement)
POL 484
One Course from the Following:
POL 121
POL 122
POL 124
POL 140
POL 158
POL 160
POL 170
Four Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 370
POL 371
POL 381
POL 421
POL 461
ECO 312, 313, 413 (only one of these can be used for this requirement)
SOC 381
Notes
1. POL 140 can be substituted for POL 122, with adviser approval.
2. If both POL 121 and 122 are completed, one can count for section I and one for section II.
The
same course cannot fulfill requirements in both sections.
3. If both POL 325 and 325 are completed, one can count for section I and one for section III.
The same course cannot fulfill requirements in both sections.
4. Only one economics course (either 312, 313, or 413) can be counted toward the four
courses
required in Section III.
Departmental Honors
The honors major in political science includes the requirements listed above, plus the
following:
The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors
independent study and a seminar, and must submit an honors thesis to be defended before a
faculty
committee. Students may work with any member of the department on their honors thesis. For
specific requirements, consult the department chair. Students should apply for the honors major
no
later than the junior year.
Minor
Five courses, including POL 121 or 122 or 170; POL 158; and at least three upper-division
courses in three out of five political science areas. POL 483 may not usually be used for a
minor.
Pre-Law Minor: six courses required
Four
Required
Courses:
POL 121
POL170
Two of the following three courses:
ENL 223 or 220 (cannot use both ENL 223 and ENL 220)
PHI 230
COM 111
Electives:
Two
courses
from
the
choices
below:
POL 350
POL 370
POL 371
POL 380
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be
canceled).
Public Policy and Political Change Minor: Six courses required
Three Specific Courses:
POL 121 or 122.
POL 325 or 326
POL 399 (internship must be approved by adviser)
Three Courses from the Following:
POL 241
POL 325
POL 326
POL 342
POL 381
POL 421
POL 461
ECO 312, 313, or 413
SOC 381
Notes
1. POL 140 can be substituted for POL 122, with adviser approval.
2. If both POL 325 and 325 are completed, one can count for section I and one for section II.
The
same course cannot fulfill requirements in both sections.
3. Only one economics course (either 312, 313, or 413) can be counted toward the three
courses
required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and
two
courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social
studies
core; education courses also fulfill licensure requirements for secondary education.
Economics Courses:
ECO 112
Principles of Macroeconomics (elective for social science core)
ECO 113
Principles of Microeconomics (elective for social science core)
ECO 312
Intermediate Macroeconomics
or ECO 315
Money and Banking
ECO 313
Intermediate Microeconomics
One other upper division economics course
Education Courses:
EDC 200
ESE 310
Orientation to Education (required for licensure)
5-12 Methods: Social Studies—Capstone course (required for licensure)
Political Science Courses:
POL 121
American Government (social science core course)
Two upper-level political science courses (must be in two different areas)
Two other political science courses
In addition, in order to graduate with this major, a student must have been admitted into the
Department of Education. To be licensed in social studies, additional education courses and the
social
studies core are required.
Political Science Areas
(I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International
Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than
one
area may be counted in only one area toward major or minor requirements.
Note: Students interested in secondary education may take a political science major or the
teaching major in economics and political science. Either option requires that the student also
take
courses required for the social studies core. For more information, see the department chair.
See the class schedule for precise listing of terms in which courses are offered.
Political science Courses
I. American Government and Politics
POL
121
American
Government
and
Politics
Surveys major parts of American national government—including Congress, the
presidency, and the courts—as well as campaigns and elections, federalism,
interest
groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing
on
influences on urban public policy. Includes case studies of the Twin Cities metro
area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic, and
social issues will be explored from contemporary and historical perspectives.
POL 241
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper
Mississippi River watershed, including controversies about river pollution, the
lock and dam system, regional water supply, flood control, and farming practices.
Includes 10-day canoe trip down the river to see how local policy-makers and
stakeholders are trying to achieve sustainability in the watershed.
POL 323
Social and Political Change
Examines interaction between cultural, social, and political change, looking
primarily, but not exclusively, at the United States. Also looks at how individuals
can try to effect political change. (Prereq.: one previous course in political
science, or junior or senior status or consent of instructor)
POL 325
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the
environment, and social welfare policy. How public policies are formulated and
implemented.
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral process.
Field work with political parties, interest groups, and media in presidential
elections (optional in nonpresidential election years). (Prereq.: one course in
political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for
newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore,
junior, or senior standing)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
II. Comparative Politics and Analysis
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making process
with some comparison of major political systems and discussion of contemporary
issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or domestic
politics in European states. (Prereq.: one course in political science or consent of
instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes and
countries vary. (Prereq.: one course in political science or consent of instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons of
political processes such as political participation, political development, political
change, and revolution. Topic to be included in subtitle. (Prereq.: one course in
political science or consent of instructor)
III. International Politics
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent of
instructor)
POL 368
Model United Nations
This course provides students with in-depth understanding of the United Nations
and
international diplomacy through the process of preparation for attending the
National Model United Nations Conference which is held each spring in New
York City. Students research a country and set of issues for the committee on
which they will serve. (Prereq.: POL 160 or equivalent and consent of instructor.)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign policy
decisionmaking, simulations of international problems. Topic to be included in
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some
methods for studying international relations; analysis of major trends; senior
thesis. Open to other students by consent of instructor. This course satisfies the
Keystone requirement for International Relations majors. (Prereq.: four courses
in the international relations sequence and ENL 111 or 112 or HON 111)
IV. Public Law
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of
courts, police, lawyers, and juries; the United States Constitution as “supreme”
law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophical role of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in the
national government and in the federal system. (Prereq.: POL 170 or at least
junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle of
the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent of
instructor)
V. Political Theory and Analysis
POL 140
Social Justice in America
Examines social justice in urban policies such as housing and education (issues
may vary). Students develop their own arguments about social justice. Emphasis
on class discussion; substantial participation required.
POL 158
Political Patterns and Processes
(See Section II for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes some
coverage of Asian American history and looks at the struggle to define Asian
Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals, and
assumptions that continue to inform and to rationalize human governance.
(Prereq.: one course in political science or consent of instructor and ENL 111 or
112 or HON 111)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the subtitle.
(Prereq.: one course in political science or consent of instructor, ENL 111 or 112
or HON 111, and pass CT assessment or GST 100)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including
an
examination of the requirements of science as a model for political study. Major
research is required. This course satisfies the Keystone requirement. (Prereq.:
POL 158 and two upper division courses, or consent of instructor)
VI. Seminars, Independent Study, and Internships
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the
construction and execution of political surveys. (Prereq.: MPG 3)
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses
POL 199
Internship
P/N grading unless internship supervisor grants exception.
POL 299
Directed Study
POL 399
Internship
POL 499
Independent Study/Research
Psychology—PSY
Psychology is an exploration of behavior and mental processes. As an integral part of a
liberal arts education, psychology contributes to the understanding of individual and group
behavior. The study of psychology equips students to understand and use the scientific method
to think creatively and critically beyond the classroom. To prepare students for graduate study
and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in
coursework, research experiences, and internships within the community. The curriculum’s
emphasis on the experiential dimensions of learning and the integration of liberal arts and
professional domains prepares students for careers in many settings including business,
education, social services, research, law, government, church, and medicine.
Faculty members in the Department of Psychology have varied professional specializations
including clinical, counseling, physiological, developmental, social, cognitive, and
industrial/organizational psychology as well as expertise in psychological applications to health,
law, and public policy. Students may tap this expertise through a variety of learning experiences
including group and individual projects, Psi Chi Honor Society, and faculty-student research
teams.
Psychology Faculty
David Matz (Chair), Ben Denkinger, Grace Dyrud, Stacy Freiheit, O. Evren Guler, Bridget
Robinson-Riegler, Nancy Steblay, Henry Yoon
Degree and Major Requirements
Major
The major is 10 courses.
Foundations of Psychology
PSY 105
PSY 215
PSY 315
Principles of Psychology
Research Methods and Statistics I
Research Methods and Statistics II
At least one course from the following:
PSY 325
PSY 354
PSY 355
Social Behavior
Cognitive Psychology
Biopsychology
At least one course from the following:
PSY 491
PSY 493
Advanced Research Seminar
Seminar: Contemporary Issues
Professional Perspectives
PSY 400
Keystone Internship
At least one course from the following:
PSY 201
PSY 235
PSY 263
PSY 357
PSY 359
PSY 373
PSY 385
PSY 410
Health Psychology
Psychology and Law
Sports Psychology
Behavioral Analysis
Assessment
Industrial/Organizational Psychology
Counseling Psychology
Clinical Neuropsychology
Electives (three courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
Note: A minimum of five courses must be from Augsburg. No more than two courses from
among PSY 199, 299, 399/396, 400 and 499 may be counted.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and
Writing (W) are embedded throughout the offered courses and are met by completing the major.
Transfer students should consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills. All psychology majors must have an adviser in the
Psychology Department.
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses,
must be approved by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the transfer
guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See
Biopsychology in Departments and Programs.
Concentration in Clinical Psychology
The clinical psychology concentration is designed to prepare students for careers and
graduate education in mental health care fields. Students will learn about the biological,
psychological, and social factors related to defining, understanding, and treating abnormal
behavior. Emphasis is placed on developing knowledge and skills related to both the science
and practice of psychology. Experiential learning opportunities include collaborating on faculty-
student research projects and completing an internship in a real-world mental health setting.
See the department chair for specific requirements.
Concentration in Psychology and Law
The field of psychology and law involves the application of scientific and professional
aspects of psychology to questions and issues relating to law and the legal system. This field
encompasses contributions made in a number of different areas—research, clinical practice,
public policy, and teaching/training among them—from a variety of orientations within the field of
psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students
in this concentration will participate in at least three experiential learning venues: laboratory
research, a community-based internship, and study tours to Hennepin County courts. See the
department chair for specific requirements.
Concentration in Social Psychology
Both the Sociology and Psychology Departments offer courses relevant to students with
interests in social psychology. The intent of the social psychology concentration is to provide
students with a solid disciplinary foundation along with specific coursework to strengthen a
cross-disciplinary social psychological perspective. Coursework will emphasize research skills,
theoretical analysis, and applied work in areas intended to prepare students for careers in law,
consulting, research, and social policy, as well as many other areas. In addition, the social
psychology concentration is ideal for graduate school preparation. See the department chair for
specific requirements.
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project.
Formal application must be made during the junior year. Consult the department chair for more
detailed requirements.
Minor
Five courses, including PSY 105, and four electives. A minimum of two courses must be
from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400, and 499
may be counted.
Psychology Courses
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications of
psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 105)
PSY 215
Research Methods and Statistics I
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course
credit without taking PSY 315. Scientific method as practiced in psychology. This
sequence emphasizes skills of bibliographic research, research design and data
collection, statistical analysis and interpretation, and APA-style presentation of
research findings. (Prereq.: PSY 105, MPG 3, and sophomore status; pass CT
assessment or GST 100)
PSY 235
Psychology and Law
Application of psychological principles and research to legal processes, policy, and
problems. Emphasis on three content areas: eyewitness memory, courtroom
procedures, and forensic clinical practice. (Prereq.: PSY 105)
PSY 250
Child Development
Theory and scientific methods of examining development and behavior. Practical
implications of data and theory are stressed. (Prereq.: PSY 105)
PSY 252
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent
and young adult years. (Prereq.: PSY 105)
PSY 253
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive and
negative aspects of aging. Content is especially relevant to those who study and work
with the largest growing segment of our population—the elderly. (Prereq.: PSY 105)
PSY 256
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of both the
natural and built physical environment on human behavior. (Prereq.: PSY 105)
PSY 261
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and development of
personality. Includes study of gender, social position, and cross-cultural behavior.
(Prereq.: PSY 105)
PSY 262
Abnormal Psychology
Applying psychological science to understanding the causes and treatments for
psychological disorders. Topics include depression, anxiety, schizophrenia,
substance use, and eating disorders. (Prereq.: PSY 105)
PSY 263
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports and
enhancement of athletic performance. Topics include motivation, team development,
leadership, psychological skills training, and goal setting. (Prereq.: PSY 105)
PSY 271
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 105)
PSY 291
Addiction and Recovery
Examines addiction and recovery from multiple perspectives, giving special attention
to physiological, religious-spiritual, neurobiological, and sociocultural dimensions.
Emphasis is placed on interdisciplinary approaches to prevention, treatment, and
recovery. (Prereq.: PSY 105)
PSY 295
Topics in Psychology
Specific topic will be published prior to registration; e.g., Positive Psychology, Close
Relationships, Psychology and Religion. (Prereq.: PSY 105)
PSY 315
Research Methods and Statistics II
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the
term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher
and ENL 111 or 112 or HON 111)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory
settings.Topics include social cognition, group behavior, social influence, attitudes
formation, and change. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention,
perception, pattern recognition, memory, mental imagery, problem solving, decision
making, and language. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 355
Biopsychology
Relationship between biology and behavior. Considers biological bases of learning
and cognition, emotions, abnormal psychology, and normal and altered states of
consciousness. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 357
Behavior Analysis
Principles of learning/behavior change and their application to self-management,
family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215 or
PSY 105 with consent of instructor and ENL 111 or 112 or HON 111)
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment
on behavior. Examination of a variety of tests, concepts of reliability and validity, and
legal and ethical issues. (Prereq.: PSY 215 or PSY 105 with consent of instructor)
PSY 360
Psychology Laboratory
(.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent or previous enrollment in a full-credit course in the faculty member’s area
of expertise and approval by that faculty member are required. (Prereq.: Psy 215)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include the individual,
group and organizational structure/process and change. (Prereq.: PSY 105)
PSY 381
Historical Perspectives
Focus on the people in psychology’s history, their questions and positions, from the
early Greek period to the present. Emphasis on the 20th century, inclusions of women
and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with consent of
instructor)
PSY 385
Counseling Psychology
Discuss therapeutic approaches and interventions in counseling (e.g.,
psychoanalysis, person-centered therapy, cognitive behavioral therapy, and postmodern approaches). Topics include counseling diverse clients, evidence based
practice, and ethical guidelines for the counseling relationship. (Prereq.: PSY 215 or
PSY 105 with consent of instructor)
PSY 390
Special Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 215 or PSY 105
with consent of instructor)
PSY 391 Individual Differences
General introduction to the study of individual differences. Particular focus is placed
on behavioral genetic methods and designs. Explores the degree to which genetic
and environmental influences co-determine the expression of various psychological
phenotypes, including psychometric IQ, personality, and facets along broader
psychopathologic dimensions. (Prereq: PSY 215 or PSY 105 with consent of
instructor; PSY 355 is recommended)
PSY 400
Keystone Internship
Students work 80 hours at an internship site of their choosing and attend weekly (or
weekend) class sessions. A series of papers/assignments address career and
personal goals as well as the relationship between the internship work and concepts
learned in the psychology major. PSY 400 satisfies the Keystone requirement but
must involve an off-campus internship to satisfy the Augsburg Experience
requirement. (Prereq.: PSY 315 and senior standing)
PSY 410
Clinical Neuropsychology
The exploration of human behavior when the brain is altered by traumatic brain injury
and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in
order to relate brain systems to attention, perception, memory, language, personality,
and awareness. Address clinical issues, including neuropsychological assessment
and interviewing. (Prereq.: PSY 315 or consent of instructor)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of
instructor)
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students’
knowledge of statistical and methodological techniques and to explore contemporary
professional issues and implications for social policy. Recommended for students
headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or
consent of instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary, theoretical, professional, and social
policy issues from a psychological viewpoint. (Prereq.: PSY 315 or consent of
instructor)
Internships and Independent Study Courses
PSY 199
Internship
(Prereq.: PSY 105 and one other psychology course)
PSY 299
Directed study
(Prereq.: PSY 105)
PSY 399/396
Internship
PSY 399 involves an off-campus internship; PSY 396 involves an on-campus
internship. (Prereq.: PSY 315 and ENL 111 or 112 or HON 111)
PSY 499
Independent Study/Research
(Prereq.: PSY 315)
Religion, Youth and Family Ministry—
REL, YFM
In today’s complex world, issues and conflicts are increasingly influenced by deeply-held
religious beliefs and values. The study of religion at Augsburg College invites students on a
search for meaning, challenging them to explore their own religious beliefs and those of their
neighbors, gain a broader view of the role of faith in public life, and better understand our global
context.
As an academic discipline, religion probes many of life’s critical questions:
• Who are we as human beings and where did we come from?
• Why do bad things happen?
• How can we live meaningful lives?
• What happens after we die?
• How do our values shape our choices?
• What is our responsibility to others?
• What texts are sacred and how should we read them?
• How can we encourage cooperation and respect among people of different faiths?
Students begin their search for meaning in the AugCore courses REL 100, 200, or 300.
Here they learn to articulate their own beliefs and understand that what they believe really
matters. Students engage in a close reading of the Bible and other sacred texts, study their
historical contexts, and apply these insights to contemporary social issues. They also explore
their own gifts and how they might be used in service of the broader community as they pursue
a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a
major or minor in religion, which offers a wide range of courses in theology, biblical studies, and
world religions.
As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and
staff are eager to engage in dialogue with Christians from all denominations, with people who
practice other faith traditions, and with those who claim no particular beliefs. Faculty in the
Religion Department represent several Christian denominations and model respectful dialogue
with students from a variety of faith perspectives. We challenge all of our students to respect
and learn from one another and to think critically about matters of faith and reason in our lives
together.
Religion Faculty
Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen,
Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma, Karl Jacobson, Matthew Maruggi,
Jeremy Myers
General Requirements
Majors
The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry
(YFM).
Prerequisites
Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses.
Graduation Requirements
Courses designated REL and YFM are offered by the Religion Department. A maximum of
13 total REL and YFM courses may be applied toward the 32-course requirement for
graduation. Taking extra electives in REL or YFM may require students to complete more than
the minimum 32 courses required for graduation.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in
writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years
will be considered. In general, courses that meet the transfer guidelines may only be applied to
elective credit for the major. Students who have taken an approved introductory course in Bible
and/or Christian theology at another college may take REL 300 in place of the College REL 100
and 200 requirement; consult the registrar’s office.
Advising
All majors must have an adviser in the department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department,
and colloquium with the department. Application must be received by the department by Dec. 30
of the student’s senior year.
Religion—REL
A religion major provides a strong foundation in the liberal arts and prepares students for
professional work and graduate studies in a wide range of fields. Since the major requires only
eight courses, students are encouraged to double-major in a related field. Students considering
seminary should attend two Bible courses and one course in theology or church history.
Students planning on graduate studies in religion ought to complete one Bible course, a world
religions course, and the Philosophy of Religion course. A religion major also provides strong
preparation for graduate studies in theology, religious studies, sacred scripture, church history,
and related fields. The major prepares students to think critically, read analytically, write clearly,
and speak confidently—skills that make our graduates attractive to graduate schools.
Degree and Major Requirements
Bachelor of Arts
Religion Major
Eight courses including:
REL 200
Christian Vocation and the Search for Meaning II
or REL 300 Bible, Christian Theology, and Vocation
REL 210
Research Methods in Religion
REL 495
Religion Keystone
Five additional electives
Note: Keystone, especially for majors, should be taken in the junior or senior year. One New
Testament Greek course may be applied to the major.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is
met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking
(S) and Writing (W) are met by completing the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second
major
S: REL 302, 386 or consult with adviser for an approved course outside the major
W: REL 495 and one of the following: REL 362, 370, or 481
Transfer students must consult a Religion Department adviser about potential adjustments
to their course requirements to fulfill each of these skills.
Religion Minor
Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300
and four electives.)
Note for majors and minors: Students are required to have at least a 2.00 GPA in courses
counted toward the major or minor. One or two courses in youth and family ministry (YFM) may
count toward the religion major or minor.
Religion Courses
REL 100
Christian Vocation and the Search for Meaning I
This introductory course examines how people of faith—Jewish, Christian, and
Muslim—understand their faith and live out their spiritual commitments. In particular,
it explores some of the biblical and theological resources that the Christian tradition,
seen through the lens of vocation, brings to the search for meaning. Not accepted for
credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite
for all religion and youth and family ministry courses.
REL 120
Religion and Science in Popular Culture
This course explores the relationship between religion and science through issues
that emerge in public discussion through news and popular media. Examples of
topics include evolution and intelligent design, genetic engineering and stem cell
research, and the social role of science and science as vocation, along with historical
and philosophical development of science in its relationship to religion.
REL 200
Christian Vocation and the Search for Meaning II
This course focuses on articulating students’ own theological questions and positions
and on recognizing and evaluating religious claims in the areas of biblical
interpretation and the historical, cultural, and global contexts of Christianity and other
world religions. (Prereq.: REL 100)
REL 205
Exploring Topics in Religion
This course introduces students to various topics within the field of religion. Students
will explore primary texts on topics such as gender, economics, and politics and
investigate and analyze the contemporary debates involving these complex issues.
Students will develop their own perspectives on the topic under investigation.
(Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 210
Research Methods in Religion
An introduction to the study of the main disciplines within the academic study of
Christianity (Bible, theology, and church history), including methods and research
skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 260
Self, Sex, and Sin in Christian and Modern Thought
We face complex questions about human beings, sexuality, and sin. The Bible and
Christian thinkers have reflected on these topics, but it often seems like traditional
claims disagree with modern views. This course explores how the Christian tradition
and modern anthropology define self, sex, and sin. (Prereq.: REL 100 and 200 or
300)
REL 300
Bible, Christian Theology, and Vocation
This foundational course for advanced transfer students explores the Bible, Christian
tradition, and vocation. Students will articulate their own theological questions and
positions and begin to recognize and evaluate religious claims in a world of many
religions. Open only to advanced transfer students. Not accepted for credit for
students who have taken REL 100, 111, 221, or 331.
REL 301
Interpreting the Old Testament
An investigation of the Torah, prophets, and writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by ancient and
modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and pass CT
assessment or GST 100)
REL 302
Interpreting the New Testament
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and
other New Testament writings as persuasive literature for ancient and modern
communities.
REL 306
Non-Western Christianity
A study of Christian belief and practice in a variety of cultural settings different from
those of Western Europe and North America. In addition to introductions to forms of
this faith on other continents, the course will explore the deep questions of the
relationship of culture and religion, and the ethnic and cultural location of Christianity.
REL 309
Religion at the Movies
Religious themes such as good and evil, morality and ethics, human nature, holiness,
faith and belief, salvation and redemption, and forgiveness and mercy will be explored
through the medium of popular film.
REL 313
Environmental Theology and Ethics
An overview of contemporary theology and theologically-based approaches to
environmental ethics using studies of environmental problems in South, Central, and
North America.
REL 324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
Study the range of Latin American liberation theologies that have developed since the
1960s, when Catholic theologians first asserted that God has a “preferential option for
the poor” and therefore linked their faith to revolutionary social movements against
political and economic oppression. Recently, Latin American theologies have
expanded to include feminist, queer, and postcolonial struggles against sexism,
heterosexism, and imperialism. Not accepted for credit for students who have taken
REL 366. (Taught only in Mexico)
REL 343
Theology of Marriage and Family
An examination of the nature of modern marriage and family relationships within the
context of the faith and practice of the Christian church.
REL 346
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a
variety of religious perspectives and roles within churches and religious organizations.
Taught in Namibia.
REL 353
Finding Your Religion/Spirituality
A study of the beliefs and worship practices of the major Christian denominations and
of the world religions as practiced in America. Some controversial religious
movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world, including
Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history examined through the lives and theology of notable figures. Thinkers
who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin
Luther King, Jr.
REL 362
Martin Luther and the Reformation
An introduction to the theological thought of the Protestant reformers of the 16th
century. Special attention to the writings of Martin Luther and other representative
figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 363
Religion in America
A study of the history of religion in America. This course explores religion as force for
personal transformation, community, and social change. In the journey from
Puritanism to pluralism, special attention is given to the quest for religious freedom
and the search for meaning in history.
REL 366
Latin American Liberation Theologies
A study of the dominant theological perspectives that have shaped Latin American
culture and politics. Focuses on the relationship between theology and social/political
transformation. (Prereq.: Pass CT assessment or GST 100)
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American Indians are
studied. Tribal similarities and differences are explored as are tribal relationships with
nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an
afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300)
REL 378
Medieval Church
(See description under HIS 378.)
REL 383
Process Theology
Influences of the relational worldview of process philosophy on Christian faith and
ethical deliberations (including killing, abortion, human sexuality, and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretation through study
of the characters and values portrayed in Genesis and related biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and ethics, taking
into account also what other religions and the biological, psychological, and social
sciences have had to say on the subject. Special emphasis on medical ethics brought
on by modern medical technology.
REL 405
Christensen Scholar Seminar I
(.5 course)
This course will study the Bible and Christian tradition in order to help participants
discern a call in Christian ministry. This course is open to participants in the
Christensen Scholar program only.
REL 406
Christensen Scholar Seminar II
(.5 course)
This course will study the Bible and Christian tradition in order to help participants
discern a call in Christian ministry. This course is open to participants in the
Christensen Scholar program only.
REL 425
Christian Spiritual Practices
A practical forum on “habits of the heart” that sustain Christian service. Students
explore and critically reflect on the value and practice of spiritual disciplines such as
prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and men,
feminist interpretation of the Bible, and the impact of feminism on Christian theology,
especially in terms of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels, dealing
with their context, literary structure, and relationships. Attention to the variety of
interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the
early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300
and pass CT assessment or GST 100)
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as attention
to current issues facing the Jewish community.
REL 480
Vocation and the Christian Faith
This course will examine vocation in the Bible, the Christian tradition, and
contemporary culture. Students will be challenged to make vocation the lens through
which they view their lives and communities. This course satisfies the Keystone
requirement. (Note: Some majors, including REL, may still require a particular
keystone course in that discipline.)
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought today,
as seen from the systematic perspective, in the light of the continuing theological task
of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111)
REL 483
Christian Ethics
The course will focus on the understanding of ethics from a Christian as well as an
interreligious perspective, examining the theological and social science context of
both individual and social ethics. Students will probe their own definitions of what it
means to live a moral life and the processes one uses to make moral decisions.
REL 490
Topics in Religion
Selected topics in religion.
REL 495
Religion Keystone
This course is required for the major, and enrollment is normally restricted to students
who have nearly finished their coursework. Selected topics vary by instructor.
Students will improve writing abilities through writing a major research paper.
(Prereq.: REL 210 and ENL 111 or 112 or HON 111)
Internships and Independent Study Courses
REL 199
Internship
Limited to special cases.
REL 299
Directed Study
REL 399
Internship
REL 499
Independent Study/Research
For religion majors only.
See department listing for a description of the following approved electives:
PHI 350
Philosophy of Religion
SOC 260 Religion and Society
Youth and Family Ministry—YFM
Youth and Family Ministry Major
In keeping with Augsburg’s mission to nurture future leaders in service to the world, the
major in youth and family ministry prepares persons for faithful work as youth and family
ministers in Christian congregations and other ministry settings. This major is interdisciplinary,
combining a core study of theology, Bible, and ministry with supporting coursework in the social
sciences. A distinctive element of the major is the combination of practical and theological
training: students will have many opportunities to apply their knowledge and discernment skills
in specific ministry contexts, including a supervised internship. Students must declare the YFM
major and receive faculty approval before participating in off-site fieldwork. A youth and family
ministry minor is also offered.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the
major.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Course Maximums
A student majoring in YFM may apply up to 15 courses from the Religion Department
toward graduation if they are required to take REL 100 and 200, and the 15th course is a REL
or YFM study abroad course or the Lilly Scholar Seminar. If the student is required to take REL
300, they may apply up to 14 courses if the 14th course is a REL or YFM study abroad course
or the Christensen Scholar Seminar.
Associate in Ministry (AIM)
Coursework completed with the major fulfills part of the requirements for Associate in Ministry
(AIM) status within the Evangelical Lutheran Church in America. Students interested in AIM
certification should consult with their home synod and with a YFM adviser no later than their
second year.
Youth and Family Ministry Major
Fourteen courses including:
Theology core (six courses):
REL 210
REL 301
REL 302
REL 362
REL 481
Research Methods in Religion
Interpreting the Old Testament
Interpreting the New Testament
Martin Luther and the Reformation
Contemporary Theology
REL 495
Religion Keystone
Youth and family ministry core (four courses):
YFM 208
YFM 209
YFM 235
YFM 305
YFM 358
YFM 399
Vocational Formation I [required non-credit experience]
Vocational Formation II [required non-credit experience]
Foundations for Ministry with Youth and Families
Ministry Practices
Life and Work of the Church
Internship
Youth and family ministry electives (Two courses):
YFM 205
Exploring Topics in Youth and Family Ministry (students will choose two topics
courses from a list of 0.5 credit courses)
One REL or YFM course from the following list:
YFM 232
Peer Ministry
YFM 316
Church and Culture in Context
REL 343
Theology of Marriage and Family
REL 345
The Lutheran Heritage (required for AIM certification)
REL 353
Denominations and Religious Groups in America
REL 356
World Religions
REL 357
Giants of Christian Faith
REL 425
Christian Spiritual Practices
And three supporting courses:
SOC 231
Family Systems: A Cross-Cultural Perspective
PSY 105
Principles of Psychology
PSY 250
Child Development
or PSY 252
Adolescent and Young Adult Development
or SWK 260
Humans Developing
Note: A student with a youth and family ministry major or minor may not also major or
minor in religion.
Youth and Family Ministry Minor
The minor consists of the following five courses:
YFM 235
Foundations for Ministry with Youth and Families
One youth and family ministry course from:
YFM 305
Ministry Practices
YFM 358
Life and Work of the Church
One Bible survey course from:
REL 301
Interpreting the Old Testament
REL 302
Interpreting the New Testament
One theology course from:
REL 362
Theology of the Reformers
REL 481
Contemporary Theology
and one course from the theology core, YFM core, or YFM electives as listed in the major.
Youth and Family Ministry Courses
REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses.
YFM 205 Exploring Topics in Youth and Family Ministry (0.5 course)
Exploring Topics in Youth and Family Ministry features a selection of half-credit
courses in which students may further focus upon ministry topics introduced in YFM
235 and elsewhere. Special ministry topics will vary from year to year and include
such subjects as outdoor ministry, service-learning, program administration and
planning, youth culture and religion, communications, media, music and ministry, and
ministry with youth on the margins.
YFM 208 Vocational Formation I
(.0 course)
A noncredit requirement for all students majoring in youth and family ministry that is to
be completed by the end of the student’s second year. Students will complete an
entrance process into the major, participate in monthly cohort groups, monthly
roundtables, attend multiple spiritual direction sessions, and attend a vocational
formation retreat.
YFM 209 Vocational Formation II
(.0 course)
A noncredit requirement for all students majoring in youth and family ministry that is to
be completed by the end of the student’s final year. Students will complete a
professional portfolio, participate in monthly cohort groups, monthly roundtables, have
multiple meetings with an assigned mentor from the field, and attend one approved
professional conference or workshop. (Prereq.: YFM 208)
YFM 232 Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as peer
ministers in their congregations and communities. They will learn and practice
communication skills, facilitate small groups, and learn the role of a listener/helper.
Peer ministry integrates the act of caring and serving others within a Christian belief
system.
YFM 235 Foundations for Ministry with Youth and Families
An introductory-level study in which the biblical, theological, and historical foundations
of ministry with youth and families are explored. Students will also be introduced to
the principles of practical theology and learn the skills and sensibilities necessary for
discerning what faithful ministry might look like in a specific location.
YFM 305 Ministry Practices
This course emphasizes the day-to-day sensibilities, skills, and practices needed for
the grounding and guiding of ministry professionals. An exploration of the history and
development of the spiritual practices of the Christian tradition, combined with modern
practices used for effective ministry, make up the major themes of this course.
(Prereq.: YFM 235)
YFM 316 Church and Culture in Context
A study of culture, church life, and the contemporary religious situation in another
country. An exploration of the roles of households, congregations, and other ministry
organizations in shaping and nurturing faith as compared to the United States. Shortterm travel seminar; available as offered.
YFM 358 Life and Work of the Church
This course features an overview of the manner in which Christianity has carried out
its mission throughout the centuries, as well as an exploration of the issues and
challenges facing modern and “postmodern” churches. A central element of this
course will be a research project that studies the methods and strategies of
congregations and other ministry organizations in their efforts to introduce, nurture,
and shape the Christian faith. (Prereq.: YFM 235)
YFM 399 Internship
The internship centers around 150 hours of supervised leadership practice focused
on youth and families, fulfilled in partnership with a congregation or other approved
ministry setting. A formal learning agreement as well as the development of a
professional portfolio round out the internship experience. (Prereq.: YFM 235 and
YFM 305 or 358)
Social Studies Teaching Licensure
Students preparing to teach social studies at the secondary level must complete a broad
foundation program in the social sciences and professional requirements within the Education
Department.
Coordinators
Jacqueline DeVries, degree-seeking students
Anne Kaufman, licensure only and MAE graduate students
Social Studies Teaching Licensure
Broad base requirements:
ECO 113
Principles of Microeconomics
ESE 220
Introduction to Human Geography
HIS 120
America to 1815
or HIS 121
19th-Century United States
or HIS 122
20th-Century United States
POL 121
American Government and Politics
PSY 105
Principles of Psychology
SOC 121
Introduction to Human Society
ANT 141
Cultural Anthropology
Plus a major in one of six fields—economics, history, political economics, political science,
psychology, or sociology. Geography and anthropology are also acceptable fields, although they
are not offered as majors on the Augsburg campus.
An interdisciplinary social studies major is available for persons holding a bachelor’s degree
and seeking licensure only. Consult with Anne Kaufman for details.
Students considering a career in social studies education should consult, as soon as
possible, the Augsburg Education Department and the social studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. Students should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure requirements.
Social Work—SWK
Students in social work are preparing to engage in professional practice with individuals,
families, groups, communities, and organizations. Students learn to become skilled at designing
change strategies with clients that promote individual change, social justice, and empowerment.
The curriculum includes classroom instruction, agency practicum, social work skills
development, history of social work and social welfare in the United States, analysis of social
welfare policy, and social science research. In and out of the classroom, students study
privilege and oppression and engage with diverse communities. In the end, students are
prepared to practice in multicultural settings.
Students graduating with a social work major receive a Bachelor of Science degree in social
work and are eligible to apply for licensure as a generalist social worker. Students interested in
a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work
program. The undergraduate degree provides transferable credits toward the foundation year of
an MSW program, reducing the number of credits needed. Both the bachelor’s and graduate
social work programs are accredited by the Council on Social Work Education.
Social work graduates embody the Augsburg College motto, “Education for Service.” One
example of this motto in action is the extensive service-learning and practica assignments
embedded in the social work curriculum. Students begin service-learning early in their major
and engage in more than 400 hours of agency-based training, supervised by licensed social
workers. The Twin Cities offers a variety of innovative and professional programs and agencies.
Students are encouraged to train with and learn from these local, regional, and national leaders
in social work.
Social Work Faculty
Nancy Rodenborg (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program
Director) Mauricio Cifuentes, Ankita Deka, Christina Erickson (Field Education Coordinator),
Annette Gerten (BSW Field Coordinator), Melissa Hensley, Abel Knochel, Barbara Lehmann
(BSW Program Director), Terrence Lewis, Michael Schock
Degree and Major Requirements
The Bachelor of Science degree consists of 10 upper level courses and a total of seven
supporting courses. Social work courses that are open to nonmajors are designated with an
asterisk.
The Supporting Courses
Select one of these three courses:
SWK 100
SWK 210
SWK 230
Introduction to Professional Social Work*
Environmental Justice and Social Change*
Global Peace and Social Development*
Select one of these four courses:
ECO 112
POL 121
POL 122
POL 325
Principles of Macroeconomics
American Government and Politics
Metropolitan Complex
Politics and Public Policy
Take these four courses:
BIO 121
PSY 105
SOC 121
SWK 280
Human Biology and Lab
Principles of Psychology
Introduction to Human Society
Diversity and Inequality in Professional Practice*
Select one of these two courses:
SOC 362
MAT 163
Statistical Analysis
Introductory Statistics
GPA Requirements for degree completion
The minimum GPA for admission to the program is 2.2 on a four-point scale. After
admission to the program, a minimum grade of 2.0 is required for each upper level course and a
2.00 cumulative GPA is required in the supporting program.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded
throughout the curriculum and are met by completing the major. The Quantitative Reasoning
(QR) graduation skill is met by taking SWK 401 and ECO 112, MAT 163, or SOC 362.
Pass/No Credit Maximums for Majors
All social work majors must take their upper level courses with traditional grading. Social
work majors are allowed to apply up to six credits with a grade of Pass (P) toward graduation,
as are other majors. Students seeking Latin and Department Honors may only take two P/N
credits. (See Latin Honors in Academic Information for additional details.)
Major Courses
Ten upper level courses:
SWK 301
SWK 303
SWK 306
SWK 307
SWK 316
SWK 317
SWK 401
SWK 406
SWK 407
SWK 417
History and Analysis of Social Policy*
Human Development and the Social Environment*
Social Work Practice 1: With Individuals
Field Work 1: Integrative Seminar
Social Work Practice 2: With Families and Groups
Field Work 2: Integrative Seminar
Social Work Research and Evaluation
Social Work Practice 3: With Communities and Policies*
Field Work 3: Integrative Seminar
Field Work 4: Integrative Seminar (Senior Keystone course)
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give nonmajors a sense of the impact of social
work on society and a means to incorporate some social welfare perspectives to their chosen
career.
Six courses including:
SWK 100
SWK 303
SWK 301
SWK 406
SOC 265
Introduction to Professional Social Work
Human Development and the Social Environment
History and Analysis of Social Policy
Social Work Practice 3: With Communities and Polices
Race, Class, and Gender
And one course from:
POL 121
POL 158
POL 325
American Government and Politics
Political Patterns and Processes
Politics and Public Policy
No credit for non-academic work
In accordance with accreditation standards, the Social Work Department does not grant
social work course credit for life experience or previous work experience.
Admission to the Major
Students must apply to be admitted to the degree program in social work. This application
process, called candidacy, is subsequent to and separate from admission to Augsburg College.
The candidacy application is completed in the spring term of the sophomore year at Augsburg
or in the summer months for junior transfer students. Each social work major must complete the
application materials and be officially admitted to the social work program before beginning the
first field practicum in the junior year. Social work majors must have a cumulative 2.20 GPA to
enter the program. Students who do not meet this minimum GPA standard will be given an
opportunity to explain their GPA and may be considered for conditional admission. Admission to
the program is required as a prerequisite for those 300- and 400-level courses restricted to
social work majors only. Contact the Social Work Department for details.
Departmental Honors
The Social Work Department offers students the opportunity to earn departmental honors
through the completion of an applied or scholarly project. Students may apply for departmental
honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA
of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to
two courses as P/N (pass/no credit) and must complete a minimum of 14 traditionally-graded
Augsburg courses. Other requirements include the successful completion of a paper or project
designed to demonstrate critical understanding of one area in the field of social work or social
welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult
with the adviser or program director for complete details and deadlines.
Social Work Courses
Social Work Entry Level Courses and SWK 280
The social work major offers three ways to begin the BS degree: SWK 100 is for those
students interested in the profession; SWK 210 is for students more interested in policy and
advocacy; and SWK 230 is for students interested in international social work and global issues.
All three courses are equal as introductions to the major.
All three courses feature an experiential learning component. Students volunteer 40 hours in
a human service agency, program, or institution. The placement is selected by the student,
approved by the course instructor, and supervised by agency staff. These courses are also
open to non-majors. The department also offers a course in human diversity, SWK 280, that is
to be taken after the entry level courses.
SWK 100 Introduction to Professional Social Work
This course provides an opportunity for students to explore a possible social work
major or future career in human services. Students will receive an overview of social
welfare as an institution and social work as a profession. The course examines
service needs associated with the unequal impact of social, economic and political
structures on diverse groups in society.
SWK 210 Environmental Justice and Social Change
This course examines the relationship between environmental justice issues and
principles and methods of social change. It explores the relationship between
environmental damage and damage to human populations, the differential effect of
environmental damage on specific populations, and the ways social change agents
can mobilize action to correct these injustices.
SWK 230 Global Peace and Social Development
This course offers a framework for understanding sustainable social and economic
development and nonviolent social change. Case studies present examples of how
social work and human services function in a global context and are vital to fostering
peace, human rights, and well-being.
SWK 280 Diversity and Inequality in Professional Practice
This course explores diversity and social inequality as they relate to professional
practice in social work and other helping professions. Building cultural competence in
work with diverse populations, students learn through dialogue, reading, experiential
exercises, and community observation.
Course Sequence and Concurrency
Social work upper level courses are taught in a two-year sequence. Courses are taught
once a year. The following courses must be taken together during the same term (as indicated):
SWK 301 History and the Analysis of Social Policy
The history of social workers, social movements, and changing social norms in
Europe, North America, and around the world profoundly affects social welfare policy
today and tomorrow. In this course, students learn how historical events, policies, and
programs influenced today’s social responses to human needs. (Prereq.: junior
standing and pass CT assessment or GST 100. Fall)
SWK 303 Human Development and the Social Environment
Students focus on the theories and knowledge of human bio-psycho-social spiritual
development throughout the life span. Students will study how people develop, with
attention to the interaction among individuals, families, and the changing social
environment. The course takes a life span perspective of human development, from
birth to death in the context of the person in the environment. Traditional approaches
to life “stages” are also explored, along with less traditional issues, such as human
behavior and development as a result of different cultures, sexual orientation, poverty,
differing physical or mental abilities, and the relationship between diverse statuses
and the social environment. (Fall)
SWK 306 Social Work Practice 1: With Individuals
Students develop foundational social work practice knowledge, skills, and values
while learning to interview, assess, set goals, and work with individual clients. Course
readings, class participation, simulations, and role-plays provide learning
opportunities for students to build skills necessary for generalist social work practice
with individuals, families, and groups. Emphasis is on holistic practice applying the
strength-based problem solving approach and working with diverse populations.
(Coreq.: SWK 307. Fall)
SWK 307 Field Work 1: Integrative Seminar
Students begin applying practice knowledge and skills in their first social work
practicum. Social work professionals in regional human service agencies supervise
students in a full-year field placement. Students also synthesize their course-based
learning with their supervised training through participation in weekly integrative
seminars. Students complete a minimum of 120 hours of supervised practice in the
fall term. (Coreq.: SWK 306. Fall)
SWK 316 Social Work Practice 2: With Families and Groups
Students continue to develop generalist social work practice knowledge, skills, and
values while learning to interview families and facilitate groups. Emphasis is on
holistic practice applying the strength-based problem solving approach and working
with diverse groups and families. (Prereq.: SWK 306, 307, and ENL 111 or 112 or
HON 111. Coreq.: SWK 317. Spring)
SWK 317 Field Work 2: Integrative Seminar
This course is a continuation of SWK 307. Students apply practice knowledge and
skills in their first social work practicum. Students synthesize their course-based
learning with their supervised training through participation in weekly integrative
seminars. Students complete a minimum of 120 hours of supervised practice in the
spring term. (Coreq.: SWK 316. Spring)
SWK 406 Social Work Practice 3: With Communities and Policies
Students learn how community organizations, human service agencies, and social
policies emerge in Western society. Students study how to organize communities for
empowerment, how to assist human service agencies to adapt, and how to influence
local, regional, and national policies. (Coreq.: SWK 407. Fall)
SWK 407 Field Work 3: Integrative Seminar
Social work professionals in regional human service agencies supervise students in a
senior year field placement. Students synthesize their advanced course learning with
their supervised training through participation in weekly integrative seminars.
Students complete a minimum of 120 hours of supervised practice in the fall term.
(Coreq.: SWK 406. Fall)
SWK 401 Social Work Research and Evaluation
This course will provide students with an introduction to positivist and constructivist
theories and related methods commonly used in both social science research and
social work evaluation. Students will learn to integrate social work values and ethical
principles with social science research and evaluation. Methods of program and
practice evaluation will be examined. Various approaches to organizing information
and interpreting data will also be examined. (Prereq.: MAT 163 or SOC 362, and
MPG 3.Spring)
SWK 417 Field Work 4: Integrative Seminar
This course is the social work major keystone course and a continuation of SWK 407.
Social work students synthesize their advanced course learning with their supervised
training through participation in weekly integrative seminars. Students complete a
minimum of 120 hours of supervised practice in the spring term. (Spring)
Internships and Independent Study Courses
SWK 199 Internship
SWK 295 Topics:
Special themes in social work specified in subtitle.
SWK 299 Directed Study
SWK 399 Internship
SWK 499 Independent Study/Research
Sociology—SOC
Sociology is the scientific study of society and social interaction in groups. Our examination
of human social organization provides the opportunity to improve the world we have created and
in which we live. The sociological perspective provides an important way to critically understand
how human beings come to think and act as they do in a variety of social contexts.
The goal of the department is to guide students in gaining knowledge of social processes
and the social order, how it affects them in their daily lives, and how it can be applied to their
lives and vocations. Sociology majors develop an understanding of the theories of society and
social groups, learn to create and use scientific tools of analysis, and practice the application of
sociological concepts to the solution of social problems.
The department urges students to use Augsburg’s metropolitan and international settings as
a laboratory for learning. Internships enable majors to apply the theories and research skills of
sociology while they explore career alternatives. Students also may take an independent study,
special topics course, or field study toward that end.
The major in sociology has equipped our alumni to understand and function more effectively
in the social world as professionals, citizens, and persons, providing the necessary knowledge
base and analytical, writing, and critical thinking skills. Augsburg alumni who have majored in
sociology are currently employed in the nonprofit sector, research positions, human resources
positions in both government and private corporations, criminal justice field, and as professors
of sociology. Others have used the major as preparation for advanced study in areas such as
law, human services, social work, urban planning, and the ministry.
Sociology Faculty
Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James VelaMcConnell
Degree and Major Requirements
Major
Sociology has a long-standing tradition as an excellent undergraduate major that applies to a
number of fields from human services to criminal justice to business to public service. The
foundation of the major at Augsburg is that it provides a clearly organized curriculum that is
challenging, develops over the course of the major, and integrates and reinforces a challenging
set of important skills; those skills include abstract thinking, writing, critical analysis, basic
research, integration of theory and data, and the connection of the individual and collective
perspectives in the unique way of the sociological imagination. The five core courses
intentionally develop those skills in our students. The electives allow students to choose courses
that add other skills related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at
least three of which are upper division courses from the specified list below:
Core major:
SOC 121
SOC 362
SOC 363
SOC 485
SOC 490
Introduction to Human Society
Statistical Analysis
Research Methods
Sociological Theory
Senior Seminar
At least three of the following upper division courses (Prereq.: SOC 121):
SOC 320
SOC 349
SOC 375
SOC 377
SOC 381
SOC 387
SOC 390
SOC 399
Sociology of Law
Sociology of Organizations
Social Psychology
Organizational Crime and Deviance
City and Metro-Urban Planning
Juvenile Delinquency
Social Problems Analysis
Internship
Two additional sociology electives
Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485,
and 490) to receive credit in the major.
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W)
graduation skills are embedded throughout the offered courses and are met by completing the
major.
Transfer students must consult an adviser about potential adjustments to their course
requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers Interest
Tracks within the major. These interest tracks are: City and Community; Crime and Deviance;
Law; Organizations; and Social Psychology. The Interest Tracks guide majors in selecting
elective courses in a way that tailors their sociological training, experiences and skills. Working
with an adviser and following the guidelines and recommendations provided at the links below,
sociology majors can design a pathway through the major that directs them toward careers or
graduate work in criminal justice, law, organizational development, public relations, social
services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their
adviser or the Sociology Department chair. A full description of each interest track may be found
at the Sociology Department website, www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ
slightly in emphasis from the Augsburg major requirements. The state requirements may also
be subject to change after publication of this catalog. Students therefore should consult with the
Augsburg Department of Education to identify current Minnesota teacher licensure
requirements.
Departmental Honors
To complete departmental honors in sociology, the student must have a minimum GPA of
3.50 in the major and overall. See department chair and website for specific requirements. An
application for departmental honors/graduation with distinction must be completed by spring of
the junior year.
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg
College. Students are required to have a 2.0 or higher in SOC 121 and at least a cumulative
2.00 GPA in courses counting toward the minor.
Sociology courses
SOC 111
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and political forces
that are characteristic of urban life? The cultural and structural dynamics of the Twin
Cities are a basis for exploring these themes. (Fall, spring)
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights into
discovering the world and one’s place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions with each
other. (Fall, spring)
SOC 222
Office Space: The Sociology of Work
Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can
workplaces be functional, or are they inherently conflictual? How does the current
expansion of global capital (globalization) shape our work experiences in the U.S.?
This course explores these and other questions through various sociological theories
of work and labor in modern society. (Fall)
SOC 231
Family Systems
The term family is a universal concept, yet its membership, rituals, and functions vary
dramatically across world cultures and sub-cultures in the United States. Family
systems are explored with respect to cultural and historical settings, variations among
families, and modern cultural and social patterns. (Fall, spring)
SOC 240
Protest and Social Change: The Sociology of Social Movements
Why do people engage in protests and join social movements? What impacts do
social movements have on social institutions, the state, culture, and even personal
identity? This course explores these and other questions through studying social
movement theory and several social movements occurring over the last two
centuries. (SOC 121 and courses on 19th or 20th century U.S. history
recommended, but not required. Fall, spring)
SOC 260
Religion and Society
An examination of the interaction of religion and society with attention to
secularization, race, gender, and the public role of religion utilizing sociological
research on the role of religion and religious organizations in American society. (Fall)
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse backgrounds—
race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth,
power, and prestige in our society. This course focuses on both the collective and
individual processes involved in social inequality. (Fall, spring)
SOC 266 Sociology of Sexualities
What we mean by “sex” changes over time. During different historical time periods
it’s been a sin, a means of forging ties between powerful families, a source of
psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire,
pleasure, love, the body) are socially constructed. (Spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain crime
sociologically? Patterns of crime, theories to explain crime, and analysis of the police,
the courts, and the correctional system are examined.
SOC 290
Cultures of Violence
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots.
What are the dynamics underlying different forms of violence? This course takes
violence in its many forms as a topic for sociological analysis. (Fall)
SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that are not
satisfied by regular course offerings. (Prereq. for 300 level courses only: SOC 121 or
consent of instructor)
SOC 320 Sociology of Law
How does law in practice differ from law as it is written in the Constitution/Bill of
Rights? Despite the pretense that legal language is neutral, in practice, the law
constructs people in different, unequal ways based on their class, age, race, gender,
and sexuality. We will explore the different ways that law is practiced and theorized.
Coursework will involve observing law in practice in local courts. (Prereq.: SOC 121
or consent of instructor. Fall)
SOC 349
Sociology of Organizations
What is the nature of these modern organizations in which we spend so much of our
daily lives? Organizations as corporate actors are analyzed with respect to their
goals, culture, technology and structure. We will explore the consequences of living in
a society dominated by organizations. (Prereq.: SOC 121 or consent of instructor,
pass CT assessment or GST 100, and ENL 111 or 112 or HON 111. Spring)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the social
sciences; as such, it provides a foundation for understanding quantitative analysis—
be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall/Spring)
SOC 363
Research Methods
Good research—do you know it when you see it? Can you produce it yourself?
Social science research skills are learned through the practice and application of
the basic tools of valid and reliable research design and data analysis. (Prereq.:
SOC 362 or consent of instructor and ENL 111 or 112 or HON 111. Fall/Spring)
SOC 375 Social Psychology
Who are you, really? Taking the perspective of symbolic interactionism, this course
begins with an exploration of how we create and sustain our identities through
interaction with those around us and how those identities change with the surrounding
circumstances. The course continues with a consideration of how social situations
affect and shape individual identity and behavior. (Prereq.: SOC 121 or consent of
instructor.Fall)
SOC 377
Organizational Crime and Deviance
The benefits of contemporary organizational life come with costs: space shuttle
explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate
scandals. What are the causes and consequences of organizational crime and
deviance? Case study analysis and the application of sociological models of
explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor;
Recommended but not required: SOC 222 and/or SOC 349. Spring of alternate
years.)
SOC 381
The City and Metro-Urban Planning
Explores and analyzes theories and approaches to urban planning and the shaping
of metropolitan areas. Readings, simulations, outside speakers, and field study in a
seminar format. (Prereq.: SOC 111 or 121 or consent of instructor. Spring)
SOC 387
Juvenile Delinquency
Why is the delinquency of juveniles seen differently from the deviance of adults? In
addressing this question the social construction of deviance and delinquency as well
as the historical precedents for treating juveniles differently will be examined. Topics
include: sociological theories, patterns of delinquency, and the social and legal
reactions to juvenile delinquency. (Spring of alternate years)
SOC 390
Social Problems Analysis
How do social problems develop? What can be done about them? By focusing on a
specific social problem that changes every time the course is taught, this course
engages the sociological imagination in an attempt to draw connections between
micro-level analysis and macro-level analysis, linking our own private troubles with
public issues. (Prereq.: SOC 121 or consent of instructor. Spring of alternate years)
SOC 485 Sociological Theory
The classical tradition in sociological theory shaped the development of the discipline
today. By examining the primary texts of Spencer, Marx, Weber, Durkheim, Mead,
Simmel and others we are able to better understand both the history and biography of
sociology itself. An examination of the classical theoretical traditions within sociology,
tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two
upper division courses in sociology, SOC 121 or consent of instructor, and pass CT
assessment or GST 100. Fall)
SOC 490 Senior Seminar and Keystone
What is sociology as a discipline all about? In this course, students engage in a
synthesis of the discipline by taking a step outside of it and examining it as a whole.
In other words, through seminar discussions and readings about the nature of
sociology and its underlying philosophies, we will engage in the "sociology of
sociology” in which students develop an understanding of the value of sociology
beyond college, and articulate a sense of vocation and professional identity. Pass/No
Pass grading. Senior sociology majors only. (Prereq.: SOC 485. Spring)
Internships and Independent Study Courses
SOC 199
Internship
This course requires at least 140 hours at a college-approved internship site and
completion of a learning agreement before or at the beginning of the
internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
SOC 299
Directed Study
SOC 399
Internship
SOC 498
Independent Study—Metropolitan Resources
An independently designed course a student (or group of students) develops, making
extensive, systematic, and integrated utilization of resources available in the
metropolitan community, supplemented by traditional College resources. (Prereq.:
SOC 111 or 121 and/or consent of instructor. Fall and Spring)
SOC 499
Independent Study/Research
(Prereq.: SOC 121, consent of instructor and department chair. Fall and Spring)
Spanish
See listing under Languages and Cross-Cultural Studies.
Theater Arts—THR
Theater is an ever-changing field that is important to understand in cultural and societal
context. In our courses, productions, recitals, and artist series, the study of theater embraces
both classical and new forms, centers marginalized voices, and encourages in-depth creative
exploration. Students are challenged to deepen their critical thinking abilities and to master
professional skills while also exploring new approaches to theater through their studies in
design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural
representation and diversity as they find and express their own creative visions; and the
program prepares them well to continue with their education and/or become leaders in the field
of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and
principles from many academic and artistic disciplines, including literature, history, philosophy,
religion, speech, art, music, and dance. Both the high quality curriculum and dramatic
productions of our department offer valuable cross-disciplinary connections for students and the
campus, while providing a solid base in classical, modern, contemporary, and multicultural
theater. In order to encourage non-majors to become involved in our department, we offer six
theater arts minors and welcome all Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it
an ideal place to study theater. At Augsburg we seek to create every opportunity for students to
grow both as theater artists and scholars by encouraging connections between our campus and
the greater arts community, while also exploring connections between theory and application.
Students have the opportunity to make these connections through course study, theatrical
production work, participation in the Artist Series (an annual series of events featuring visiting
theater professionals from the local community who work closely with students), and attendance
at numerous professional productions throughout the Twin Cities. Augsburg productions are a
valuable opportunity for students to enter into creative collaboration with faculty and
professional artists-in-residence. We value and regard theater productions as a critical and vital
laboratory for student learning and training, and we hold our productions to the highest
standards of the profession.
Many of the skills acquired by theater majors or minors are highly valuable and
transferable to other professions: collaboration, verbal and nonverbal communication,
organization, critical thinking, leadership, creativity, and self-expression. Involvement in theater
arts can help prepare students for successful careers in law, education, business,
communication, and journalism, as well as professional or academic theater, television, or film.
Theater Arts Faculty
Darcey Engen (Chair), Michael Burden, Martha Johnson, Sarah Myers, Warren C. Bowles,
David DeBlieck, Karen Mulhausen, Sandra Schulte, Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Arts Department currently has three concentrations within the major:
performance, directing/dramaturgy/playwriting, and design/technical. Each concentration
consists of the theater core curriculum supplemented by one concentration requirement, one
concentration elective, plus two theater major electives. Each concentration requires 10
production units taken as THP practicum courses.
Graduation Skills for Each Concentration
The Theater Arts Department addresses the graduation skills using the embedded model.
Every course within the core curriculum and most electives as part of a specific concentration
require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The
Quantitative Reasoning (QR) graduation skill can be met by completing GST 200, MAT 145,
MAT 146, or PHY 119.
Transfer students must consult an adviser about potential adjustments to their course
requirements to fulfill each of these skills.
Theater Arts Major
Nine core courses for each concentration:
THR 228
THR 232
THR 245
THR 250
THR 270
THR 328
THR 361
THR 362
THR 366
Introduction to Stagecraft
Acting
Introduction to Asian and Asian American Theater
Script Analysis: Foundations of Theater
Black Theater
Theatrical Design
Theater History and Criticism I
Theater History and Criticism II
Stage Direction
Theater Major Electives
For each of the three concentrations, students may choose two electives from the following pool
of
courses. Within a single concentration, a course can count as a theater major elective only if
NOT taken to satisfy a concentration requirement or concentration elective:
THR 233
THR 226
THR/FLM 230
THR 235
THR 237
THR 255
THR 265
THR 275
THR 280
THR 295
Acting for the Camera
Movement for the Theater
Scene Painting for Stage and Film
Skills of Musical Theater
Dance for Musical Theater
Introduction to Musical Theater
Computer Drafting for the Stage and Architecture
Lighting and Sound for the Stage
Costumes and Makeup for Performance
Theater Topics
THR/ENL 325
THR 326
THR 350
THR 365
THR 425
THR 495
ENL 221
ENL 330
ENL 338
ENL 358
ENL 368
NOR 352
Playwriting I
Playwriting II
Voice for Speech, Stage, and Screen
Advanced Acting
New Methodologies of Stage Direction and Dramaturgy
Theater Topics
Expository Writing about the Arts and Popular Culture
Shakespeare
Readings in British and Commonwealth Drama
Readings in American Drama
Readings in World Drama
Modern Nordic Drama
Performance Concentration
This concentration within the theater curriculum is designed to serve students hoping to pursue
graduate studies in theater (MA/PhD and MFA) and/or professional work as performers.
Students choosing this concentration will enroll in the nine core theater major courses taken by
all theater majors plus the electives and requirements listed below. Students in the performance
concentration are encouraged to consult with their adviser when selecting electives. Advisers
will assist students in identifying the year and semester elective courses are offered. Students
are strongly encouraged to also complete a professional internship at a local Twin Cities
theater.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one performance concentration
requirement, one performance concentration elective, two theater major electives, plus 10
theater practicum units taken as THP courses.
Performance Concentration Requirement:
THR 365
Advanced Acting
Performance Concentration Electives:
Select and complete one of the following:
THR 226
Movement for the Theater
THR 350
Voice for Speech, Stage, and Screen
Theater Major Electives:
Select and complete two of the courses listed above under Theater Major Electives. Within the
performance concentration, a course can count as a theater major elective only if NOT taken to
satisfy a performance concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Directing/Dramaturgy/Playwriting Concentration
This concentration within the theater curriculum is designed to serve students hoping to pursue
graduate studies in theater (MA/PhD and MFA) and/or professional work as a director,
dramaturg, or playwright. Students choosing this concentration will enroll in the nine core
theater major courses taken by all theater majors plus the requirements and electives listed
below. Students in the directing/dramaturgy concentration are encouraged to consult with their
adviser when selecting electives. Advisers will assist students in identifying the year and
semester elective courses are offered.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one directing/dramaturgy/playwriting
concentration requirement, one directing/dramaturgy/playwriting concentration elective, two
theater major electives, plus 10 theater practicum units taken as THP courses.
Directing/Dramaturgy/Playwriting Concentration Requirement:
THR/ENL 325
Playwriting
Directing/Dramaturgy/Playwriting Concentration Electives:
Select and complete one of the following:
THR/ENL 326
Playwriting II
THR 425
New Methodologies of Stage Direction and Dramaturgy
ENL 221
Expository Writing about the Arts and Popular Culture
Theater Major Electives:
Select and complete two of the courses listed above under theater major electives. Within the
directing/dramaturgy/playwriting concentration, a course can count as a theater major elective
only if NOT taken to satisfy a directing/dramaturgy/playwriting concentration requirement or
elective.
Ten production practicum units (THP)--See Practicum Units
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one main-stage show
Design/Technical Concentration
This concentration within the theater curriculum is designed to serve students hoping to pursue
graduate studies in theater (MA/PhD and MFA) and/or professional work as a theater designer
or technician. Students choosing this concentration will enroll in the nine core theater major
courses taken by all theater majors plus the requirements and electives listed below. Students
in the design/technical concentration are encouraged to consult with their adviser when
selecting electives. Advisers will assist students in identifying the year and semester elective
courses are offered.
To fulfill this concentration:
Thirteen THR courses--nine required core courses, one design/technical concentration
requirement, one design/technical concentration elective, two theater major electives, plus 10
theater practicum units taken as THP courses.
Design/Technical Concentration Requirement:
Select and complete one of the following:
THR 275
Lighting and Sound for the Stage
THR 280
Costumes and Makeup for Performance
Design/Technical Concentration Electives:
Select and complete one of the following:
THR/FLM 230
Scene Painting for Stage and Film
THR 265
Computer Drafting for the Stage and Architecture
Theater Major Electives:
Select and complete two of the courses listed above under theater major electives. Within the
design/technology concentration, a course can count as a theater major elective only if NOT
taken to satisfy a design/technology concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Curricular Planning Information
First-years planning to major in theater arts should complete THR 228, 232, and 250 during
their first year. Students who are second-year, third-year, or fourth-year majors may choose
from the following courses, depending on their concentration and courses offered: THR 226,
230, 235, 237, 245, 255, 270, 275, 280, 295, and 325. Theater majors who are juniors or
seniors may take THR 328, 361, 362, 366, 326, 350, 365, 425, and 495. Note: While many
courses are offered annually, some courses are offered alternate years only and others are
offered only on an occasional basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.75
GPA in the major and a 3.60 GPA overall and, as part of their major, complete a substantial
independent project of honors quality. Honors candidates should meet with their departmental
adviser early spring semester of their junior year to develop a proposal for the honors project to
be submitted by the first week of April. The theater department will assign an honors project
adviser to students submitting successful proposals.
Transfer Students
Transfer students should meet with a transfer adviser upon acceptance to determine what
credits taken at another institution will transfer into the major. The majority of theater core
classes should, however, be taken at Augsburg. Additionally, transfers are required to take a
minimum of three upper division theater arts courses. Ten practicum units are also required; a
minimum of five need to be completed within the department. Transfers must also complete a
minimum of five THP credits within the department.
Theater Arts Minors
The Theater Arts Department offers six minors: musical theater, performance, design/technical,
film/performance, theater history and criticism dramaturgy, and a general theater arts minor.
Please note: ALL theater arts minors are required to complete five theater practicum units (THP
credits) in any of the three areas (acting/performance, production, or artistic/production
management).
Musical Theater Minor (5 courses):
Four Required Courses:
THR 232
Acting
THR/MUE 235
Skills of Musical Theater
THR 255
Introduction to Musical Theater
THR 237
Dance for Musical Theater
Take one of the following:
THR 365
Advanced Acting
MUE 294/494
Opera Workshop
Performance Minor (5 courses):
Two Required Courses:
THR 232
Acting
THR 250
Script Analysis
Take three of the following:
THR 116
Creative Drama
THR 222
Introduction to Theater
THR 226
Movement for the Theater
THR 350
Voice for Stage, Speech, and Screen
THR 365
Advanced Acting
THR 495
Theater Topics
Design/Technical Minor (5 courses):
One Required Course:
THR 328
Theatrical Design
Take four of the following:
THR 228
Stagecraft
THR 250
Script Analysis
THR/FLM 230
Scene Painting
THR/FLM 275
Lighting and Sound for the Stage
THR/ART 280
Costumes and Makeup for Performance
Film/Performance Minor (5 courses):
Two Required Courses:
THR 323
Acting
THR 233
Acting for the Camera
Take three of the following:
THR 226
Movement for the Theater
ENL 241
Introduction to Cinema Arts
THR 350
Voice for Stage, Speech, and Screen
THR 365
Advanced Acting
Theater History and Criticism Dramaturgy Minor (5 courses):
Four Required Courses:
THR 250
Script Analysis: Foundations of Theater
THR 325
Playwriting
THR 361
Theater History Criticism I
THR 362
Theater History Criticism II
Take one of the following
THR 299
Directed Study in Dramaturgy
THR 299
Directed Study in Theater History and Criticism
Theater Arts Minor (5 courses):
Four Required Courses:
THR 250
Script Analysis: Foundations of Theater
THR 232
Acting
THR 362
Theater History Criticism II
THR 366
Stage Direction
Take one of the following:
THR 228
Introduction to Stagecraft
THR 328
Theatrical Design
Theater Arts Courses
THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition
(.0 course)
This course offers an overview of various exercises and gives an introduction to a
variety of movement styles, cultures of dance, and composition. Each class includes
a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance.
THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course)
Students will learn various phrases of movement incorporating floor exercises and will
learn to travel through space using level, volume, and floor pattern. Improvisational
techniques will be introduced and students will create short improvisational pieces.
(NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to
fulfill the lifetime sports requirement.)
THR 116
Creative Drama: Acting and Improvisation
A study of theatrical movement, voice, mime, mask, improvisation, acting, and
storytelling with an emphasis on active participation, creation of an original
performance, and reflective writing. This course is primarily designed for non-majors
and does not fulfill credit toward the theater arts major. Attendance at theater
productions required. Students will be required to pay for theater production tickets.
THR 222
Introduction to Theater
Introduction to Theater is an examination of theater as an artistic form and focuses on
the appreciation and value of theater in society. Focus on historical periods, plays,
artists, basic concepts, and techniques of the play production process. Students
attend and review stage productions. This course is primarily designed for non-majors
and does not fulfill credit toward the theater major.
THR 226
Movement for the Theater
A study of the principles of movement used in the art of acting. Students will improve
their use of energy, concentration, balance, control, clarity, timing, and spontaneity
through practical exercises. This course uses established theory and techniques in
neutral mask, Asian martial arts, and physical and vocal characterization exercises.
Students will examine various performance paradigms and see professional
productions.
THR 228
Introduction to Stagecraft
An introduction to the backstage world of the theater: its organization, crafts, and
creative processes. Students will execute practical projects, attend theater tours, see
professional productions, and participate in the Theater Department’s fall productions.
Open to all students. Thirty-hour lab requirement.
THR/FLM 230 Scenic Painting for Stage and Film
Scenic Painting is an introductory study of the art of scenic painting for the stage, film,
and faux application. Through a series of foundational painting projects, reading
assignments, informal lecture, discussion, and a final cumulative painting project,
students will develop the required skills and understanding of what it means to be a
scenic artist and what role the scenic artist plays in artistry of theater and film.
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental, and emotional
preparation, and exploration of the creative approach to scene and character study in
American drama, culminating in a final performance. Students attend and review local
professional productions.
THR 233
Acting for Camera
An exploration of acting principles and techniques as it enhances and applies to oncamera effectiveness. This co-taught studio course also includes technology
elements which support acting on camera. (Alternate years)
THR/MUS 235 Skills of Music Theater
An interdisciplinary approach to the topic using music and theater techniques to
develop the student’s basic skills of music theater. Concepts of diverse music theater
forms are introduced. Course includes reading, writing, research, class discussion,
exercises, small and large group participation, memorization, and public performance.
Students will attend and review live productions. (Alternate years)
THR 237
Dance for Musical Theater
Introduction to movement technique in two dance styles. Students will learn
fundamental skills in and aesthetics of dance technique, as well as the sociohistorical
content and meaning of various dance forms, with a particular focus on the
representation of individual and cultural identity through movement.
THR 245
Introduction to Asian and Asian American Theater
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asian and Asian American cultures. The course includes lectures, films,
videos, and demonstrations by visiting performers. Attendance at local theater
productions required. Students will be required to pay for theater production tickets.
THR 250
Script Analysis: Foundations of Theater
This foundations class focuses on major principles and fundamentals of theater
literary analysis and research and uses discussion, writing, performance, and projects
as ways to interpret a dramatic script for academic and artistic purposes. Close
readings of plays from various genres and in-depth research projects will enable
students to learn and apply skills they will use in more advanced courses.
THR 255
Introduction to Musical Theater
This course examines American musical theater in societal, cultural, and historical
context with special attention to the representation of race, class, gender, and
sexuality on stage. Through active discussion and written assignments, students will
engage with specific musicals through the examination of cultural artifacts, live and
recorded performances, and popular and scholarly texts.
THR 265
Computer Drafting for the Stage and Architecture
An introduction to drafting on the computer. Students will learn how to use basic
commands to input information, organize, lay out, and print 2-D drafting plates, with
an emphasis on drafting for the theater.
THR 270
Black Theater
An examination of the principles, major movements, and fundamentals of theater by
and about African Americans. It examines the historical, political, and cultural context
of Black Theater and focuses on plays written by African American playwrights.
THR 275
Lighting and Sound for the Stage
A practical study of the lighting and sound design processes for theater and beyond.
This course leads the student step-by-step from script analysis through final
execution of both a lighting and sound design. Basic principles of light and sound, as
well as equipment, will be addressed.
THR 280
Costumes and Makeup for Performance
A practical study of the costume design and makeup application processes for theater
and beyond. Topics covered include period research, sketching, rendering, fabric
selection, fabric draping, and basic sewing techniques, as well as introductory
techniques in stage makeup application and design.
THR 295
Topics
An introduction to selected theater arts-related topics not regularly offered in lower
division classes. The specific topics to be offered will include travel abroad courses. In
addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts.
THR/ENL 325 Playwriting I
An introductory course in writing for theater and performance. Students will learn the
basics of dramatic structure, character development, and theatrical language, as well
as techniques for the development of playscripts from idea to complete draft.
(Prereq.: ENL 111 or 112 or HON 111, or consent of Theater Department chair. THR
250 or ENL 226 recommended. Alternate years)
THR/ENL 326 Playwriting II
A playwriting workshop with emphasis on the revision process and the continued
development of craft. Students will revise, redraft, and polish an original one-act play,
as well as create one new, short piece of theatrical writing. (Prereq.: THR 325 or ENL
325)
THR 328
Theatrical Design
Introduction to the design process for the stage. Each student will execute four design
projects for scenery, costumes, lighting, and sound, using a research-based design
process. The class will take theater tours and host visiting artists.
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation,
resonating, articulating, listening, introduction to phonetics, and the vocal mechanism.
This course will use established exercises and theories in several methodologies of
vocal training. Theory and practice are combined in oral projects, reports and papers,
voice tapes, and individual coaching. (Alternate years)
THR 361
Theater History and Criticism I
An overview of theater history, dramatic literature, and criticism from the classical
Greek through the French Neoclassical period. Reading a range of texts (including
plays), writing a research paper, and attendance at local theater productions are
required. Need not be taken sequentially with THR 362. (Prereq.: THR 250 and ENL
111 or 112 or HON 111. Fall: alternate years)
THR 362
Theater History and Criticism II
An overview of theater history, dramatic literature, and criticism from the English
Restoration through contemporary performance. Reading a range of texts (including
plays), writing a research paper, and attending local theater productions are required.
Need not be taken sequentially with THR 361. (Prereq.: THR 250 and ENL 111 or
112 or HON 111. Fall alternate years)
THR 365
Advanced Acting
This course provides students with performance skills and the ability to recognize
differentiating clues that identify the style of a play. Through class exercises, scene
study, and character analysis, students will gain insight into the performance
demands of a specific style. Emphasis is on a variety of roles from the classics
(Shakespeare, French Neoclassicism, Restoration Comedy, realism, and
nonrealism), culminating in a public recital. (Prereq.: THR 250, THR 232, THR 362 or
consent of instructor, and pass CT assessment or GST 100. Fall, spring)
THR 366
Stage Direction
A study of the basic principles and skills of stage direction: directing concepts and
methodologies, stage techniques, terminologies, script analysis; rehearsal planning
and techniques; blocking, stage dynamics, working with actors, and the overall
staging of a play. Theories of directing are also examined. (Prereq.: THR 362 and
junior or senior standing)
THR 425
New Methodologies of Stage Direction and Dramaturgy
This course will examine principles and practices of the modern and contemporary
stage director as auteur. We will study radical reinterpretations of classic plays by
such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some
of their methodologies in workshops and projects. Students will gain insights into
postmodernism and deconstruction in regard to stage direction and contemporary
theater. Prerequisite: THR 366.
THR 495
Theater Topics
Selected topics in theater.
Internships and Independent Study Courses
THR 199
Internship
See descriptions for this and other internship options (on-campus, off-campus, half
credit) under the Strommen Career and Internship Center, in the Academic
Information section.
THR 299
Directed Study
See descriptions under the Strommen Career and Internship Center, in the Academic
Information section.
THR 399
Internship
See descriptions under the Strommen Career and Internship Center, in the Academic
Information section.
THR 499
Independent Study/Research
See descriptions under the Strommen Career and Internship Center, in the Academic
Information section.
Theater Practicum Courses
THP courses involve practicum teaching and learning in the context of play productions and
are required for the theater arts major/minor. All THP theater practicum courses are taken for
noncredit with pass/no pass grading. Evaluation by the faculty mentor will be based on: 1)
successful and timely completion of practicum area for which student is registered; 2) positive
and professional attitude and work ethic demonstrated by the student; and 3) demonstrated
competency in practicum area. The positive evaluation of each of the areas must be sufficient
enough to lead to a minimum grade of 2.0 in order to receive a P grade.
THP courses require:
• Consent and signature of instructor
• Supervision by theater faculty
• A minimum of 30 hours of assessed participation by the student
• Registration for THP course for semester when practicum is completed
• Registration for practicum before deadline dates set by the Registrar’s Office
Please note:
• All majors will complete at least one THP 123 unit in costumes.
• All majors will complete one THP 113 in lighting.
• THP courses may be repeated.
• Crew work required for classes/coursework does not count towards practicum.
• Work-study hours do not count towards practicum.
• Completion of THP 115 and 116 counts as two and three practicum units respectively
because of the extraordinary amount of time required of the student. All other THP
courses count as one practicum unit each.
• Transfer students are still responsible for the full unit requirements (10 major/5 minor.)
Seven practicum units (major) or three units (minor) must be completed while at
Augsburg, and units to be credited from previous schools should have program
verification or a letter from a previous adviser.
Theater Practicum Courses–Areas
All theater arts majors in all concentrations are required to complete 10 practicum units
(THP) from the three established units.
Area 1: Performance
THP 111/121/131/141/151 Theater Practicum: Acting/Performance
1 practicum unit (.0 course)
Participation as performer (or as orchestra member) in a main-stage theatrical production, or
substantial participation as an actor in a senior directing project or in final scenes for THR 366
Stage Direction
Each major will complete between one and five THPs from the performance area.
The Performance Area THPs are:
THP 111
THP 121
THP 131
THP 141
THP 151
Fall Acting/Performance
Winter Acting/Performance
Spring Acting/Performance
Studio Acting/Performance
Misc. Performance
Area 2: Production
THP 113/123/133 Theater Practicum: Set, Costumes, Lights
1 practicum unit (.0 course)
Set or costume building, lighting crew, for main-stage production.
THP 114/124/134 Theater Practicum: Running Crew
1 practicum unit (.0 course)
Work on running crew for main-stage production: light or sound board operation,
dresser/costume crew; stage and production manager for final scenes from Stage Direction
class.
THP 115/125/135 Theater Practicum: Stage Management–small project
2 practicum units (.0 course)
Assistant stage management for main-stage production.
THP 116/126/136 Theater Practicum: Stage Management–large project
3 practicum units (.0 course)
Stage management for main-stage production.
Each major will complete between four and eight THPs from the production area.
The Production Area THPs are:
THP 112, 122 or 132
THP 113, 123 or 133
THP 114, 124 or 134
THP 115, 125 or 135
THP 116, 126 or 136
THP 115, 125 or 135
THP 116, 126 or 136
House Management
Set, Lights, Costumes Crew
Running Crew
Assistant Stage Manager
Stage Manager
Stage Manager–small project counts as two units
Stage Manager–large project counts as three units.
Area 3: Artistic/Production Management
THP 117/127/137 Theater Practicum: Artistic Assistance
1 practicum unit (.0 course)
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director
(dramaturgy, choreography/assistant choreography for main-stage production), or a substantial
arts management project.
Each major will complete one THP from this area.
The Artistic/Production Management Area THPs are:
THP 117
THP 127
THP 137
Fall Artistic/Production Assistance
Winter Artistic/Production Assistance
Spring Artistic/Production Assistance
Please note that all theater practicum courses count as one theater practicum unit, except for
stage management THPs.
Urban Studies
See Metro-Urban Studies.
Women’s Studies—WST
The women’s studies program provides students with the opportunity to examine critically
women’s contributions and experiences in various historical and cultural contexts. This is an
inter-college program with course offerings at Augsburg College, Hamline University, St.
Catherine University, and the University of St. Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus not only on
gender, but also acknowledge that race, class, and sexual identity are crucial aspects of
women’s experiences. The women’s studies program offers both a major and a minor, and
provides students with academic preparation for careers in human services, education, and
social work as well as graduate study.
Women’s Studies Faculty
Kristin M. Anderson, Stephanie Barnes, Janelle Bussert, Sarah Combellick-Bidney, Cass
Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer,
Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne
Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma
Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson,
James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include WST 201 Foundations in Women’s Studies, a mid-level
course in feminist theory or feminist philosophy selected from an approved list, WST 485
(seminar), and WST 199 or WST 399 (internships). Weekend and Evening College (WEC)
majors may take WST 499 (Independent Study) with a practical application in lieu of WST
199/399; interested students should speak with the WST director.
The remaining six electives are to be selected from approved women’s studies courses, and
should include one course with a racial, ethnic, or global emphasis and one course with a
sexuality emphasis. At least three courses must be upper division courses. Students may take
courses at any of the colleges participating in the women’s studies program. However, at least
three courses must be completed at Augsburg. Each student’s program must have the written
approval of the women’s studies program coordinator. Both majors and minors are encouraged
to participate in one of the gender-focused semester study abroad programs offered through
Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s
Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall
semester) and Migration and Globalization: Engaging Our Communities (offered spring
semester).
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at
all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation
skill can be met by completing GST 200. Transfer students must consult an adviser about
potential adjustments to their course requirements to fulfill each of these skills.
Minor in Women’s Studies
Five courses that must include WST 201; three electives, one of which must be upper
division; and WST 485 or 499. Courses may be taken from the other ACTC colleges as well as
Augsburg. Each student’s program must have the written approval of the women’s studies
program coordinator.
Minor or Concentration in Sexuality Studies (Women’s studies majors must take a
concentration, rather than a minor, in sexuality studies)
The five credit minor/concentration in sexuality studies offers students the opportunity to
explore the history, social construction, and physiology of sexuality and to examine the cultural
meanings of gender, sexual orientation, and sexual practice on a global level. Students are
required to take three core courses plus two electives (one of which must be upper division), as
follows:
Core Courses in Sexuality Studies
WST 201
Foundations in Women’s Studies
SOC 266
Sociology of Sexualities
WST 305
Issues in Queer Studies
Elective Courses in Sexuality Studies
WST 281
HPE 316
WST 315
WST 281/481
Topics: Sexuality and Gender: A Global Perspective
Human Sexuality
Margins as Center: Feminist Theory
Topics: GLBT Issues in a Global Context (in Mexico)
Minor or Concentration in Global Women’s and Gender Studies (Women’s Studies Majors
must take a Concentration, rather than a Minor, in Global Women’s and Gender Studies).
The five credit minor/concentration in global women’s and gender studies offers students the
opportunity to focus on women’s roles, experiences, and worldviews in a global context.
Students are required to take three core courses plus two electives (one of which must be upper
division), as follows:
Core Courses in Global Women’s and Gender Studies:
WST 201
WST 315
POL 359
Foundations in Women’s Studies
Margins as Center: Feminist Theory
Topics: Women in Comparative Politics
Elective Courses in Global Women’s and Gender Studies:
WST 281
Topics: Sexuality and Gender: A Global Perspective
WST 281/481 Topics: GLBT Issues in a Global Context (CGE)
WST 313
Environmental Issues in Latin America: Environmental Theology and Ethics
(CGE)
WST 362
WST 341
WST 357
WST 366
Walking the Truth: Culture, Gender, and HIV/AIDS in Sub-Saharan Africa
Globalization, Social Struggles, and the Environment (CGE)
Mexican History, Culture, and Cosmovision (CGE)
Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America
(CGE)
AIS 208/408 Native American Women and Film
AIS 233
Women: A Cross-Cultural Perspective
AIS 305
Indigenous Issues of Central America
AIS 320
American Indian Women
ENL 365
Contemporary Postcolonial Fiction
HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and Women’s
Grassroots Movements in Latin America/Women in Cross-Cultural
Perspective
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg College and wish to complete a major or minor in
women’s studies are urged to consult with the director of Women’s Studies immediately upon
transfer. The Women’s Studies program has an articulation agreement with Century College
and with Inver Hills Community College that govern students from these institutions with a
Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and
universities must consult with the director of Women’s Studies for approval of courses for the
major or minor.
Women’s Studies Courses
WST 201
Foundations in Women’s Studies
This multidisciplinary course introduces students to the contributions of women
inhistory, religion, literature, philosophy, sciences, and the arts, and how the
questions and methodologies of these disciplines differ when seen from women’s
perspectives. Students will also study the diversity of women’s experiences in terms
of race, sexual orientation, and class.
WST 281
Topics
WST 281
Topics: Gender and Islam
The course introduces students to the diversity and heterogeneity of gender
relations in Muslim societies in the Arab World, Europe, Africa, North America, and
South and Southeast Asia. It traces Islam as a culturally-lived experience, spanning
from the local to the transnational. The course introduces students to feminist
theoretical arguments from the humanities and social sciences, and juxtaposes
these to complex case studies from various locals in order to illuminate connections
between Islam and rituals, ethnicities, gender, education, the media, travel,
migration, citizenship, political commitments, and conflict and societal change.
Concurrently the course aims to undo the many stereotypes about Islam, Muslim
societies, and Muslim women.
WST 281
Topics: Sexuality and Gender: A Global Perspective
This course will explore global contemporary issues of sexuality and gender,
examining social institutions and their impact on women's and men's experiences of
gender and sexuality. The course will focus in depth on topics such as ritualized
genital cutting, sex work and sex trafficking, sexual violence, disability and sexuality,
maternal sexuality, and global LBGT movements.
WST 281/481 Topics: Introduction to Men's Studies
This course will look through a feminist academic lens at men and masculinity,
particularly in
relation to such topics as boyhood, health, relationships,
sexualities, and violence.
WST 281/481 Topics: GLBT Issues in a Global Context
(CGE course; taught in Mexico)
WST 305
Issues in Queer Studies
A study of basic issues surrounding sexual orientation in the contemporary US
culture, including various disciplinary perspectives and theory. The course may
include guest speakers, a service-learning component at local GLBT/supporting
agencies, and some travel and experiences in the Twin Cities, as well as an
immersion experience outside of class time. Required experiential education fee.
Prerequisites: WST 201 or prior coursework in related fields (history, sociology,
psychology) or consent of the instructor(s).
WST 313
Environmental Issues in Latin America: Environmental Theology and Ethics
(CGE Course. See International Programs, Social Justice, Gender and the
Environment)
WST 315
Mid-Level Feminist Theory: Margins as Center
This multidisciplinary and multicultural feminist theory course focuses on the global
voices often marginalized by the feminist canon. A variety of texts—including
personal narratives, political statements, origin stories, and empirical studies—will
be analyzed to highlight different theoretical approaches and multiple feminisms.
WST 324
Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America
(CGE Course. See International Programs—Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 335
Contemporary Latin American Women: Texts and Voices
This course examines the social construction of gender in Latin American countries
and addresses key issues faced by Latin American women today. Includes analysis
of poems, excerpts of novels, essays, testimonies, and interviews by and about
Latin American women. Aims to help students develop an appreciation for the
complexity of diversity of Latin American women's experiences. (Prereq.: SPA 311.
Taught in Mexico.) (CGE Course.)
WST 341
Globalization, Social Struggles, and the Environment
(CGE Course. See International Programs, Migration and Globalization: Engaging
Our Communities)
WST 357
Mexican History, Culture, and Cosmovision
An exploration of Latin American history from Pre-Columbian times through the
conquest and colonial periods up to modern Latin America. The course will use a
gendered lens to
focus on Mexican history, culture and cosmovision.
Additional readings and written assignments will be required for upper division
students. Taught on-site in Mexico through Center for Global Education. (Prereq.: 1
previous history course or consent of instructor required for 300-level course)
WST 359
Women, Gender, and Social Change in Latin America
(CGE Course. See International Programs, Crossing Borders: Gender and Social
Change in Mesoamerica.)
WST 362
Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa
This broad-based course explores the influence of culture and gender on the
HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and
epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological and
political responses to the disease are examined. (Augsburg Abroad course.
Summer)
WST 481
Topics in Women’s Studies
WST 481
Topics: Research Methods
This course will introduce students to interdisciplinary, qualitative research methods.
We will explore the nature and ethics of the subject-researcher relationship and
practice participant observation and interviewing skills. The final product of the
course will be a completed research proposal.
WST 485
Women’s Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and satisfies the
Keystone requirement. It is also required of minors who do not elect to do an
independent study (499). It is offered at a different college each semester and may
be taken in conjunction with WST 490.
WST 490
Women’s Studies—Keystone (0.0 course)
This course provides a Keystone component for all WST majors. (Prereq.: WST 201
and permission of instructor)
AIS 208/408 Native American Women and Film
Beginning with issues of representation and a history of Hollywood’s portrayal of
Native American women as princess figures, sexualized maidens, or squaws, we
will expand our conceptualization of Native American women by putting into
conversation a variety of voices that talk back to or address mainstream stereotypes
of Native American women. Our goal is to expand our conceptualizations of Native
American women and their important roles in society by examining a variety of
cultural issues as they are presented through documentary and fiction films made
by and about Native American women.
AIS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary,
and historical
origins of women’s roles and status in society. Comparative roles
of women are examined in tribal contexts across various indigenous cultures.
Studies include the role of women in Native
American and African tribes,
peasant societies of Eastern Europe, Mexico, the Middle East, and China.
AIS 305
Indigenous Issues of Central America
This travel seminar explores issues faced by Indigenous peoples of Guatemala,
Nicaragua, or Mexico. May be taken in conjunction with WST 490 or AIS 490.
AIS 320
American Indian Women
Through life histories of Indian women, the course examines the vital roles and
contributions of women in past and present tribal cultures. It explores the continuity
of women’s roles over time and the changes in these roles, precipitated by the
influences of Western colonialism. The course also assesses how American Indian
women have crossed cultural boundaries and influenced non-tribal communities
through their activism and traditionalism.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
traditional arts, and the arts of Native American women. (Prereq: ENL 111 or 112 or
HON 111)
ENL 365
Contemporary Postcolonial Fiction
This examination of contemporary world fiction includes work by authors from Latin
America, Africa, Asia, and the Middle East, and fiction written by indigenous authors
worldwide. The course explores novels in relation to language, culture, and gender
in an age of globalization and fragmented nationalisms, considering fictions in their
literary, cultural, and social contexts. (Prereq: ENL 220 or 221 or one 200-level
literature, language, or theory course, or consent of instructor.)
ENL 367
Women and Fiction
This course studies novels and short stories by women across cultures. Emphasis
on the conditions that have affected women's writing (including race and class), the
reflection of women's unique experience in their writing, and the ways in which
women writers have contributed to and modified the Western literary heritage.
(Prereq: ENL 220 or 221 or one 200-level literature, language, or theory course, or
consent of instructor.)
ENL 385
Language and Power
Students will consider both spoken and written examples of language as a means of
establishing, maintaining, or revoking power. They will also pay attention to gender
differences in the use of language and analyze ways in which speakers and writers
can both create and revise reality via the language they use. (Prereq: ENL 220 or
221 or one 200-level literature, language, or theory course, or consent of instructor.)
HIS 195/INS 233
HIS 282
Topics: Promoting Justice and Seeking Equality: Globalization and Women’s
Grassroots Movements in Latin America/Women in Cross-Cultural Perspective
History of Women Since 1848
This course examines in comparative perspective women's changing political,
economic, social, and sexual status since the 19th century, with attention given to
social, racial, ethnic, and sexual differences among women.
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality.
(Prereq: HPE 110).
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic, and
social issues will be explored from contemporary and historical perspectives.
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. (Prereq: one
course in political science or consent of instructor.)
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and men,
feminist interpretation of the Bible, and the impact of feminism on Christian
theology, especially in terms of language and metaphor.
SOC 231
Family Systems
The term family is a universal concept, yet its membership, rituals, and functions
vary dramatically across world cultures and subcultures in the United States. Family
systems are explored with respect to cultural and historical settings, variations
among families, and modern cultural and social patterns.
SOC 265
Race, Class, and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal
portions of wealth, power, and prestige in our society. This course focuses on both
the collective and individual processes involved in social inequality.
SOC 266
Sociology of Sexualities
What we mean by “sex” changes over time. During different historical time periods
it’s been a sin, a means of forging ties between powerful families, a source of
psychological perversion, a means to pleasure, a symbol of love, as well as a
personal identity. This class explores how sexuality and its components (desire,
pleasure, love, the body) are socially constructed.
Internships and Independent Study Courses
(Must be approved in writing by the women’s studies coordinator)
WST 199
Internship
WST 299
Directed Study
WST 399
Internship
WST 499
Independent Study/Research
Youth and Family Ministry
See listing under Religion.
Augsburg College Board of Regents
For more information, go to www.augsburg.edu/regents.
Andra Adolfson
Dan W. Anderson ’65
Ann B. Ashton-Piper
Karen Durant ’81
Matt Entenza, JD
Mark A. Eustis
Anthony L. Genia, Jr, ’85, MD
Alexander J. Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Rev. Rolf Jacobson, PhD
Eric J. Jolly, PhD
Cynthia G. Jones ’81, PhD
Dean Kennedy ’75
Toby Piper LaBelle ’96
The Honorable LaJune Thomas Lange ’68, JD
Andre J. Lewis ’73, PhD
Jennifer H. Martin, EdD
Marie O. McNeff, EdD
Paul S. Mueller ’84, MD
Jeff Nodland ’77
Lisa Novotny ’80
Paul C. Pribbenow, PhD
Bishop Peter Rogness, ex-officio
Gary Tangwall ’80
Rev. David Tiede, PhD
Bishop Harold Usgaard, ex-officio
Rev. Norman W. Wahl ’76, DMin
Bonnie Wallace
Rev. Mark Wilhelm, PhD, ex-‐officio
ELCA Program Unit for Congregational
and Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Program Director for Schools
The Rev. Dr. Mark Wilhelm
Augsburg College Faculty and
Administration
Beginning year of service of faculty and staff is indicated with parenthesis.
College Leadership
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Information Officer. BA, University of
Minnesota.
Barbara A. Farley (2000). Vice President of Academic Affairs and Dean of the College. BA,
College of Saint Benedict; MBA, PhD, University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA,
Loyola University; JD, University of Minnesota.
Tammy McGee (2010). Vice President of Finance and Administration, Chief Financial Officer.
BS, St. Cloud State University; MBA, St. Thomas University.
Julie A. Edstrom (1991). Vice President of Enrollment Management. BA, MA, Augsburg
College.
Orval J. Gingerich (2001). Assistant Vice President of International Programs. Executive
Director of
Center for Global Education. BA, University of Iowa; MEd, University of Colorado; EdD,
University of Virginia.
Andrea L. Turner (2008). Assistant Vice President of Human Resources and Chief Diversity
Officer, BA, Swarthmore College; JD, Case Western Reserve University.
Administration
Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State UniversityMoorhead; MA, Augsburg College.
David Benson (2005). Director of Leadership Gifts, Development. BA, Concordia College; MA,
North Dakota State University.
Jesse Cashman (2011). Director, Public Safety. BA, College of St. Scholastica; MA,
University of St. Thomas.
Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. MA, St. Paul Seminary
School of Divinity-University of St. Thomas.
Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA,
George Washington University.
Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College.
David Draus (2000). Director, Facilities and Risk Management.
James Erchul (1997). Director, Enrollment Planning. BA, Marquette Unversity; MSW,
University of Minnesota, Duluth.
Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of
Northern Iowa.
Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and
Physical Education. BA, Augsburg College; MS, St. Cloud State University.
Orval J. Gingerich (2001). Assistant Vice President for International Programs. BA, University
of Iowa; MEd, University of Colorado; EdD, University of Virginia.
Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences and Associate
Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois at
Champaign-Urbana.
Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio
State University.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP,
University of Minnesota.
Nathan J. Hallanger (2008). Special Assistant to the Vice President of Academic Affairs and
Dean of the College. BA, Augustana College; MTS, Harvard Divinity School, Harvard
University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary.
Kevin Healy (2004). Director, Advancement Services. BS, Carroll College.
Sherry Jennings-King (2002). Director of Leadership Giving, Development. BS, University of
Tennessee.
Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St.
Thomas; MA, University of Phoenix.
Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of
Wisconsin-Madison; MS, University of Oregon.
Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg
College; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St.
Pius X Seminary; MA, Mt. St. Mary Seminary.
Penh Lo (2008). Director, Pan-Asian Student Services. BS, Minnesota State University,
Mankato.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA,
Earlham
College; MDiv, Yale University; DMin, San Francisco Theological Seminary.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA,
George Mason University; EdM, Harvard University.
Regina McGoff (1992). Director of Center for Global Education. BS, University of Minnesota;
MBA,
University of St. Thomas.
Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning. Professor of
Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Jane Ann Nelson (1999). Director of Library Services. BA, University of Sioux Falls; MA,
University of Minnesota.
Aly C. Olson (2001). Director, Student Support Services/TRIO. BA, Grinnell College; MA,
University of Minnesota.
Lori A. Peterson (2004). Assistant Vice President and Dean of Professional Studies. Assistant
Professor of Business Administration. BSB., MEd, PhD, University of Minnesota.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University,
Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint
Mary’s University.
Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern
Baptist Theological Seminary.
Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. BA, Moorhead
State University; EdM, Rutgers University.
Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Kim Stone (2008) Director of Alumni and Constituent Relations. BA, Minnesota State
University, Mankato; MBA, Nova Southeastern University.
Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of
Minnesota; MA, Minnesota State University, Mankato.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of
Minnesota.
Paul L. Terrio (1990). Director, Student Financial Services. BA, Augsburg College.
Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA,
Augustana
College; MA, American University.
Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar
College;
MA, University of Nebraska; DPA, Hamline University.
David T. Wold (1983). Director, Campus Ministries. College Pastor. BS, St. Olaf College; MDiv,
Luther Seminary.
Karl Wolfe (2007). Director Rochester Program. BA, Azusa Pacific University; MDiv, Asbury
Theological Seminary; EdD, Pepperdine University.
Faculty (Full-time)
A
Pauline J. Abraham (2005). Assistant Professor of Nursing. A.D., Rochester Community
College; BSN., Winona State University; MA, Augsburg College.
Phillip C. Adamo (2001). Associate Professor of History. BA, SUNY-Albany; MA and PhD,
Ohio State University.
William Aleman (2011). Instructor of Physician Assistant Studies. Doctor in Medicine in
Surgery,
Universidad Central del Ecuador.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and
DPharm,
University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of
Minnesota; MA, Luther-Northwestern Seminary; PhD, University of Minnesota.
Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD,
University of Minnesota.
Elizabeth Ankeny (2008). Associate Professor of Education. BA, Augustana College; MA,
Morningside College; PhD, Colorado State University.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD,
University of Wisconsin-Madison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota;
MDiv, Luther-Northwestern Seminar; PhD, University of Minnesota.
William M. Arden (2005). Assistant Professor of Business Administration. BS, New York
University; MS, Northeastern University; MBA, Boston University.
B
Jennifer Bankers-Fulbright (2008). Assistant Professor of Biology. BA, College of Saint
Benedict; PhD, Mayo Clinic College of Medicine.
David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. BA, University of
Minnesota; PA Certificate, Augsburg College; MA, University of Nebraska, Omaha.
David D. Barrett (2011). Assistant Professor of Health and Physical Education. AA,
Normandale Community College; BA, Texas Lutheran University; MEd, Southwest Texas
State University; PhD, University of Minnesota
Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St.
Thomas;
BS, Trevecca Nazarene University; MPAS, University of Nebraska.
Bruce Batten (2008). Assistant Professory of Business, MBA. BS, Davidson College; PhD,
Medical College of Virginia.
Katherine A. Baumgartner (2005). Assistant Professor of Nursing. BS, Minnesota State
University-Mankato; MA, Augsburg College.
Matthew Beckman (2008). Assistant Professor of Biology. BA, Brandeis University; PhD,
University of Alabama.
Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota.
Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. BA, St. Olaf College; MS,
PhD, Clemson University.
Susan N. Boecher (2007). Assistant Professor, full-time, Art. BFA, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of
Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota.
Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of
Iowa; PhD, University of Illinois at Urbana-Champaign.
D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. BLA, BS, MFA, University of
Minnesota.
Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University;
MS, Minnesota State University, Mankato; PhD, Ohio State University.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison,
Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia.
Michael Buck (2010). Assistant Professor of Music. BME, St. Olaf College; MME, Vandercook
College of Music; PhD, University of Southern Mississippi.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD,
University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater Arts (Designer and Technical
Director). BA, Augsburg College; MFA, University of Minnesota.
Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS,
PhD, University of Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago;
PhD, University of Illinois at Urbana-Champaign.
John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island
College; MS, University of Wisconsin-Stout; EdD, University of Minnesota
Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. BS, PhD,
North Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD,
Florida State University.
Mauricio Cifuentes (2011). Assistant Professor of Social Work. JD, Pontificia Universidad
Javeriana; MSW, PhD, Loyola University.
Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. AA, Golden
Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State
University; PhD, University of Alabama.
Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MN,
Augsburg College.
Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California;
MA,
University of California, Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. PhD, Indiana
UniversityBloomington.
David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director,
MBA Program in Rochester. BA, Winona State University; MA, EdD, St. Mary’s University of
Minnesota.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University;
MDiv, Luther Theological Seminary; PhD, University of Minnesota
David Crowe (2008). Assistant Professor of Biology. BA, Gustavus Adolphus College; PhD,
University of Minnesota.
D
Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA,
Vermont College; PhD, The Union Institute and University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland;
MM, DMA, Eastman School of Music.
Ankita Deka (2008). Assistant Professor of Social Work. BA, Delhi University; MA, Tata
Institute of Social Sciences; PhD, Indiana University.
Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD,
University of Minnesota.
Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD,
University
of Illinois-Urbana.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The
Mannes College of Music.
Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD,
University of Wisconsin-Madison.
Grace B. Dyrud (1962). Professor of Psychology. BA, MA, PhD, University of Minnesota.
E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of
Minnesota; MFA, Syracuse University.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. BSN, St. Olaf College; MA, PhD,
University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. BA, Luther College; MDiv, Luther
Theological Seminary; MS, PhD, University of Minnesota.
Darcey K. Engen (1997). Associate Professor of Theater Arts. BA, Augsburg College; MFA,
University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. BS, MEd, University of
Minnesota.
Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota;
MSW., University of Minnesota – Duluth; PhD, University of Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA,
Luther-Northwestern Theological Seminary; PhD, University of Minnesota.
F
Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College.
Associate Professor of Business Administration. BA, College of St. Benedict; MBA, PhD,
University of Minnesota.
Ronald L. Fedie (1996). Associate Professor of Chemistry. BA, University of St. Thomas; PhD,
University of Minnesota.
Zengqi Vivian Feng (2008). Assistant Professor of Chemistry. BS, Linfield College; PhD,
University of Illinois.
Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The
American University; PhD, State University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa
State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s
Athletic Director. BA, Augsburg College; MS, St. Cloud State University.
Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida;
MA, PhD, Case Western Reserve University.
Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD,
University of Minnesota.
John A. Furia (2004). Assistant Professor of Business Administration. BA, Rhode Island
College; MPA, University of Rhode Island.
G
Annette M. Gerten (1997). Associate Professor of Social Work. BA, College of St. Catherine;
MSW., University of Michigan; PhD, University of Minnesota.
Keith F. Gilsdorf (2001). Associate Professor of Economics. BS, Moorhead State University;
MA, North Dakota State University; PhD, University of Nebraska-Lincoln.
Amy Gort (2009). Associate Professor of Biology. BS, University of Wisconsin; MS, PhD,
University of Illinois–Champaign-Urbana
Jennifer Grant (2010). Assistant Professor of Business. BA, St. Olaf College; MS, University of
Minnesota; MBA, Northcentral University; PhD, Graduate Theological Foundation.
Carrie Gray (2009). Assistant Professor of Physician Assistant Studies. BA, Central College;
MPAS, University of Iowa.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown
University.
William D. Green (1991). Associate Professor of History. BA, Gustavus Adolphus College; MA,
PhD, JD, University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of
Minnesota.
Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia
College-Moorhead; MA, JD, University of Minnesota.
Ann Grugel (2009). Assistant Professor of Education. BA, St. Olaf College; MS, PhD,
University of Wisconsin–Madison.
Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD,
University of Minnesota.
Donald R. Gustafson (1961). Professor of History. BA, Gustavus Adolphus College; MA, PhD,
University of Wisconsin.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS,
PhD, Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA,
University of Chicago; PhD, University of Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
John U. Harkness (2001). Assistant Professor of English. BA, University of Minnesota; PhD,
Harvard University.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD,
PhD, University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA,
Augsburg College; MA, Macalester College; MA, Columbia University; DMA, Manhattan
School of Music.
Melissa Hensley (2010). Assistant Professor of Social Work. AB, MSW, Washington University;
MHA, University of Missouri–Columbia; PhD, Washington University.
Paloma Hesemeyer (2010). Assistant Professor of Psychology. BA, Mills College; PhD,
University of Minnesota.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. BA, Phillips
University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame.
Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland;
PhD, University of Illinois.
Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MA,
Art Institute of Boston.
I
Ann Impullitti (2010). Assistant Professor of Biology. BS, Northern Michigan University; MS,
University of Wisconsin; PhD, University of Minnesota.
Colin C. Irvine (2003). Associate Professor of English. BA, Carroll College; MA, University of
Notre Dame; PhD, Marquette University.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. BS, College of St. Teresa;
MS, University of Wisconsin-River Falls; PhD, University of Minnesota.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College;
MS, Rensselaer Polytechnic Institute.
J
Karl N. Jacobson (2007). Assistant Professor, full-time, Religion. BA, St. Olaf College; MDiv,
Luther Seminary.
Sophia J. Jacobson (1999). Assistant Professor, full-time, American Indian Studies. BA,
Metropolitan State University; MA, EdD, University of St. Thomas.
Jeffrey E. Johnson (1985). Associate Professor of Physics. BS, MS, MBA, PhD, University of
Minnesota.
Martha B. Johnson (1988). Professor of Theater Arts. BA, MA, PhD, University of WisconsinMadison.
K
Amin E. Kader (1974). Associate Professor of Business Administration. BComm, University of
Cairo, Egypt; MBA, University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). BA, Park College;
BMusicEd, MMusicEd, University of Kansas; PhD, Temple University.
Kenneth S. Kaminsky (1987). Professor of Mathematics. AB, MS, PhD, Rutgers University.
Ned D. Kantar (1999). Assistant Professor of Music. BS, MA, University of Minnesota.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. BA, MA, University
of Delhi; MA, MBA, University of Minnesota; PhD, Temple University.
Anne M. Kaufman (1987). Associate Professor of Education. BS, MA, PhD, University of
Minnesota.
Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA,
Pomona College; PhD, Cornell University.
Ericka Kimball (2012). Assistant Professor of Social Work. BSW, College of St. Catherine;
MSW,
Augsburg College.
Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv,
Lutheran Theological Southern Seminary; DTh, University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University
of Minnesota; PhD, Eastman School of Music.
Kel Abel Knochel (2010). Assistant Professor of Social Work. BA, Albright College; MSW,
Spalding University of Social Work; PhD, University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA,
University of Minnesota.
Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA,
Columbia University; MSW, Smith College; PhD, University of Minnesota.
Gregory P. Krueger (2000). Assistant Professor of Education. BA, Southwest Minnesota State
University; MA, Hamline University.
Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis;
PhD, University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Professor of Business Administration. BA, Michigan State University;
MA, University of Michigan; MBA, University of Minnesota.
Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. BA, University of Florida;
MEd, University of Minnesota.
Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary;
MA, Utah State University; PhD, University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester
College; MA, PhD, University of Minnesota.
Velma J. Lashbrook (2000). Assistant Professor, full-time, Master of Arts in Leadership. BS,
Iowa State University; MS, Illinois State University; EdD, West Virginia University.
Laura K. Lazar (2005). Assistant Professor of Business Administration. BA, MLS, Valparaiso
University; MBA, PhD, Indiana University.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College;
MSW,Tulane University; PhD, Case Western Reserve University.
Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT,
National-Louis University; PhD University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of
Minnesota; PhD, University of Utah.
Terrence Lewis (2011). Assistant Professor of Social Work. BA, Catholic University of America;
MSW, University of Kentucky; PhD, Boston University.
Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University
of
Iowa.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD,
University of Minnesota.
Edward D. Lotterman (2005). Assistant Professor of Economics. BA, MS, University of
Minnesota.
Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv,
Luther Northwestern Theological Seminary; PhD, Graduate Theological Union.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. BA,
University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science
Center; PhD, Capella University.
M
Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. BS, Purdue
University; MS, Colorado State University; PhD, Utah State University.
M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland
Institute of Art; MA, PhD, University of Arizona.
Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD,
University of St. Thomas.
Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN,
University of Washington; DNP, St. Catherine University.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul
University; MBA, Harvard University; DBA, Argosy University.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. BA, Western Michigan University;
AMLS, University of Michigan; MA, Michigan State University.
Fekri Meziou (1987). Associate Professor of Business Administration. BA, University of Tunis;
MA, PhD, University of Minnesota.
Catherine Micek (2010). Assistant Professor of Mathematics. BA, University of St. Thomas;
MS, PhD, University of Minnesota.
Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College;
BS, MA, Augsburg College.
David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston
University.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA,
Luther-Northwestern Seminary.
Sarah Myers (2009). Assistant Professor of Theater Arts. BS, Northwestern University; MFA,
PhD, University of Texas.
N
Susan K. Nash (1998). Associate Professor of Nursing. BSN, MSN, EdD, University of
Minnesota.
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant
Studies. BA, Northwest College; MDiv, Luther Theological Seminary; MD, University of
Minnesota.
O
Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota;
MS, PhD, Syracuse University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS,
University of Wisconsin; PhD, University of Minnesota.
Vicki L. Olson (1987). Professor of Education. BS, MA, PhD, University of Minnesota.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA,
MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna,
Krakow.
Donna R. Patterson (2006). Assistant Professor, full-time, Education. BA, MEd, University of
Minnesota.
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD,
University of Minnesota.
Joyce B. Perkins (2006). Assistant Professor of Nursing. BS, University of New Hampshire;
MA, St. Mary’s College; MS, University of Minnesota; PhD, University of Colorado.
Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University
of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. BA, Augsburg College; MA,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. BA, National
University, Tehran; MA, University of Nice; PhD, University of California, Los Angeles.
Diane L. Pike (1981). Professor of Sociology. A., Connecticut College; PhD, Yale University.
Timothy D. Pippert (1999). Associate Professor of Sociology. BA, MA, PhD, University of
Nebraska-Lincoln.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv,
PhD, Luther Theological Seminary.
R
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA,
University of Minnesota.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. MA, Middlebury College.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS,
PhD, Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. BS, Indiana University;
MSW, University of Minnesota; PhD, Arizona State University.
S
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS,
University of Illinois; PhD, Rice University.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New
Orleans; PhD, The University of Texas.
Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington;
MSW, University of Minnesota; PhD, University of Washington.
David G. Schwain (1995). Assistant Professor, full-time, Business Administration. BBA,
University of Cincinnati; MBA, Harvard University.
Kathryn A. Schwalbe (1991). Professor of Business Administration. BS, University of Notre
Dame; MBA, Northeastern University; PhD, University of Minnesota.
Frankie B. Shackelford (1990). Professor of Modern Languages. BA, Texas Christian
University; PhD, University of Texas.
Barbara Short (2011). Associate Professor of Education. BA, Augustana College; MS, EdD,
Illinois
State University.
Kaija Sivongsay (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau
Claire;
MA, DNP, Augsburg College.
Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD,
University of Minnesota, Twin Cities.
Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD,
Northwestern University.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. BA, Augsburg
College; MACI, College of St. Thomas; PhD, University of Minnesota.
John J. Stangl (1991). Instructor, part time, Education. BS, MA, University of Minnesota.
Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern
University; MBA, Pepperdine University
Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD,
University of Montana.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College;
MS,
University of Minnesota.
Kris Stellon (2012). Assistant Professor of Nursing. BA, MA, College of St. Scholastica.
Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University.
Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA,
Carleton College; MA, PhD, The Divinity School, The University of Chicago.
Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota,
Morris; PhD, University of Washington.
Beverly J. Stratton (1986). Professor of Religion. BA, MA, Boston University; MA, DTh, Luther
Seminary.
Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of
Minnesota.
Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA,
Minneapolis College of Art and Design.
T
Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies, clinical site
director. BS, University of Minnesota; PA Certificate, Augsburg College; MPAS, University of
Nebraska Medical Center.
Ismael S. Talke (2012). Assistant Professor of Mathematics. BSc, University of Asmara; MSc,
University of Natal; MSc, PhD, Montana State University.
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM,
The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple
University.
JosephTowle (2011). Assistant Professor of Spanish. BA, North Dakota State University; MA,
PhD, University of Minnesota.
Mark D. Tranvik (1995). Professor of Religion. BA, Luther College; MDiv, Yale University; ThD,
Luther Seminary.
Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar
College
MA, University of Nebraska; DPA, Hamline University.
U-V
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of CaliforniaBerkeley; MA, San Francisco State University; PhD, University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. BA,
Gustavus Adolphus College; MS, Mankato State University.
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St.
Catherine University; MS, Winona State University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston
College.
David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. BS, University of
Minnesota; PhD, Iowa State University.
Diane Vodicka (2008). Assistant Professor of Education. BA, North Park College; MEd,
Georgia Southwestern College.
W
Dana Wagner (2008). Assistant Professor of Education. BA, St. Olaf College; MEd, University
of Minnesota.
Bernard Walley (2011). Assistant Professor of Economics. BA, MPhil, University of Ghana,
Legon;
PhD, University of Nebraska-Lincoln.
Mzenga A. Wanyama (2006). Assistant Professor of English. BA, MA, University of Nairobi,
Kenya;
PhD, University of Minnesota.
Martha A. (Cary) Waterman (1991). Assistant Professor of English. BA, University of Denver;
BS, MA, Minnesota State University-Mankato.
Shana K. Watters (2007). Assistant Professor of Computer Science. AA, Northern Virginia
Community College; BS, South Dakota School of Mines and Technology; MS, MA, PhD,
University of Minnesota.
Mike Weimerskirch (2011). Assistant Professor of Mathematics. BA, Northwestern University;
MA,
University of St. Thomas; PhD, University of Minnesota.
Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence.
BA, Boston College; MEd, PhD, University of North Carolina.
Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS,
University of Pennsylvania; PhD, University of Minnesota.
Emanuelle Wessels (2010). Assistant Professor of Communication Studies. BA, University of
Iowa;
MA, PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement
/Licensing. BS, St. Cloud State University; MS, Syracuse University.
Trent Whitcomb (2010). Assistant Professor of Physician Assistant Studies. BS, Mankato State
University; MS, Finch University of Health Sciences.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San
Diego; MDiv, PhD, Luther Seminary.
X-Y-Z
Henry Yoon (2009). Assistant Professor of Psychology. BA, University of California; MA, PhD,
University of Minnesota.
John M. Zobitz (2007). Assistant Professor of Mathematics. BA, St. John’s University; MA,
PhD, University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA,
Middlebury College; PhD, University of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD,
University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA,
Northwestern University.
Charles S. Anderson. President Emeritus. BA, St. Olaf College; MA, University of Wisconsin;
BTh, Luther Theological Seminary; PhD, Union Theological Seminary.
Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theater Arts. BS,
MA, PhD, University of Minnesota.
John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther
Theological Seminary; MA, PhD, Columbia University.
Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas;
MA, University of Virginia; PhD, University of Minnesota.
Vern M. Bloom. Professor Emeritus of Social Work. BA, MSW, University of Minnesota.
Julie H. Bolton Professor Emerita of Theater Arts. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD,
University of Minnesota.
Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of MissouriColumbia; MBA, PhD, University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW,
University of Minnesota.
Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University
of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. BA, BSL, BSEd, MA, University of
Minnesota; PhD, Arizona State University.
Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan
State University; PhD, Colorado State University.
Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College;
MS, PhD, University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota.
Stephen M. Gabrielsen. Professor Emeritus of Music. BA, Augsburg College, MA, PhD,
University of Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. BA, Lake Forest College; MA, PhD,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. BA, MA, PhD, University of Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD,
Southern Illinois University.
Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD,
University of Minnesota.
Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA,
University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD,
University of Minnesota.
Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA,
University of Iowa.
Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological
Seminary; MPhil, PhD, Yale University.
John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of
Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA,
Bucknell University; PhD, University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of
Minnesota; ME, South Dakota State University; PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA,
Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana
College; MA, University of South Dakota.
Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North
Dakota State University; PhD, University of Minnesota.
Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern
Lutheran Theological Seminary; MA, PhD, Claremont Graduate School.
Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of CaliforniaBerkeley.
Marie O. McNeff. Professor Emerita of Education/Dean Emerita. BS, MEd, EdD, University of
Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of
Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University;
EdD, University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA, Augsburg College;
MEd, University of Minnesota.
Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD,
University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of
Michigan; PhD, University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA,
PhD, Indiana University.
Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel
Seminary; MA, PhD, University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA,
PhD, University of Michigan.
Curtis M. Paulsen Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University
of Minnesota; PhD, The Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University.
Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College;
MEd, University of Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg
Theological Seminary; MTh, ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State
College; PhD, University of Texas at Austin.
Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD,
Northwestern University.
Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas;
MSW, University of Illinois; PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of
Minnesota.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. BA, Augsburg
College; MA, University of Minnesota.
Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State
University; MS, PhD, University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther
Theological Seminary; ThD, University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia
University.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of
Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD,
University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS
degrees; PhD, University of Minnesota.
Maryann Syers (1998). Professor Emerita of Social Work. BA, Arizona State University; MSW,
PhD, University of Minnesota.
Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA,
University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St.
Olaf College; BD, Luther Theological Seminary; PhD, Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD,
Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of
Pennsylvania.
Show less
2012-2013
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies... Show more
2012-2013
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies
Master of Social Work
at
Graduate Studies Catalog
2012-13
Official publication of Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454
612-330-1000
This catalog should answer most questions students have about Augsburg College’s graduate
programs. Although information was current at the time of publication, it is subject to change
without notice. The written policies in the catalog are the College policies in force at the time of
printing. It is the responsibility of each student to know the requirements and academic policies
in this publication. If you have questions about anything in this catalog, consult the Office of
Admissions, the graduate program directors, or the registrar. See the Directory page for e-mail
and telephone contacts to key offices for correspondence or telephone inquiries.
Published 2012
www.augsburg.edu
A Greeting from the President
I am pleased to know of your interest in Augsburg College’s exciting and innovative
graduate programs. You are part of a select and discerning group of professionals who
seek to find a graduate program that combines an excellent curriculum, a values-based
approach to work, a talented and experienced faculty, and program formats that meet
the needs of busy and successful people. Augsburg College’s graduate-level programs
in Business Administration, Education, Leadership, Nursing, Physician Assistant
Studies, and Social Work are distinguished by the opportunities they provide students to
expand decision-making and strategic skills.
Augsburg College is characterized by a strong mission: Augsburg College educates
students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is
committed to intentional diversity in its life and work. An Augsburg education is defined
by excellence in the liberal arts and professional studies, guided by the faith and values
of the Lutheran church, and shaped by its urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational
experience that features an expansive perspective on social responsibility, economic
realities, business initiative, and environmental sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you
find your calling at work and in the world. Augsburg graduate programs are designed to
offer you quality educational experiences, personal attention, and opportunities to
expand your personal and professional talents and skills. We are confident that our
graduates are prepared for leadership in our ever-changing global society, the hallmark
of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President, Augsburg College
Greetings from the Academic Affairs Office
Welcome to our graduate programs. We are committed to education that prepares people for
leadership in their communities and places of work. We believe that the liberal and professional
arts and sciences form the best preparation for living in the fast-paced, changing, and complex
world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting
and challenging field experiences for courses that include real-life learning through academic
internships, experiential education, and cultural enrichment. The Twin Cities and Rochester
become extended campuses for Augsburg students. Also, the diversity in our campus
community ensures that our graduates are prepared for the range of experiences and
perspectives that characterize today’s global environment.
When you join Augsburg you become part of a community that offers lifelong learning
opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and
staff. You join a body of experienced people who quickly form your network of employer
connections and career opportunities. We encourage our alumni to become your mentors and
build on our city connections through public events, including our convocations and Advent
Vespers.
All our programs share distinctive qualities, including our commitment and mission to be of
service, with one another and to our neighbors. We expect our graduates to have their eyes on
the world as they develop their identity as global citizens, with a sense of responsibility to
participate in socially- and economically-sustainable development. We hope that at some time
during your degree, you’ll explore the opportunities to participate in an international learning
experience—for example, travel seminars to our global campuses in Central America, Mexico,
and Namibia, and opportunities to meet visiting students and faculty members from our partner
institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran
founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a
diversity of cultures and faiths.
Although each graduate program has its own “neighborhood” and unique features, we
encourage interdisciplinary courses and opportunities for you to study with colleagues across
disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as
well as “vertical” initiatives—engaging our undergraduate students to consider graduate work.
This means that sometimes you may be encouraging classmates who are just beginning to
imagine a graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot
wait to meet you.
Sincerely,
Barbara A. Farley
Vice President of Academic Affairs and Dean of the College
Lori A. Peterson
Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies
Table of Contents
Greeting from the President
Greeting from the Academic Affairs Office
Directory of Offices and Programs
About Augsburg College
Academic Programs and Policies
Graduate Admissions
Financing Your Education
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Doctor of Nursing Practice
Master of Business Administration
Master of Science in Physician Assistant Studies
Master of Social Work
College Information
Maps (Minneapolis and Rochester campuses)
Augsburg Board of Regents
Directory of Offices and Programs
Academic Affairs: 612-330-1024
Master of Arts in Education (MAE)
Vicki Olson, Director: 612-330-1131
Karen Howell, Coordinator: 612-330-1354
maeinfo@augsburg.edu
www.augsburg.edu/mae
Master of Arts in Leadership (MAL)
Norma Noonan, Director: 612-330-1198
Patty Park, Coordinator: 612-330-1150
malinfo@augsburg.edu
www.augburg.edu/mal
Master of Arts in Nursing (MAN)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
manursing@augsburg.edu
www.augsburg.edu/ma_nursing
mbainfo@augsburg.edu
www.augsburg.edu/mba
Doctor of Nursing Practice (DNP)
Cheryl Leuning, Dept. Chair and Director:
612-330-1214
Patty Park, Coordinator: 612-330-1150
Sharon Wade, Program Assistant: 612-330-1209
Linden Gawboy, Administrative Assistant
nursing@augsburg.edu
www.augsburg.edu/dnp
Office of Admissions:
612-330-1101 or gradinfo@augsburg.edu
www.augsburg.edu/grad
Bookstore: 612-359-6491
Center for Counseling and Health Promotion:
612-330-1707 or www.augsburg.edu/cchp
Campus Ministry:
612-330-1732 or campmin@augsburg.edu
Master of Business Administration (MBA)
Steven Zitnick, Director: 612-330-1304
Katherine Fagen, Coordinator: 612-330-1774
mbainfo@augsburg.edu
wwww.augsburg.edu/mba
Enrollment Center:
612-330-1046, 1-800-458-1721, or
enroll@augsburg.edu
Questions about registration, financial aid,
transcripts, payments, accounts
Master of Science in
Physician Assistant Studies (PA)
Dawn Ludwig, Department Chair and Director:
612-330-1399
Carrie Benton, Coordinator: 612-330-1518
paprog@augsburg.edu
www.augsburg.edu/pa
International Student Advising (ISA): 612-3301686 or
http://www.augsburg.edu/isa/
Master of Social Work (MSW)
Lois A. Bosch, Director: 612-330-1633
Holley Locher-Stulen, Coordinator: 612-330-1763
mswinfo@augsburg.edu
www.augsburg.edu/msw
Master of Social Work and Master of Arts
in Theology (MSW/MA)
Luther Seminary: 651-641-3521
Master of Social Work and Master of
Business Administration (MSW/MBA)
Lois A. Bosch, MSW Director: 612-330-1633
Steven Zitnick, MBA Director: 612-330-1304
Lindell Library: 612-330-1604 or
www.augsburg.edu/library
Public Safety: 612-330-1717 or
security@augsburg.edu
Registrar’s Office: 612-330-1036 or
registrar@augsburg.edu
Rochester Campus Program Office:
507-288-2886 or rochinfo@augsburg.edu
Welcome/Information Desk: 612-3300-1000
About Augsburg College
At Augsburg College, we believe that graduate education should prepare gifted people for positions of
leadership in their communities and places of work. Augsburg graduates will be able to demonstrate
not only the mastery of a major field of study, but also the ability to think critically, solve problems, act
ethically and communicate effectively in a global world. The heart of an Augsburg education is the
Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors
in the heart of the city with faith-based, ethical values. We welcome students from a diversity of
backgrounds and experiences. Also, our programs look to the world through international courses and
cultural exchanges.
Mission Statement
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers,
and responsible leaders. The Augsburg experience is supported by an engaged community,
committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and
shaped by our urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the
confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in
September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. A short history of Augsburg
College can be found at www.augsburg.edu/about/history.html
Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:
• Education should have a solid liberal arts core at the graduate level; this focus centers on the ability
to think critically and broadly about the world and the work we do in it;
• An Augsburg education should be preparation for service in community and centers of faith;
• The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve
our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and
global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex
global society.
Degrees Offered
Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional
weekday schedule and a non-traditional weekend and evening schedule. Augsburg offers the
following graduate programs:
Master of Arts in Education (MAE)
Master of Arts in Leadership (MAL)
Master of Arts in Nursing (MAN)
Master of Business Administration (MBA)
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice
Dual degrees:
BA in accounting/MA in leadership
Master of Social Work/Master of Business Administration
Master of Social Work/MA in theology, with Luther Seminary
Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can
perform research, take courses, or consult with faculty in those locations to gain new perspectives on
their discipline.
A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult
learners. This community is enriched by the presence of men and women with a variety of work and
life experiences. To facilitate this kind of community interaction, Augsburg encourages students to
make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen
Center, and to participate in College activities such as music and dramatic presentations and
athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the
excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree,
and all consider teaching and service to be the focus of their activity at the College. Faculty are
involved in social, professional, and a variety of research activities, but these support and are
secondary to their teaching. Faculty are actively involved in a dynamic faculty development program
that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and
students. Faculty act as academic advisers and participate regularly in campus activities.
Minneapolis and Rochester Locations
Augsburg’s Minneapolis campus
Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis.
The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the
University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi
River and the Seven Corners theater district just a few blocks away. Convenient bus routes run by the
campus, and two Hiawatha Line light rail stations are just blocks away.
In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at
Bethel Lutheran Church. For maps, directions, and parking information, go to
www.augsburg.edu/about/map.
Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on
an evening schedule with occasional Saturdays, making them accessible to working adults. There are
three trimesters in each academic year, and students can enter degree programs in the fall, winter, or
spring. Several complete degree programs are available through the Rochester campus. In addition,
students may work on a variety of other majors through a combination of Rochester-based courses
and courses taken in the day or Weekend College program on the Minneapolis campus. Students
who enroll in Rochester courses are required to use technology in the learning and communication
process through the online course management system. For more information, go to
www.augsburg.edu/rochester or call the Office of Admissions at 612-330-1101 or the Rochester
program office at 507-288-2886.
Augsburg’s Rochester campus
Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few
blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the
Midwest, the community has a rich ethnic diversity and superior technological resources. Students at
the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for
service,” by preparing and equipping women and men to make a difference in the world.
On the Minneapolis Campus
Admissions Offices
The Office of Admissions is located on the main level of Christensen Center. The Physician Assistant
Studies Program admissions office is located in Anderson Hall.
Augsburg for Adults Office
Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all
programs. It evaluates how the program fulfills their needs and identifies the educational services to
help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110.
Augsburg Abroad
The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services
for students interested in an international experience. Resources for study, work, internship, and
volunteer opportunities abroad are available.
Bookstore
The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway
Center. Online purchasing, phone purchasing, and delivery services are available through the
bookstore.
Counseling and Health Promotion
The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance
student learning by promoting personal development and well-being. The center is located at 628 21st
Avenue South.
Christensen Center
Christensen Center, with admission offices, student lounge and recreational areas, the Strommen
Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries,
copy center, and offices for student government and student publications, is the College center and
the hub of campus life.
Food Services
A variety of food options are available both in the Christensen Center and in Oren Gateway Center.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication
The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex,
which provides space for campus ministry, the theatre and communication studies offices, as well as
the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student
Services (CLASS).
James G. Lindell Family Library
This library and information technology center houses all library functions and brings together the
computer technology resources of the College. The library is located on the block of campus bordered
by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street.
Kennedy Center
This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker
rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices.
Melby Hall
This complex provides facilities for the Health, Physical Education, and Exercise Science Department,
intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s
general auditorium.
Music Hall
Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal
halls, music libraries, practice studios, and offices for the music faculty.
Old Main
Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively
remodeled in 1980, combining energy efficiency with architectural details from the past. It is included
on the National Register of Historic Places.
Oren Gateway Center
Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the
“gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional
Advancement, the Master of Business Administration program, the Master of Arts in Leadership
program, the Center for Faith and Learning, and the StepUP program. The center also includes
student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café,
classrooms, and the Johnson Conference Center.
Science Hall
Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and
Administration offices are found in Science Hall.
Sverdrup Hall
The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall.
Sverdrup-Oftedal Memorial Hall
Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and
other administrative and faculty offices.
Student Technology Center/TechDesk
The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library,
functions as the initial point of customer contact for the Augsburg Information Technology
Department. The TechDesk staff field requests for computer and media support. Many questions can
be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by
contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the
webpage. Hours are generally business hours during the week and some weekend hours. Current
hours are posted on the website.
AugNet Account
All students receive an AugNet email account. All official correspondence from the College is sent to
this account and students are responsible for checking it. Students also have a secure network folder
on the College’s network that is backed up weekly. The folder is accessible from both on- and offcampus.
Computing
Students have access to more than 250 on-campus computers with their AugNet account. There are
both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and
computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and
41 technology- enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops
available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped
with a standard suite of software including Microsoft Office, SPSS, and Internet browsers.
Additionally, a RemoteLab service provides access to campus software to off-campus students. See
the TechDesk website for more information.
A high-speed fiber optic campus network provides access to AugNet online services, printing, and
connections to the Internet and Internet2. Network-ready student machines can connect to the
campus network using WiFi. All of the AugNet online services and several of the registrar’s student
services are available securely on the Inside Augsburg web page, http://inside.augsburg.edu to
students on and off-campus.
Accreditation, Approvals, and Memberships
Augsburg is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
• National Council for the Accreditation of Teacher Education
• Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a
candidate for accreditation)
• Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
• Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full
accredited; the doctoral degree is a candidate for accreditation)
• Council on Social Work Education (CSWE) (bachelor’s and master’s degrees)
Augsburg’s programs are approved by:
• American Chemical Society
• Minnesota Board of Teaching
• National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
• National Association of Schools of Music
Augsburg College is an institutional member of:
• American Association of Colleges and Universities (AACU)
• American Association of Colleges of Teacher Education (AACTE)
• American Association of Higher Education (AAHE)
• American Music Therapy Association, Inc.
• Association of Collegiate Business Schools and Programs (ACBSP)
• Campus Compact
• Council of Independent Colleges (CIC)
• Lutheran Education Council in North America (LECNA)
• National Association of Schools of Music (NASM)
• National Society for Experiential Education (NSEE)
• Physician Assistant Education Association (PAEA)
• Associated Colleges of the Twin Cities (ACTC),
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Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council (MPCC)
Twin Cities Adult Education Alliance (TCAEA)
See individual graduate program sections for additional accreditation and affiliation citations.
Augsburg College is registered as a private institution with the Minnesota Office of Higher Education
pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other
institutions.
Augsburg College Facts and Figures
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Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to
Minneapolis in 1872.
Religious affiliation—The Evangelical Lutheran Church in America (ELCA). Although a plurality
of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other
denominations and religions.
Enrollment—4,109 students from 26 countries. Graduate student enrollment is 871.
Alumni—Appox. 24,000 alumni since 1870, including more than 1,200 graduate program alumni.
Student/Faculty ratio—13 to 1
Campus—18 major buildings. Major renovations to classrooms in 2007.
Accessibility—Augsburg is one of the most accessible campuses in the region. A
skyway/tunnel/elevator system provides inside access to 12 major buildings.
Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP
Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin
Cities private college library consortium.
Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate
program
Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in
accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one
doctoral program, plus several dual degrees.
Off-campus programs—The Office of International Programs offers programs through
Augsburg’s Center for Global Education and International Partners programs for short- and
longer-term study abroad for both undergraduate and graduate students.
Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National
Collegiate Athletic Association (NCAA), Division III.
Clery Act information
The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near
Augsburg property and campus, as well as institutional policies concerning campus security and
crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed
copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed,
religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression,
marital status, status with regard to public assistance, or disability in its education policies, admissions
policies, employment, scholarship and loan programs, athletic and/or school administered programs,
except in those instances where there is a bona fide occupational qualification or to comply with state
or federal law. Augsburg College is committed to providing reasonable accommodations to its
employees and students. (See Physician Assistant Studies for details of its program policy.)
Any questions concerning Augsburg’s compliance with federal or state regulations implementing
equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg
College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058.
FERPA
The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights
to students regarding their education records. Augsburg College understands that no information
other than “directory information” can be released without the written permission of the student.
Students must give permission in writing for educational information to be released to anyone outside
of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty
or others cannot write letters of support/recommendation or nominate students for awards unless
explicit written permission is given by the student to release non-“directory information.” It is not
sufficient to ask for letters of recommendation.
In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or
at Augsburg College. You must request to review your education records in writing, with your
signature. The College will respond in a reasonable time, but no later than 45 days after receiving the
request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be
inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a
hearing to present evidence that the record should be changed if Augsburg decides not to alter your
education records as you requested.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally
identifiable information contained in your education records, except to the extent that FERPA and the
regulations regarding FERPA authorize disclosure without your permission.
One exception which permits disclosure without consent is disclosure to school officials with legitimate
education interests. A school official is a person employed by the College in an administrative,
supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College has contracted (such as an attorney,
auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an
official committee, such as a disciplinary or grievance committee, or assisting another school official
performing his or her tasks. A school official has a legitimate educational interest if the official needs
to review an education record in order to fulfill his or her professional responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable
information that may be released for any purpose at the discretion of Augsburg College without
notification of the request or disclosure to the student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below.
Please consider very carefully the consequences of any decision by you to withhold directory
information. Should you decide to inform Augsburg College not to release Directory Information, any
future request for such information from persons or organizations outside of Augsburg College will be
refused.
“Directory information” includes the following:
• The student’s name;
• The student’s address;
• The student’s telephone number;
• The student’s e-mail address;
• The student’s date and place of birth;
• The student’s major and minor field of study;
• The student’s academic class level;
• The student’s enrollment status (FT/HT/LHT);
• The student’s participation in officially recognized activities and sports;
• The student’s degrees and awards received;
• The weight and height of members of athletic teams;
• The student’s dates of attendance;
• The most recent previous educational agency or institution attended by the student; and
• The student’s photograph.
Augsburg College will honor your request to withhold all Directory Information but cannot assume
responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for
honoring your instructions that such information be withheld. The Office of the Registrar must be
notified in writing of your intent to withhold your Directory Information. If the notice is not received by
the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new
student), it will be assumed that all Directory Information may be disclosed for the remainder of the
current academic year. A new notice for withholding disclosure must be completed each academic
year.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S.
Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning
Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be
reported in the letter.
Academic Programs and Policies
Academic Calendars
Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes
meet on a semester day schedule.
The official academic calendars for individual programs can be found at www.augsburg.edu/registrar.
All academic calendars are subject to change.
Academic Policies
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as
promulgated by the American Association of University Professors and the Association of American
Colleges.
Academic Honesty
A college is a community of learners whose relationship relies on trust. Honesty is necessary to
preserve the integrity and credibility of scholarship by the Augsburg College community. Academic
dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and
examinations may include a statement by the student pledging to abide by the College’s academic
honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s
Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/)
Academic Evaluation
Evaluation of academic performance in each program will be based on number grades using a 4.0
point scale, where 4.0 achieves highest standards of excellence. See each program for details of field
study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician
Assistant students must consult the PA Program Progression Standards Policy.
The numeric grade point definition for Graduate Studies is:
4.0 grade points
Achieves highest standards of excellence
3.5 grade points
Achieves above acceptable standards
3.0 grade points
Meets acceptable standards
2.5 grade points
Meets minimum standards
2.0–0.0 grade points
Unacceptable performance
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N
V
W
I
X
Represents work at 3.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
Withdrawn Status
W—Grade given when a student withdraws from a course after the deadline without notation on
the record
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission after determining that
a student emergency may delay completion of coursework. Students who receive an incomplete
grade should be capable of passing the course if they satisfactorily complete outstanding course
requirements. To receive an incomplete grade, a student must file an Application for Incomplete
Grade form with the Office of the Registrar that states the reasons for the request, outlines the work
required to complete the course, and includes the course instructor’s signature. The instructor may
stipulate the terms and conditions that apply to course completion; however, students may not attend
the same course (or a portion of the same course) in a following term with an incomplete grade. The
student must complete the outstanding work in enough time to allow evaluation of the work by the
instructor and the filing of a grade before the final day of the following academic term in the student’s
program. If the work is not completed by the specified date of the following academic term, the grade
for the course becomes 0.0.
Academic Probation
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0
average, the student will be placed on academic probation for the following term. A 3.0 cumulative
grade point average must be restored in order for a student to be removed from probation. Graduate
students in the Physician Assistant must consult the PA Program Progression Standards Policy.
Attendance Policy
Attendance and participation are critical to the success of any course. Evaluation of the level and
quality of participation may be incorporated into the course grade. We view attendance as a joint
commitment of both instructors and students to our professional development. Each instructor has the
authority to specify attendance and participation requirements to address the needs of particular
courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students
must notify the professor in advance of any expected absence. In the case of emergency, when prior
notification is not possible, students must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be
automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a
grade for the completion course is submitted by the project adviser. Continuation course 999
maintains students’ active status in the graduate program, including library, AugNet, and parking
privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs
increase) per trimester.
Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course
grade will change from X to N. Students who wish to complete the final project after receiving a failing
grade must meet with the program director to evaluate readmission to the College and program.
Students who are readmitted may need to complete additional course work and will need to pay full
tuition for all additional courses and to repeat the final project course. If/when the final project course
is completed, the new grade would supersede the previous grade.
Students may withdraw from the College, and thus from continuation course 999 and the final project
course, at any point during the continuation period and receive a W notation on the transcript for the
final project course. Following a withdrawal, students are welcome to meet with the program director
to evaluate readmission to the College and program. Students may be subject to additional
coursework.
An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid
threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a
student owes more than the threshold amount, the registrar’s office will not continue to automatically
enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will
inform the student, the program director, and coordinator that the student must pay the account
(including the late fee). At this point coordinators and/or program directors will communicate with the
student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade
change of N. The student also may elect to withdraw from the College. If the grade change has not
been submitted within one term, the program director will submit the grade change of N.
This policy is effective as of September 2010. Students will sign a contract outlining the terms of the
continuation policy, which will be kept on file with the program and in the Office of the Registrar.
Accumulated charges stand for current students, but beginning in fall 2010 students will be charged
$35 per term. The Enrollment Center will work with students, as needed, who are currently in the
continuation phase and who have accumulated a debt higher than the $250 threshold.
Course credit and contact hours
A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the
trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and
the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial
independent and group study offered through the web-based electronic course management system.
Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of
Nursing program, see p. 49.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
• Successful completion of all required courses
• A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression
Standards Policy.
• Successful completion of all degree requirements within the stipulated period of matriculation or a
signed continuation agreement with Augsburg College.
Dismissal from the College
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most
programs) in two or more terms may be subject to probation or dismissal. A plan for the student to
continue in the program may be worked out with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession,
their program, or the College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the College’s program dismissal appeals
process. Appeals are limited to procedural errors that the student can demonstrate negatively affected
the outcome.
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the
Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies);
email is not acceptable. The statement must identify each procedural error and state how each error
negatively affected the outcome. The statement of appeal will be the only basis of the student’s
appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar
days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director.
The program must submit a response to the student’s statement of appeal within 15 business days of
the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the
program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies
will send a copy of the program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will
include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one
from programs not named in the appeal: Social Work, Education, Physician Assistant Studies,
Nursing, Business, Leadership). The Program Dismissal Appeals Committee will schedule its hearing
within 15 business days of receipt of the program’s statement of response. The Committee will meet
with the student and a program representative to review the procedures and ask questions of both the
student and the program representative. The student and program representative may each bring a
third party to the review meeting (limited to an Augsburg College faculty member, staff member, or
student). The role of the third party representative is to provide support to the student or the program
representative, not to serve as an advocate during the meeting.
Dropping Courses or Withdrawing
Students who enroll in courses but later decide not to attend must formally drop their courses through
the registrar’s office prior to the start of classes to avoid being charged for those courses. Students
who do not properly drop courses will be responsible for the tuition, regardless of non-attendance.
Courses may be dropped or withdrawn online through AugNet Records and Registration or in person
at the Enrollment Center during hours of operation. If you need assistance with this, contact your
program faculty at least two days in advance of the start of classes.
Independent Study
Students may request to complete an independent study course as an addition to the required
coursework. A faculty sponsor is required for an independent study project, and project proposals
must be approved by the program director in order to receive credit. Normally, independent study may
not be used as a replacement for a standard course offered in the curriculum, with the exception of
the general elective (if approved). A special independent study registration form is required and is
available at the Enrollment Center.
Terms of Non-attendance
Students who interrupt their program enrollment for longer than one semester or three trimesters must
readmit to the College and program to resume their degree program. For an absence of any length,
students should coordinate with their program director prior to leaving. Due to a variety of program
schedules and cohorts for some degrees, it is required that students meet with their adviser and
obtain the advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The
transfer of credit will be evaluated on an individual basis. Students will be asked to provide
appropriate documentation regarding previous coursework, including but not limited to an official
transcript, course description, and syllabus. In order to be considered for transfer, a course must be
from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been
taken at the graduate level and course content must be comparable to program requirements at
Augsburg.
The maximum number of course credits that can be transferred to these program is as follows:
Master of Arts in Education (2.0)
Master of Arts in Leadership (2.0)
Master of Arts in Nursing (3.0)
Master of Business Administration (6.0)
Master of Science, Physician Assistant Studies (Contact program coordinator)
Master of Social Work (8.0)
Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore,
transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg
course credits by dividing by four or six respectively.
Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and
gradepoints from other institutions are not transferred to Augsburg and are not included in the
student’s cumulative grade point average.
Student Rights
The College has adopted a statement of student rights and responsibilities and has provided for due
process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg
Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education
without discrimination.
Grievance Procedures Involving Augsburg College Faculty Members and Students
Part I—Introduction/Preface
Augsburg College is committed to a policy of treating fairly all members of the college community in
regard to their personal and professional concerns. However, times do occur in which students think
they have been mistreated. This procedure is provided in order to ensure that students are aware of
the way in which their problems with faculty members can be resolved informally and to provide a
more formal conciliation process when needed. Each student must be given adequate opportunity to
bring problems to the attention of the faculty with the assurance that each will be given fair treatment.
The faculty member must be fully informed of the allegations and given an opportunity to respond to
them in a fair and reasonable manner.
Definition of Grievance
A grievance is defined as dissatisfaction occurring when a student believes that any conduct or
condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances
include, but are not limited to a violation, misinterpretation, or inequitable application of an academic
rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic
evaluation.
College policies and procedures that do not come within the scope of the Grievance Procedures are
the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions,
Discipline Process, and Academic Standing.
Time Limits
Time limits will include only business days (M–F) for the program in which the student was enrolled.
(Weekends, and vacation days are not included; summer may not be included depending on the
student’s program.)
Part II—Informal Process
It is always the student’s responsibility to know these procedures and timelines and to follow them.
A. Any time a student feels that she/he has been mistreated by a faculty member, the student should
contact the faculty member to discuss the problem and attempt to resolve it.
B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual
circumstances, the student prefers not to confer with the faculty member, the student should discuss
the problem with the department chairperson of the faculty member and attempt resolution of the
problem.
C. If the problem cannot be resolved in discussions with the faculty member or department
chairperson, or if the faculty member and the department chairperson are the same individual, the
student may contact the vice president of academic affairs and dean of the College.
D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to
the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and
dean of the College.
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The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the
last published finals date for the relevant term. It is the responsibility of the student to maintain a
correct and current address on file with the registrar.
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If the student could not reasonably be expected to be aware of the conduct when it occurred, the
student will have 15 days to file the grievance from the date on which the student could
reasonably be expected to be aware of the conduct or condition that is the basis for the grievance.
It is the responsibility of the student to establish the reasonableness of such non–awareness. The
vice president of academic affairs and dean of the College will determine if this paragraph applies
to a grievant.
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The vice president of academic affairs and dean of the College and the student must ensure the
informal process is completed in 20 days. (See Part I for definition of time limits.)
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In unusual circumstances, the time limit may be extended by the vice president of academic affairs
and dean of the College. A grievant or respondent must submit a written request for such
extension before the end of the time limit. If the vice president of academic affairs and dean of the
College thinks the extension is warranted, the Dean will notify all concerned persons in writing.
E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy
of the informal grievance and statements of the resolution will be kept by the vice president of
academic affairs and dean of the College for one year. Neither a copy of nor any reference to the
grievance will be placed in the personnel file of the respondent.
If these informal discussions do not resolve the problem to the satisfaction of the student, a more
formal conciliation procedure is available in Part III of this document. Note: A student must file a
written grievance, per below, within five days after completion of the informal process
Part III—Formal Process Preface
If a student has a grievance with a faculty member that has not been resolved through the Informal
Grievance Process described in Part II of this document, the student may then seek resolution
through formal procedures.
For a complete copy of the procedures, contact the dean’s office, Academic Affairs.
Graduate Admissions
Admission to Augsburg College
All graduate programs require students to have a bachelor’s degree from a regionally-accredited fouryear institution.
All graduate students must submit completed application forms that can be downloaded from each
individual program’s web page, as listed below.
Each graduate program also has additional program requirements, which may include coursework,
professional experience, testing, etc. See the program sections for these additional requirements.
MA, Education
www.augsburg.edu/mae
MA, Leadership
www.augsburg.edu/mal
MA, Nursing
www.augsburg.edu/ma_nursing
DNP
www.augsburg/edu/dnp
MBA
www.augsburg.edu/mba
MS, PA Studies
www.augsburg.edu/pa
MSW
www.augsburg.edu/msw
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg College admission requirements, you must provide evidence of a sufficient
command of both written and spoken English to study college courses conducted entirely in English.
Below is a list of the tests and programs Augsburg College accepts as evidence for English
proficiency.
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TOEFL (http://www.toefl.org/) (Test of English as a Foreign Language) score report of 80 on the
Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections.
(The Augsburg College TOEFL code is 6014.)
IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5.
MELAB (http://www.tsa.umich.edu/eli/testing/melab/) (Michigan English Language Assessment
Battery) score report of 80, and score report must be accompanied by an official letter from the
testing coordinator.
Successful completion of a previous undergraduate or graduate degree at an accredited
college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New
Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be
more than two years old.
Readmission to the College
The last day to receive approval for readmission to the College and register for classes is one
business day prior to the start of the term. Pending approval by the graduate program, students who
left on probation or who were dismissed from the College must have their readmission application and
file reviewed by the program director. (Please consult with individual programs for information
regarding readmission process).
Admission of International Students
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific
educational or professional objective at an academic institution in the United States that has been
designated by the Department of Homeland Security (DHS) to offer courses of study to such students,
and has been enrolled in SEVIS (Student and Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS.
Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with
the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) if the student is already in the United
States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and
Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to
Augsburg by following the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program,
prospective F-1 students must also comply with the following:
A. Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the
United States. This evaluation should include the following:
• Analysis of credentials—to determine if your degree is equivalent to an accredited US bachelor’s
degree.
• Course-by-course evaluation—to show your complete course listing with credit values and grades
received for each course.
• Calculation of grade point average—to demonstrate your cumulative grade point average using
the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
• Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World
Education Services at http://wes.org for direction on transcript evaluation.
B. Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources
adequate to meet expenses for the duration of their academic program, which include tuition and fees,
books and supplies, room and board, health insurance, personal expenses, and living expenses for
dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring
agencies, personal funds, or funds from the student’s family. Documentation of scholarships and
fellowships may be in the form of an official award letter from the school or sponsoring agency;
documentation of personal or family funds should be on bank letterhead stationery, or in the form of a
legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial
Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal
permanent resident. All financial documents such as bank statements must be dated within three
months prior to the date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate
health insurance coverage for the duration of their program. International students will be enrolled in
the Augsburg international student plan unless they fill out a waiver verifying proof of coverage
through an alternative provider for the same period.
Financing Your Education
Costs for Graduate Studies
Each academic year the Augsburg Board of Regents reviews costs and makes changes as required.
The College reserves the right to adjust charges should economic conditions necessitate.
For current academic year costs for graduate study, go to the Enrollment Center webpage at
www.augsburg.edu/enroll.
Financing Your Education
Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course
credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is
considered full time. You may be eligible to finance your education through loan programs from the
State of Minnesota or the federal government. You may also select from a variety of payment plans
available each semester or trimester, including a plan for those who receive company tuition
assistance. Financial aid may be used for international programs where credit is offered.
Payment Options
Various payment plans are available:
• Payment in full: Due after registration and before the beginning of the semester/trimester. No
finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid
balance after the start of the term.
• Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you
must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan
requests (either paper or online) must be received and approved by the lender and certified by
Augsburg’s financial aid office, on or before the first day of the term.
Company Reimbursement
An application for the Employer Reimbursement Payment Plan must be filed once each academic
year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is
paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is nonrefundable after the 100% drop date. Final payment on any remaining balance is due 60 days after
the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late
payment fee and are subject to further collection efforts. The student is responsible for payment if the
employer does not pay for any reason.
Sources of Financial Aid
The Enrollment Center assists students in assessing financial aid eligibility and identifying various
sources of aid.
Sponsored Scholarships
Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such
scholarships may enable the participation of individuals with limited financial means as well as
individuals working for volunteer agencies and other organizations not likely to provide tuition
reimbursement. Refer to the program sections or contact the programs for more information.
Military Discount
At Augsburg College, we value the varied professional and academic experiences that our adult
students bring to our campus community and are grateful to those who volunteer to serve in the
military. Augsburg offers a 10% military tuition discount for the following:
•
•
a member of the military currently serving full or part time (any branch)
veteran of any branch of the United States Armed Forces.
The military discount is available only to students in the Weekend and Evening College
undergraduate program and graduate programs. Contact the Office of Admissions or go to
www.augsburg.edu/military for more details.
AmeriCorps Scholarships
AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center
for more details.
Tribal and State Indian Scholarships
American Indian students who meet federal, state, or tribal requirements may apply for these
scholarships. Indian grants generally supplement other sources of financial aid. For assistance in
application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144
or your tribal agency.
Federal and State Aid Programs
The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for
federal and state financial aid programs.
Federal Stafford Loan Program
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of
$138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but cannot exceed the annual loan limits.
Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in
an eligible program leading to a degree or certificate. Repayment may extend up to 10 years.
Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at
least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the
Enrollment Center if you think you are eligible for a deferment.
Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in
selecting the appropriate loan.
To Apply for Financial Aid
Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to
Augsburg as regular students or be returning students in good academic standing to be eligible for
financial aid.
Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To
complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll
If a student is selected for verification, additional documents will be needed. Students in this situation
will be contacted by the Enrollment Center.
Financial Policies
Refund Schedule
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their
charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover
administrative costs). Financial aid may also be adjusted for those students who withdraw from the
College or drop one or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis.
For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be
sure you understand the financial consequences of making adjustments to your registration.]
Students are responsible for canceling courses through the Enrollment Center in order to be eligible
for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add
form are responsible for all charges. Financial aid may be adjusted based on the student’s last
recorded date of attendance. Refund calculations are based on the date that the drop/add form is
processed.
The refund schedule is effective whether or not a student has attended classes. All refunds of charges
will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be
made before eligibility for a cash refund of any resulting credit balance is determined. Allow two
weeks for a refund.
The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward
tuition, e.g. deposits made under the employer reimbursement payment plan.
For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or www.augsburg.edu/enroll.
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a
long history in teacher education with alumni of our programs teaching throughout Minnesota and
elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching
dreams and goals—and here’s why.
OUR PHILOSOPHY
The Education Department program themes include relationships, reflection and inquiry, diversity and
equity, and leadership. You can read about each theme on the following page, but for the MAE
program, I want to highlight one of the program themes—leadership. As this program theme suggests,
we expect our students to leave our programs as responsive, knowledgeable teachers prepared to
exercise leadership in the classroom and, eventually, the school and community.
Our urban setting provides yet another dimension to our programs through a combination of course
content, field experiences, and classroom instructors. Our goal is that students will leave our
programs as collaborative and capable teachers committed to educating all learners in a diverse and
changing world.
OUR FACULTY
Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct
instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently
teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through
student teaching and field experience supervision, volunteer work, and/or in-service education. We
understand the importance of what we do and what you hope to do. We value good teaching and,
most especially, we value good teachers.
OUR ACCESSIBILITY
We realize that although teaching is your dream, your reality most likely includes work, family, and
personal responsibilities. Because we understand the demands adult students face, we offer flexible
scheduling. A majority of licensure and graduate-level courses are taught in the evenings and
weekends to allow you to manage these responsibilities while pursuing your goals. You will need to
be available during the weekday for the challenge and responsibility of field experiences, but
education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find
yourself among interesting students and dedicated professors who believe that all children deserve a
good, highly qualified teacher—the teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable
teachers committed to educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic interaction among relationships,
reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes
provide lenses through which we filter our practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their
students, colleagues, and community partners by developing learning communities. These nurturing
learning communities provide a safe, trustworthy place where challenging and engaging questions
can be considered. We model the kinds of learning communities that we expect our graduates to
create. We share with our students a learning model that connects content, theory, and practice in an
ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we
embrace and foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing
numerous frameworks through which to filter our experience encourages intentional and thoughtful
inquiry. Through field placements, service learning, generative questions, and classroom experiences,
students and faculty develop their perspectives about teaching and learning. Critical reflection allows
us to examine content, theory, and practice in ways that transform our practice. We think it is
important to understand and learn how to manage the many polarities inherent in the teaching and
learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially
those who for some reason have been marginalized, learn and develop in powerful ways. We
continually reflect on what it means to be a “school in the city.” We recognize that each student is
unique, shaped by culture and experience; therefore, differentiating instruction is essential. The
perspective of multiple intelligences, learning style theory and teaching for understanding help us
differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that
all students can learn. They also have a sense of efficacy and believe that they can help all students
learn.
Leadership
Responsive teachers recognize that becoming a learning leader is a developmental process, which
begins in pre-service education and continues throughout one’s career. Teachers serve as leaders
within the classroom, and with experience, increased confidence, and professional development
become leaders within the school, the district, and the community. Teacher leaders view themselves
as lifelong learners. They become role models committed to their profession as a vocation rather than
a job. Emerging teacher leaders keep student learning at the center of their work while advocating for
instructional innovation, constructivist curricular development, and systemic change.
Master of Arts in Education Conceptual Framework
Teacher leadership is the theme that threads through our graduate licensure and degree completion
program. The Augsburg Education Department believes that teachers are leaders in their classrooms
and should be leaders in their institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate
versions of the combined undergraduate/graduate courses focuses on providing graduate students
the chance to exercise leadership as well as extend their knowledge beyond the basic requirements.
Second, in the degree completion component, students are required to include coursework focused
on leadership and study aspects of leadership as part of their degree program. Third, the final
project—be it an action research, a leadership application project, or the performance assessment
option—gives students the opportunity to study an issue of concern and, supported by research,
define a means for addressing it.
Three Teacher Leadership Aspirations inform our program. They are as follows.
Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher
leaders share knowledge effectively with colleagues. We believe that teacher leaders are
comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with
other generously. They work to build bridges with a full range of colleagues, but they don’t let
recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and
seek it throughout their careers.
Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of
education and community. We believe that teacher leaders see systems and the “big picture” and
are able to put their classrooms, schools, and communities into a broader context. They understand
the link between policies, politics, and education and participate in change efforts at the macro and
micro levels. They seek to work with administrators to establish school and district policy that
improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher
leaders also understand that teaching and learning are dynamic and that change within school
systems is an ever-present phenomenon. They are informed decision-makers predisposed to take on
the challenge of change when they think it benefits students, teachers, and/or community.
Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that
teacher leaders help others not be afraid. They are able to help people to take warranted risks and
step outside their comfort zones. They have the courage to bring people together to see the bigger
picture and then help people get there. Teacher leaders accept both power and accountability. They
understand that responsibility without power diminishes potential for effectiveness. They believe that
accountability is a fair trade for the power to take effective action. They operate from a foundation of
self-efficacy.
Program Overview
The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s
degree program. K-12 initial teaching licenses offered at Augsburg include:
• Elementary education (K-6), with or without a middle school content area endorsement in math,
communication arts, social studies, or science. Also available is the pre-primary endorsement to
the elementary license.
• Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts,
health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics.
* K-12 English as a Second Language
• K-12 Special Education: Emotional and Behavioral Disabilities
• K-12 Special Education: Learning Disabilities
Teachers who are already licensed can work towards the MAE degree through the following four
licensure endorsement options:
* K-12 English as a Second Language
• K-12 Special Education: Emotional and Behavioral Disabilities
• K-12 Special Education: Learning Disabilities
• K-12 Reading
• Pre-Primary
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of
Minnesota for licensure.
The MAE degree is also available without a license but with an education core. See the MAE program
director for details.
Accreditations and Approvals
Augsburg College is accredited by:
• The Higher Learning Commission of the North Central Association of Colleges and Schools
• National Council for the Accreditation of Teacher Education
Augsburg College is approved by the Minnesota Board of Teaching.
Program Structure
The Master of Arts in Education (MAE) program is made up of a core of education licensure courses
coupled with a degree completion option. Courses in the degree completion phase are drawn from the
Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE
program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open
to students who do not want a teaching license but do want a background in education and
leadership.
The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree
completion option. In addition, several courses at the undergraduate level are required for licensure.
Only courses taken at the graduate level apply towards the MAE degree.
Course Credit
A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter
credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation
of substantial independent study outside of class.
Schedule
The majority of the education courses in the MAE licensure and degree programs are offered through
the weekend schedule. Some education courses and many undergraduate content area courses are
offered on a weekday evening schedule. The MAL degree completion courses are offered primarily
through the weekend schedule. Summer session courses are offered weekdays and weekday
evenings.
The following teaching licenses are available entirely through the weekday evening and weekend
schedule: elementary education, middle school and pre-primary specialty area endorsements, 5-12
social studies, 5-12 communication arts, and K-12 art.
Additional licenses in the following areas are available through a combination of weekday, weekday
evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education,
and physics. For these licenses, the education and degree completion courses are taken during the
weekend and weekday evenings while some if not all of the content area courses are taken during the
weekday.
The weekend schedule is comprised of three trimesters spread from early September through late
June. In general, classes are held every other weekend. The weekday schedule is comprised of two
semesters spread from early September through late April. Classes offered during the weekday meet
one to three times per week. Classes offered jointly between weekday and weekend meet on a
weekly basis in the evening. The official academic calendars can be found at
www.augsburg.edu/registrar.
Curriculum— Teaching Licenses
K-6 Elementary Education
This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school
specialty areas of math, science, social studies, and communication arts and in pre-primary can be
pursued along with or separately from the K-6 license. The teaching license and some endorsements
are offered at both undergraduate and graduate levels through a mix of undergraduate courses and
combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and
above) is available to students who already hold a bachelor’s degree and have been admitted to the
MAE program.
All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be
taken at the graduate (500) level and applied toward the MAE degree.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
EED 325/525 K-6 Literacy Methods (1.0)*
To complete the license, the following undergraduate requirements must be completed:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0)* (taken concurrently with EED 325/525)
EED 311
K-6 Methods: Health (.25)
EED 312
K-6 Methods: Physical Education (.25)
EED 336
Advanced Methods in Literacy (.5)*
EED 341
K-6 Methods: Visual Arts (.25)
EED 342
K-6 Methods: Music (.25)
EED 350
K-6 Methods: Math (1.0)*
EED 360
K-6 Methods: Science (1.0)*
EED 370
K-6 Methods: Social Studies (.5)
EED 380
Kindergarten Methods (.5)*
EED 386
Children’s Literature (.5)
EED 481,483 Student Teaching (2.0-3.0)
485, 487
EED 495
TPA and Student Teaching Seminar (.5)
*Field experience hours are required in these courses. Students spend 20 or more hours per term in
field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one
course with field experience is taken in a given term, field experience requirements expand
accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours).
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for licensure depends upon the courses
completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by
Minnesota licensure standards for specific college-level coursework in math, biology, physics, and
earth science for all students seeking elementary licensure. Specific requirements are on file in the
Education Department.
Minnesota licensure standards allow for optional subject area endorsements in communication
arts/literature, social studies, math, and science. The optional pre-primary endorsement is also
available. Specific requirements for these endorsements are on file in the Education Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and
if a grade of C or better was achieved. The Education Department and the content area departments
determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are
used to make these determinations. Courses that are older than five years are judged on a case-bycase basis. Graduate coursework accepted into the licensure program is not automatically accepted
into the MAE degree. The program has limits on the amount and type of courses that are accepted.
Grades of B or better are required for transfer consideration. See the MAE program director for
approval of graduate coursework accepted in transfer.
Elementary Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be done for the abuser. Includes information
about school health education and services.
EDC 200/522 Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical
foundations of the American school system. Urban fieldwork experience.
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and
critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how
these elements impact our schools and communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that
comprise Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional
technology. Selection, preparation, production, and evaluation of effective audio and/or visual
technology for teaching/learning situations.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is
placed on classroom applications. Fieldwork experience.
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and
resources to help all students achieve maximum outcomes and special focus on needs of urban
students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor)
EDC 490/580 School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and
community, collaborative models, leadership, and professional development. Serves as final
theoretical preparation for student teaching. (Prereq.: Admission to department)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will
investigate theories, research, and practices involved in K-6 literacy development and instruction.
Students will also strengthen their own understanding of English grammar and linguistics.
EED 311 K-6 Methods: Health (.25 course)
Examination and preparation of materials and resources for health at the kindergarten and elementary
levels. (Prereq.: Admission to department)
EED 312 K-6 Methods: Physical Education (.25 course)
Examination and preparation of materials and resources for physical education at the kindergarten
and elementary levels. (Prereq.: Admission to department)
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching techniques and resources for literacy
instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to
department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge
learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to
department)
EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course)
Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department)
EED 336 Advanced Methods in Literacy (.5 course)
The study and use of differentiated assessment and instructional methods to meet literacy learning
needs of a range of students, including students with learning difficulties and first languages other
than English. (Prereq: Admission to department and EED 225 and 325/525)
EED 341 K-6 Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the kindergarten and
elementary levels. (Prereq.: Admission to department)
EED 342 K-6 Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the kindergarten and elementary
levels. (Prereq.: Admission to department)
EED 350 K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the kindergarten and
elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137
prior to EED 350 is recommended.)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for science at the kindergarten and
elementary levels. Fieldwork experience. (Prereq.: Admission to department)
EED 370 K–6 Methods: Social Studies/Thematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and thematic teaching at
the kindergarten and elementary levels. (Prereq.: Admission to department)
EED 380 Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork
experience. (Prereq.: Admission to department)
EED 386 Children’s Literature (.5 course)
The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to
department)
EED 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs
upon satisfactory completion of licensure and/or degree program. (Pre-req.: passing scores for MTLE
Basic Skills tests)
EED 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
Preprimary Endorsement for Elementary Licensure
This endorsement can be added to a K-6 elementary license. Required courses include the following:
PSY 250
Child Development (Prereq.: PSY 105 or equivalent)
SOC 231
Family Systems
OR
SPE 490/540
Parent and Professional Planning (Graduate students using the preprimary
endorsement must take SPE 540.)
ECE 345/545
Foundations of Preprimary Education
ECE 346/546
Learning environments for Preprimary Aged Children
ECE 347/547
Immersion and Teaching Competence
ECE 488
Preprimary Student Teaching
Preprimary Endorsement Course Descriptions
ECE 345/545 Foundations of Preprimary Education
Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and
institutional foundations of preprimary education. Attention is given to the efforts of modern programs
to adapt instruction to developmental levels and experience backgrounds of young children and to
work in partnership with parents and social service agencies. Field experience (20 hours) is a critical
part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department)
ECE 346/546 Learning Environments for Preprimary Aged Children
Students gain an understanding of how to recognize and construct, developmentally appropriate
pedagogy and practice. Attention is given to the synthesis between course readings and experience,
and students’ experience working with current teachers in site-based field experience. Field
experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents;
ECE 345/545; admission to department)
ECE 347/547 Immersion and Teaching Competence
Students gain an understanding of how to deliver developmentally-appropriate instruction and assess
learning appropriately for preprimary children. Students gain experience taking the perspective of
families and communicating with them. A reflective practitioner’s skills are developed through selfevaluation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.:
admission to department; PSY 105, 250 or their equivalents; ECE 345, 346)
ECE 488 Student Teaching in a Pre-Kindergarten Classroom
One course of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing
scores for MTLE Basic Skills tests.
K-12 and 5-12 Secondary Education
K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and
undergraduate coursework. K-12 licenses prepare teachers to teach a content area across
elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at
the middle and high school levels. Graduate-level licensure coursework (500 and above) is available
to students who already hold a bachelor’s degree and meet MAE admissions criteria.
The following content area majors are offered almost entirely on weekends and weekday evenings:
communication arts/literature, history or economics or psychology or sociology (all for social studies),
art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses
in the social studies in addition to a social science major. Education courses for these licenses are
also taken during weekends and weekday evenings.
The following content area majors are offered primarily or entirely through the weekday program:
biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking
licensure in any of these areas typically will need to take additional content courses in the weekday
schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of
adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science
license without the 9–12 license. Education courses for these licenses are taken during weekends
and weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses
must be taken for licensure; four to six of them also may be taken at the graduate level and applied
toward the master’s degree in education.
EDC 200/522 Orientation to Education (1.0)*
EDC 206/566 Diversity/Minnesota American Indians (1.0)
EDC 310/533 Learning and Development (1.0)*
EDC 410/544 Learners with Special Needs (1.0)*
EDC 490/580 School and Society (1.0)
ESE 300/500 Reading and Writing in Content Area (1.0)*
To complete the license, students also will need to complete the following requirements at the
undergraduate level:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
ESE 325
Creating Learning Environments (1.0)*
ESE 3XX
K-12 or 5-12 Special Methods (1.0 –2.0)*
ESE 481,
Student Teaching (2.0-3.0)
483, 485
ESE 495
TPA and Student Teaching Seminar (.5)
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and
education-related settings is required prior to student teaching. Students spend approximately 20
hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses.
Students who have majored in a field in which we offer licensure must have their previous coursework
evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota
licensure standards are generally required, even with a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota
licensure standards and if a grade of C or better was achieved. Coursework older than five years is
judged on a case-by-case basis. Specific course requirements for each content area are on file in the
Education Department.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE
degree program. See the MAE program director for approval to use graduate level transfer courses in
the degree program.
Secondary Licensure Course Descriptions
HPF 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be done for the abuser. Includes information
about school health education and services.
EDC 200/522 Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical
foundations of the American school system. Urban fieldwork experience.
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and
critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how
these elements impact our schools and communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that
comprise Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional
technology. Selection, preparation, production, and evaluation of effective audio and/or visual
technology for teaching/learning situations.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is
placed on classroom applications. Fieldwork experience.
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and
resources to help all students achieve maximum outcomes and special focus on needs of urban
students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor)
EDC 490/580 School and Society
Emphasis on points of view about the role of school in modern society, relationships with parents and
community, collaborative models, leadership, and professional development. Serves as final
theoretical preparation for student teaching. (Prereq.: Admission to department)
ESE 300/500 Reading/Writing in the Content Areas
The study and use of a variety of middle school and secondary techniques and resources to teach
reading and writing through the content areas. Fieldwork experience. (Prereq.: Admission to
department).
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota
Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive
to learning. Fieldwork experience. (Prereq: Admission to department. Note: Students seeking 5–12
health and K–12 PE licenses do not take this course).
ESE 310 K-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on
instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies
(.5) is taught concurrently with ESE 310 and is required for the middle school social studies
endorsement. Fieldwork experience. (Prereq.: Admission to department)
ESE 330 K–12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional
strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught
concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork
experience. (Prereq.: Admission to department)
ESE 340 K–12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on
instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is
taught concurrently with ESE 340 and is required for the middle school science endorsement.
Fieldwork experience. (Prereq.: Admission to department)
ESE 350 K–12 Methods: Literature and Media Literacy
Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and
high schools. Emphasis on instructional strategies and curriculum development. Fieldwork
experience. (Prereq.: Admission to department.)
ESE 351 K–12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on
instructional strategies and curriculum development. (Prereq.: Admission to department)
ESE 360 K–12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and
curriculum development. Fieldwork experience. (Prereq.: Admission to department)
ESE 370 K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and
curriculum development. Fieldwork experience. (Prereq.: Admission to department)
ESE 481, 483, 485 Student Teaching
Two to three courses of full-time, supervised student teaching required for licensure. Secondary
licenses require two courses. K–12 licenses require three courses. Student teaching occurs upon
satisfactory completion of licensure coursework. (Pre-req.: passing scores for MTLE Basic Skills tests)
ESE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
Special Education
There are two licensure options in the K–12 Special Education program: emotional/behavioral
disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special
education programs and positions; many students get licensure in both.
The MAE program with licensure in special education is based on an innovative internship model that
allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education
field experience requirements while they work. Students not employed in these settings are expected
to complete a significant number of volunteer hours in special education settings. All must complete
field placements or student teaching in EBD and/or LD classrooms across elementary, middle school,
and high school. Specific information on field experience requirements is available from the Education
Department.
Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure
program in Special Education: EBD/LD is designed and taught from an American Indian perspective.
It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face
and partly online) cohort program. The licensure courses can be applied towards the MAE degree.
See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more
information. The course descriptions are
included below.
The EBD/LD licensure programs are offered through the weekend trimester schedule. The
Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule.
Special Education Licensure Requirements (These requirements are changing during
2012-13. The new requirements will be in place by Winter 2013, pending approvals. See
the Education Department for updates.)
Emotional/Behavioral Disabilities Core
The following requirements are offered at both the undergraduate and graduate level. All courses
must be taken for licensure, and up to six also may be taken at the graduate level and applied toward
the master’s degree in education.
EDC 200/522
EDC 206/566
EDC 310/533
EDC 410/544
EED 325/525
SPE 400/500
SPE 410/510
SPE 420/520
SPE 430/530
SPE 490/540
Orientation to Education (1.0)*
Diversity/Minnesota American Indians (1.0)
Learning and Development (1.0)*
Learners with Special Needs (1.0)*
K–6 Literacy Methods (1.0)*
Teaching Students with Emotional/Behavioral Disabilities (1.0)**
Implementing Assessment Strategies (1.0)**
Planning, Design, and Delivery (1.0) **
Instructional and Behavioral Practices (1.0)**
Parent and Professional Planning (1.0)**
Learning Disabilities Core
Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure
will take the above courses in the emotional/behavioral core and two additional specialty courses:
SPE 424/524
Etiology and Origins of Learning Disabilities (1.0)**
SPE 434/534
Teaching Content Areas to Students with Learning Disabilities (1.0)**
A student wishing to earn only a learning disabilities license would take all of the above courses with
the exception of SPE 430/530 Instructional and Behavioral Practices.
To complete either license students will also need to complete certain requirements at the
undergraduate level:
EDC 220
Education Technology (.5)
HPE 115
Chemical Dependency (.5)
EED 225
Foundations of Literacy
EED 326
Literacy Field Experience (0.0 course)* (taken concurrently with EED 325/525)
EED 350
K–6 Methods: Math*
EED 360
K–6 Methods: Science*
SPE 315
Special Education Critical Issues Seminar (.5)
SPE 481,483 Student Teaching (2.0)
485, 487
SPE 495
TPA and Student Teaching Seminar (.5)
*Ten to 20 hours of field experience required as part of this course.
**These courses are taken during the internship year. A significant amount of contact with students
labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K–12
setting with these students. Students not currently employed in schools must be available for
extensive volunteer field placements during the internship year.
This program is built on an inclusive education model. Under this model, students learn how to work
closely with both special and general educators to facilitate inclusion
of special education students into the regular education classroom.
Licensure Requirements—EBD/LD–Naadamaadiwin Special Education
Tribal Cohort
This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially
face to face and partially online. Courses are available only to those admitted to the special education
tribal cohort program.
SPE 501
Historical and Contemporary Issues in American Indian Education
SPE 503
Assessment of American Indian Learners
SPE 504
Working with American Indian Families and Communities
SPE 505
The Manifestation of Multigenerational Trauma and Internalized Oppression
SPE 506
Indigenous Learners
SPE 507
Indigenous Methods of Instruction: Practical Application
SPE 508
Professional Issues and Development (.5 course credit)
SPE 509
Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483, Student Teaching (1.0–2.0)
485, 487
SPE 495
TPA and Student Teaching Seminar (.5)
Special Education Licensure Course Descriptions
HPE 115 Chemical Dependency Education (.5 course)
An analysis of chemical use and abuse and what can be done for the abuser. Includes information
about school health education and services.
EDC 200/522 Orientation to Education in an Urban Setting
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical
foundations of the American school system. Urban fieldwork experience.
EDC 206/566 Diversity/Minnesota American Indians
This course will examine human diversity and human relations. It will provide an awareness and
critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how
these elements impact our schools and communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that
comprise Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the use of instructional
technology. Selection, preparation, production, and evaluation of effective audio and/or visual
technology for teaching/learning situations.
EDC 310/533 Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is
placed on classroom applications. Fieldwork experience.
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and
resources to help all students achieve maximum outcomes and special focus on needs of urban
students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor)
EED 225 Foundations of Literacy
Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will
investigate theories, research, and practices involved in K-6 literacy development and instruction.
Students will also strengthen their own understanding of English grammar and linguistics.
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching techniques and resources for literacy
instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to
department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge
learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to
department)
EED 350 K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the kindergarten and
elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137
prior to EED 350 is recommended.)
EED 360 K-6 Methods: Science
Examination and preparation of materials and resources for science at the kindergarten and
elementary levels. Fieldwork experience. (Prereq.: Admission to department)
SPE 315 Critical Issues: Special Education Seminar (.5 course)
This course is designed to support students seeking special education licensure throughout their
internship year. Issues related to special education and their specific settings are the focus of the
course. The department portfolio is completed as a part of this course. (Prereq: Admission to
department.)
SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral disabilities and learning
disabilities. It addresses the historical and philosophical aspects of the EBD category, examines
origins of student behavior and student learning styles, and addresses theoretical perspectives and
conceptual models as they relate to this category of disability. (Prereq: Admission to department)
SPE 501 Historical and Contemporary Issues in American Indian Education
This course examines foundational aspects of teaching and learning as they relate to education. It will
investigate educational history, philosophy as well as models of teaching and learning. A major focus
will be to examine past and present educational experiences of American Indian people in the U.S.
Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will
also be introduced. (Prereq: Admission to the Naadamaadiwin program)
SPE 502 American Indians and Special Education
This course will explore disability awareness in traditional and contemporary native culture, exploring
historical and contemporary issues effecting students with disabilities and focusing specifically on
American Indian students in special education. It will provide an overview of special education in U.S.
culture including relevant laws, theories, and sociological concepts as they relate to disability. It will
also examine the high incidence of American Indians in special education including fetal alcohol
syndrome (FAS), autism, and biological and environmental conditions. A field component will
accompany this course. (Prereq: Admission to the Naadamaadiwin program; admission to the
department)
SPE 503 Assessment of American Indian Learners
This course will examine the cultural bias and discrimination issues with mainstream educational
systems, providing alternative assessments appropriate with native populations. It will also identify
differences in assessment tools and strategies, native student learning and best practices in
assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will
be examined, and approaches for compensation will be developed. A field component will accompany
this course. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 504 Working with American Indian Families and Communities
This course will examine techniques appropriate for working with American Indian families, extended
families, professionals, paraprofessionals, and the community when planning and implementing IEPs
and transitions for American Indian students with special needs. Skills and strategies to build
partnerships to work within and among Native families and communities to best meet the needs of the
student will also be addressed. A field component will accompany this course. (Prereq: Admission to
the Naadamaadiwin program: admission to department)
SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression
This course will focus on how multigenerational trauma and internalized oppression manifests itself in
families, communities, schools, and student learning. It will examine and explore strategies that
provide practical skills and tools to mitigate these effects. Disability categories such as Emotional
Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD),
and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American
Indian children. Behavioral support options appropriate for students identified with EBD will be
provided. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin
program: admission to department)
SPE 506 Indigenous Learners
This course will identify best practices in American Indian education incorporating culturally
appropriate methods and materials for students in special education. It will also explore cultural
differences in learning and behavioral practices, community and environment variables, examining the
high incidence of American Indian students in special education, cultural misunderstandings that
impede placement, services and diagnosis. A field component will accompany this course. (Prereq:
Admission to the Naadamaadiwin program: admission to department)
SPE 507 Indigenous Methods of Instruction: Practical Application
Current best practices in American Indian education will provide students with hands on skills and
strategies for curriculum development including unit planning, lesson planning, and individualization.
Various models of instruction for teaching students including the development of intervention plans
that are culturally, academically, and socially appropriate based on assessment and observation to
meet the needs of American Indian special education students. A field component will accompany this
course. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 508 Professional Issues and Development (.5 course credit)
This course will focus on professional development and integrity in teaching. It will examine current
issues and ethical dilemmas in the fields of special education/American Indian education.
Documentation, reflection, synthesis of learning and the development of a professional portfolio will be
the main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department)
SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities
This course is designed to provide the special education teacher with an understanding of the
complex developmental process of reading skills for K-12 American Indian students with special
learning needs. We will consider ways in which reading disabilities develop among American Indian
students. In this course, we will study complex developmental behavior influenced by factors such as
phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation.
This course will also include investigation of best practices in reading assessment and instruction for
American Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin
program; admission to the department)
SPE 410/510 Implementing Assessment Strategies
This course examines the assessment process from the pre-referral to the recommendation stage.
Students gain understanding of key assessment tools and how they influence student placement and
programming. A qualitative and person-centered assessment process is emphasized. (Prereq:
Admission to department)
SPE 420/520 Planning, Design, and Delivery
This course provides students with skills to write and implement individual program plans and to
create effective learning environments for students labeled EBD. Particular attention is paid to
inclusion models, diversity of student need, and forming partnerships with key school personnel.
(Prereq: Admission to department)
SPE 424/524 Etiology and Origins of Learning Disabilities
This course will focus on the history and context of learning disabilities, which includes the medical
and sociological aspects specific to learning disabilities. It will also teach students how to access
information relevant to the field. (Prereq: Admission to department).
SPE 430/530 Instructional and Behavioral Practices
This course examines behavioral support options used with students who are labeled EBD. It
emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best
practices and including positive behavioral supports, person centered planning and functional
assessment. (Prereq: Admission to department)
SPE 434/534 Teaching Content Areas to Students with Learning Disabilities
This course will teach students how to identify, adapt, and implement developmentally appropriate
instruction and strategies that support the learning of students identified as having learning
disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension;
and math, reasoning, and problem solving skills. (Prereq: Admission to the department).
SPE 490/540 Parent and Professional Planning
This course examines the role of families of students with special needs, specifically those families of
students labeled EBD. A family systems perspective is introduced and applied. The need to form
strong connections with community agencies is emphasized. (Prereq: Admission to department).
SPE 481, 483, 485, 487 Student Teaching (2.0)
Two courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing
scores for MTLE Basic Skills tests)
SPE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
K-12 English as a Second Language (ESL) License
The K-12 English as a Second Language license is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for
whom English is a second language across a range of subject areas. The K-12 ESL licensure
program is comprised of both undergraduate and graduate courses; up to six of the graduate courses
can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above)
is available to students who already hold a bachelor’s degree and have been admitted to the MAE
program. A pre-requisite to program admissions is two years of high school level or one year of
college level language instruction.
The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to
face and online instruction. Classes are offered during the academic year in the weekend trimester
framework and during summer session to make them accessible to working adults. This license is
also offered as an undergraduate major to weekend college students seeking a baccalaureate
degree.
The following requirements are offered at both the undergraduate and graduate level. All courses
must be taken for licensure, and up to six also may be taken at the graduate level and applied toward
the master’s degree in education.
EDC 200/522
Orientation to Education (1.0)*
EDC 206/566
Diversity/MN American Indians (1.0)
EDC 310/533
Learning and Development (1.0)*
EDC 410/544
Learners with Special Needs (1.0)*
EED 325/525
K-6 Literacy Methods and non-credit Field Experience (EED 326) (1.0)*
ESL 330/510
History and Structure of English (1.0)
ESL 340/520
ESL Literacy (1.0)*
ESL 490/530
Language, Culture, and Schools (1.0)
ESL 420/540
ESL Methods (1.0)*
To complete the license, students also will need to complete the following requirements at the
undergraduate level:
HPE 115
Chemical Dependency (.5)
EDC 220
Educational Technology (.5)
ESE 325
Creating Learning Environments (1.0)*
ESL 310
Second Language Acquisition (.5)
ESL 320
Introduction to Linguistics (.5)
ESL 410
ESL Testing and Evaluation (.5)
ESL 481, 483, 485 Student Teaching (3.0)
ESL 495
TPA and Student Teaching Seminar (.5)
*This course has a 20 hour field experience attached to it.
English as a Second Language Licensure Course Descriptions
HPE 115 Chemical Dependency
An analysis of chemical use and abuse and what can be done for the abuser. Includes information
about school health education and services.
EDC 200/522 Orientation to Education
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical
foundations of the American school system. Urban fieldwork experience.
EDC 206/566 Diversity/MN American Indians
This course will examine human diversity and human relations. It will provide an awareness and
critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how
these elements impact our schools and communities. Also addressed in this course is the Minnesota
Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that
comprise Minnesota-based American Indian tribal government, history, language, and culture.
EDC 220 Education Technology
Psychological and philosophical dimensions of communication through the use of instructional
technology. Selection, preparation, production, and evaluation of effective audio and/or visual
technology for teaching/learning situations.
EDC 310/533 Learning and Development
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is
placed on classroom applications. Fieldwork experience.
EDC 410/544 Learners with Special Needs
The study of students with disability, special needs, and giftedness. Emphasis on techniques and
resources to help all students achieve maximum outcomes and special focus on needs of urban
students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor)
EED 325/525 K-6 Literacy Methods
The study and use of a variety of assessment and teaching techniques and resources for literacy
instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to
department)
EED 326 Literacy Field Experience (0.0 course)
Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge
learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to
department)
ESE 325 Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota
Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive
to learning. Fieldwork experience. (Prereq: Admission to department.
ESL 310 Second Language Acquisition
This course provides examines the process of acquiring an additional language.
Multiple
theories of
second language acquisition, the differences between first and second language acquisition, and
recent work in neurolinguistics will be examined. The class is designed for people who plan to teach;
thus, attention will be paid to the implications of research for language instruction. (Pre-req:
Admission to the Education Department)
ESL 320 Introduction to Linguistics
This course addresses three central goals of language study: 1.) Understanding “grammar” as a
human capacity that allows us to learn, use, and understand language; 2.) Understanding the
structure of language and the components of language study; and 3.) Describing features of the
English language: its sound system, its word formation processes, its sentence structures, and its
rules for meaning. (Pre-req: Admission to the Education Department)
ESL 330/510 History and Structure of English
This course provides a thorough study of English grammar. Intended for future ESL teachers, the
course focuses on developing students’ ability to describe language and effectively teach language
structures. The history and development of the English language and the phenomenon of language
change will also be covered. (Pre-req: Admission to the Education Department)
ESL 340/520 ESL Literacy
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies
for planning and implementing literacy instruction for English Language Learners. The interaction of
language learning and literacy, first language literacy, biliteracy, and literacy assessment will all be
explored. This course includes a 20 hour field experience. (Pre-req: Admission to the Education
Department)
ESL 410 ESL Testing and Evaluation
This course provides an overview of procedures and instruments used in identifying and
assessing English language learners. State and national policies regarding ELL assessment
will be covered. Current uses of standardized language proficiency tests and academic
content tests will be discussed. The class also examines classroom and authentic assessment
practices and seeks to build teacher skill in these areas. (Pre-req: Admission to the Education
Department)
ESL 420/540 ESL Methods
This course provides an overview of English as a second language teaching methods and materials,
focusing on preparing students to design and teach standards-based ESL lessons and curriculum
units. The basic principles underlying ESL pedagogy, current ESL trends, and techniques for teaching
students at different levels will be examined. This course includes a 20 hour field experience. (Prereq: Admission to the Education Department)
ESL 490/530 Language, Culture, and Schools
This course explores the relationships between language, culture, schools and society, and the way
that these relationships impact the school experience of language minority students. The course
provides an introduction to the study of sociolinguistics and examines how educators can best create
school environments that serve the needs of their English learners. (Pre-req: Admission to the
Education Department)
ESL 481, 483, 485 Student Teaching
Three courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.:
passing scores for MTLE Basic Skills tests)
ESL 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5)
K-12 Reading Teacher Endorsement
The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to
expand their knowledge and practices in the area of reading instruction and potentially provide
leadership within schools and districts in reading instruction. Candidates for this license will complete
4.5 credits of coursework that have been designed to meet the requirements established for this
license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements
for the Master of Arts in Education degree.
The K-12 Reading Teacher Endorsement program is offered in a hybrid format which means that
courses are a mix of face to face and online instruction. Classes are offered during summer sessions
and within the semester framework (face-to-face classes on Saturdays) during the academic year.
The endorsement program is designed to be completed within 12 months in a cohort model. Field
experiences at elementary, middle school and high school levels are required; student teaching is not
required.
Required courses include:
EDC 500 Reading Leadership in the K-12 Schools (.5)
EDC 506 Reading Leadership, Literature, and New Literacies (1.0)
EDC 515 Reading Theory and Research (1.0)*
EDC 535 Assessment and Instruction with Elementary Readers (1.0)*
EDC 545 Assessment and Instruction with Middle and High School Readers (1.0)*
*Field experience required
K-12 Reading Teacher Endorsement Course Descriptions
EDC 500 Reading Leadership in the K-12 Schools (.5)
In this course students are introduced to the leadership roles in literacy education and provided time
and space to specifically focus on themselves as readers and as teachers of reading. This course is
intended to promote a culture of reading among all who are preparing to be reading leaders.
EDC 506 Reading Leadership, Literature, and New Literacie
Throughout this course, students explore children’s and young adult literature as well as new forms of
digital literacies. (Pre-req.: EDC 500 and department admissions)
EDC 515 Reading Theory and Research
Throughout this course, reading leaders will investigate a wide range of reading research and theory,
and explore how theory and research support reading assessment and instruction in a K-12 setting.
Field experience required. (Pre-req.: EDC 500 and department admissions)
EDC 535 Assessment and Instruction with Elementary Readers
During this course, reading leaders will investigate the reading process, the link between assessment
and instruction, and reading strategies that support and sustain reading of emergent to early readers.
Field experience required. (Pre-req.: EDC 500 and department admission)
EDC 545 Assessment and Instruction with Middle and High School Readers
During this course, reading leaders will explore current methods, theories and materials used with
transitional readers in content area instruction; the link between assessment and instruction; and
reading strategies that support and sustain reading of middle and high school learners. Field
experience required. (Pre-req.: EDC 500 and department admission)
Student Teaching
Students are required to complete student teaching for initial and additional licenses (unless otherwise
indicated). In the MAE program, student teaching is generally completed before finishing the degree.
Students can apply for licensure at this point and finish the degree later. Student teaching for
elementary and secondary initial licenses lasts 12–14 weeks, depending on licensure scope. During
that time, students work full time as student teachers and are supervised by an Augsburg faculty
member. Students register for two to three credits of student teaching and a .5 credit TPA and student
teaching seminar. They meet at Augsburg College for student teaching seminars several times during
the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and
Rochester. However, students do have the opportunity to student teach abroad, where students
complete a 10-week student teaching experience in the metro area and then complete another
student teaching experience abroad. Opportunities to teach abroad are available around the world,
and it is a wonderful way to build a global perspective in education. Additional information is available
through the Education Department.
Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those
who already hold a license. For students who are working in an EBD or LD setting, a student teaching
placement at that site may be possible, pending district approval. Additional information is available
through the Education Department.
Student teaching for ESL is 14 weeks in length and requires two placements, elementary and
secondary. A single seven week placement is required for those who already hold a license. See the
Education Department for more information.
Student teaching is required for the preprimary endorsement. See the Education Department for more
information.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure program. This coursework forms the
Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure
courses fulfilling master’s requirements. Students bringing fewer than six graduate-level licensure
courses into the degree program must complete additional Master of Arts in Leadership (ML) or
education graduate courses to reach the total number of required courses.
To complete the master’s degree, students will need to complete one of the following options.
Action Research Degree Completion Option
This degree completion option requires a minimum of 3.0 courses: a Master of Arts in Leadership
(ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research
courses guide the student through completion of a long-term action research project, typically
conducted in the student’s classroom and focused on a question or concern identified by the student.
The research is presented at an action research symposium and a formal written report of the
research is placed in Lindell Library. The action research project is designed to be completed within
three trimesters. Additional terms are available through continuing registration.
Leadership Application Project (LAP) Degree Completion Option
This degree completion option requires a minimum of 3.0 courses: an ML elective, EDC/ML 514
Research Methods–Education focus or ML 514 Research Methods and EDC 585 Leadership
Application Project. Students electing this degree completion option do so because they are
interested in developing an educational product that meets an identified need or because they are
interested in conducting an independent research project with the assistance of a faculty adviser. To
be successful in this option, students must be self-directed and able to maintain momentum without
the structure of an actual course. The goal for the project varies, depending on the type of LAP. There
are two options within the LAP.
• The goal for those developing an educational product is to identify an issue or problem related to
their practice, and after researching available literature, develop a solution to the problem or issue.
The solution might be developed in the form of a curriculum, a workshop, a set of informational
materials, a website, an article for publication or other appropriate educational product.
• The goal for those conducting independent research is also to identify an issue or problem to
investigate; but in this case, the investigation is through an independent research project. For
those conducting independent research, it is especially important to have a clear vision in mind for
the research and have an adviser who is willing to provide support throughout the project.
Students need a research background beyond what is provided within the MAE program to be
successful with this option.
Both options are completed through a final oral presentation and placement of the final paper in the
Lindell Library.
Performance Assessment/Teacher Leadership Degree Completion Option
This degree completion option requires a minimum of the following 4.0 courses:
• Choose one ML leadership-focused course: ML 510 Visions of Leadership when taught with an
emphasis on leadership rather than literature, ML 531 Dynamics of Change, ML 535
Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545
Decision Making and Leadership, or ML 565 Women and Leadership Additional courses, as
developed, may also be used.
• EDC 570
Teacher Leadership
EDC/ML 514 Research Methods–Education focus. (ML 514 can be substituted if
necessary)
• EDC 594
Performance Assessment/Teacher Leadership
Students electing this degree completion option do so because they are especially interested in
considering leadership within the context of education and themselves as potential change agents.
Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in
Education program is also offered in Rochester. Licenses are available in elementary education and
special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church
in Rochester. Beginning Summer 2012, the Performance Assessment degree completion option is
offered at the Rochester campus.
Elementary education
The K-6 elementary education license allows students to teach in grade K–6. Augsburg College offers
this license at the graduate level to students who already hold a bachelor’s degree and meet
admissions requirements. Courses for this license are available in Rochester.
Special education
The K–12 Emotional Behavioral Disorder/Learning Disability program is designed for students
currently working with or planning to work with EBD and LD students. The program leads to
Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities
and/or learning disabilities. All courses for these licenses are available in Rochester.
Graduate Degree Completion Course Descriptions
EDC 570 Teacher Leadership
This course will explore generative questions about leadership, change, and our own paradigms,
visions, and values. Questions like the following are at the heart of this course: What does it mean to
you to be a teacher leader? What do teacher leaders do? How does one become a teacher leader?
What are the ways in which teachers can take leadership? What are the skills and tools of teacher
leadership? How do we bring about change? Who am I as a leader?
EDC 585 Leadership Application Project (LAP)
The leadership application project is either a research-based study or a curriculum-based project that
links issues of leadership and education with the degree candidate’s personal interests. The character
of the project will vary with the nature of the investigation, but will always be application oriented. The
central component of the LAP is the demonstration of leadership ability through a concrete project
appropriate to the candidate’s workplace or place of service. P/N grading.
EDC 592 Action Research 1
This course will introduce students to action research, a form of research that simultaneously
contributes to the practical concerns of people while furthering the goals of social science. It requires
active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed
at solving real problems. The goal of action research is to gain better knowledge of one’s practice
while improving the situation in which the practice is conducted. This is the first of a two-trimester
course.
EDC 593 Action Research 2
The second term of this course involves intensive data analysis, writing, and sharing of the degree
candidate’s research. It requires active self-reflective inquiry and collaboration. The trimester will
culminate with a symposium in which student work will be presented in a public forum. P/N grading.
EDC 594 Performance Assessment/Teacher Leadership
This performance assessment course will require the students to integrate their knowledge about
leadership, their sense of themselves as education leaders, and their understanding of a specific
teaching/learning problem into a solution to the problem and a process for change. P/N grading.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories
and practice. Qualitative and quantitative tools will be discussed. EDC 514/ML 514 Research
Methods–Education focus will place more emphasis on reviewing existing literature and less
emphasis on designing an independent research proposal.
MAL Elective Courses
At least one elective must be taken from the Master of Arts in Leadership courses. The following are
recommended, but others may also be used. Course descriptions can be found in the MAL portion of
the graduate catalog.
ML 510
ML 511
ML 520
ML 530
ML 531
ML 545
ML 550
ML 560
ML 565
Visions of Leadership: A Historical and Literary Journey
Creativity and the Problem-Solving Process
Self-Identity, Values, and Personal Growth
Ethics in Communication
The Dynamics of Change
Decision Making and Leadership
Communication, Decision Making, and Technology
Developing a Multicultural Perspective
Women and Leadership
ML 599
Special Topics (as appropriate)
Admission to MAE
Admission Requirements
Students admitted into the MAE licensure and degree programs must have:
• bachelor’s degree from a regionally-accredited four-year institution
• cumulative grade point average of 3.0 or higher (required for full admission for the graduate
licensure option and degree program). Students with a cumulative grade point average of 2.5–
2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the
MAE degree completion program, these students must have a 3.0 or better Augsburg GPA.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
• Completed application form— http://www.augsburg.edu/admissions/mae/admissions/
• $35 non-refundable application fee
• Personal summary outlining your tentative educational objectives and reasons for wanting to
attend Augsburg
• Official academic transcripts from all previously attended post-secondary institutions (including
colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the
admissions office.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the
additional requirements outlined in Admission of International Students.
Transfer Policy
Acceptance of previous education coursework completed at institutions other than Augsburg College
is limited. Most courses that have not been completed in the last seven years are considered to be too
old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533
Learning and Development, EDC 220 Education Technology, and ESE 3XX K–12/5–12 Special
Methods in Content Area are courses which may have a shorter acceptance time frame. Additional
information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed
as part of the admissions process. Education coursework is evaluated by the Education Department.
For secondary licenses, content area coursework is evaluated by the content area department. This
process is initiated as part of the admissions process. Generally, the requirement is that two or more
classes in the content area must be taken at Augsburg, even with an undergraduate major in the field.
In all cases, previous undergraduate courses must have received a grade of C or better to be eligible
for transfer. Previous graduate coursework must have received a grade of B or better to be
considered. Content area departments determine when courses are too old to be counted towards
licensure.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants are notified by the admissions office of
the admission decision, usually within one to two weeks after the application file is complete.
Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE
program; however, these applicants can be reconsidered when additional undergraduate coursework
raises the cumulative GPA to 2.5 or above. An exception to this occurs when the applicant has
completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances,
the applicant can be considered for full admission into the MAE degree and licensure programs.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically,
first-term registration occurs with intake advising. After the first term, students generally are able to
register online through Records and Registration. All students are assigned an Education Department
adviser early in the first trimester of courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students may take designated courses in
education and content areas. Students initially admitted at the graduate level may register for courses
at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the
Education Department. This admissions process is outlined in the EDC 200/522: Orientation to
Education and in admissions handbooks, which are available through the Education Department.
Academic Achievement
Conditionally-admitted MAE students are expected to achieve a 3.0 or better GPA in a minimum of
2.0 courses. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to
complete the license but are not eligible for the degree.
Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both
license and degree completion.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be
admitted to the degree completion component of the MAE degree. Students who are ready to begin
the degree completion component must file an Intent to Complete form (available through the MAE
coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to
determine the completed courses that apply to the degree and the courses that remain.
Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise
their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5
in any graduate course required for licensure are expected to repeat the course as soon as possible
and raise the grade to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior to student teaching for failure to maintain
appropriate academic and teaching-based performance standards, for gross violation of College
policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of
established department procedures described in the Education Department Handbook available
through the Education Department. Students have the right to appeal dismissal from the licensure
program on the grounds of procedural error, using the College’s program dismissal appeals process.
Information about the program dismissal appeals process is available in the Augsburg Student Guide.
Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA.
Students have the right to use the College’s academic grievance procedure as they feel necessary.
The full academic grievance policy is available in the Augsburg Student Guide.
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are
conducted within a service-learning framework, providing service to the school and classroom while
also providing students opportunities for focused reflection linked back to course objectives. In
general, students should plan for a minimum of 20 hours field experience per term. When multiple
courses with field experience are taken in the same term, the requirements expand accordingly.
Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn
from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education
Department files and used in decisions regarding progress through the program and student teaching.
A full description of field experience requirements are available in the Education Department
Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for three terms are withdrawn from the MAE
program. To be readmitted to the College and the MAE program, students file a Readmission form
through the registrar’s office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon
admission to the department, as well as liability insurance at the student rate during student teaching
and the cost of a background check for licensure and, possibly, field experience. In addition, optional
international travel courses have associated costs above and beyond the charge for tuition.
MAE/Full-time Education Department
Full Time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside
College; PhD, Colorado State University.
Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education.
BS, Bemidji State University; MEd, University of Sydney, Australia.
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, LutherNorthwestern Theological Seminary; PhD, University of Minnesota.
Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Dennis Greseth, Instructor of Education. BA, MS, Winona State University.
Ann Grugel, Assistant Professor of Education. BA, St. Olaf College; MS, PhD,University of
Wisconsin-Madison.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of
Wisconsin-River Falls; PhD, University of Minnesota.
Anne Kaufman, Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis
University; PhD University of Minnesota.
Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline
University.
Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD,
Syracuse University.
Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of
Minnesota.
Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota.
Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of
Minnesota.
Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State
University; EdD Illinois State University.
Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University;
PhD University of Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia
Southwestern College.
Dana L.Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of
Minnesota.
Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St.
Cloud State University; MS, Syracuse University.
Master of Arts in Leadership
MAL Mission
The primary purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for
organizations, the community, and society. Most organizations seek leaders who possess the
following qualities: an ethically and morally responsible vision, an understanding of how change
occurs and how it can be managed, sensitivity to the complex problems of organizations, and an
ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs
of a diverse population, and the ability to inspire and motivate people to work toward a common goal.
The Augsburg leadership development model provides a framework through which the program
recruits its students and develops their skills.
Program Overview
The study of leadership is central to Augsburg College. The College mission statement says,
“Augsburg College educates students to be informed citizens, thoughtful stewards, critical
thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg.
The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg
difference.”
MAL is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and
launched in 1987, MAL is celebrating its 25th year in 2012-2013. It is Augsburg’s oldest graduate
degree and one of the oldest leadership graduate degrees in the United States. The program
responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL
has a deep theoretical base in leadership studies, yet also offers its students practical approaches to
leadership that can be applied in the workplace and society.
Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working adults, the MAL program is based on the
assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated
individuals seeking a balance of classroom experience, group interaction, and individual study. Most
courses are organized as seminars with the opportunity for discussion and dialogue.
The program features classes taught by faculty from multiple disciplines and offers a choice of two
formats to allow students to choose the option that works best for them. Both formats offer a
combination of classroom and online learning styles in different proportions. The classic classroom
format emphasizes face-to-face instruction augmented by online work. The integrated hybrid
format combines online and intensive learning experiences with occasional sessions in a traditional
classroom setting.
Community of Learners
Essential to the goals of the MAL program is participation in a community of learners. This community
is enriched by the students, who have a variety of work and life experiences. To facilitate community
interaction, students are encouraged to make use of the Augsburg library, computer labs, and
Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars
each year to supplement and complement the coursework of the master’s program.
Leadership Development Model—Augsburg College
The MAL program promotes leadership as a process that
• inspires cooperation among people who must compete for limited resources,
• promotes productivity within and beyond the organization, and
• works toward progress for the individual and the organization.
To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a
sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are
abilities and awareness, outlined in the Leadership Development Model, which serve as specific
outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess,
promote, enhance, and refine these capabilities within the individual.
Two Convenient Formats: Classic Classroom and Integrated Hybrid
Cohort
Classic Classroom Format
An emphasis on face-to-face learning
Overview
For more than 25 years, our classic classroom format has featured a flexible choice model that allows
students to select courses and a completion option that focus on individual goals, interests, and
learning style. Students can also determine the pace at which they move through the program. This
format offers numerous electives and allows for individualized studies. Courses are organized as
seminars with the opportunity for discussion and dialogue. Some online work is incorporated into this
format.
Schedule
During the academic year, classes usually meet every other Saturday morning or afternoon for four
hours. Seven Saturday sessions are included in one trimester. Some select classes meet on Monday
evenings. Students can take a combination of Saturday and Monday courses. Following this model,
students can complete six courses during the academic year and a seventh during a summer session.
A sample class schedule in the classic classroom format:
Period I
Saturday
8 a.m. to noon
Period II
Saturday
1 p.m. to 5 p.m.
Period III
Monday
6 p.m. to 10 p.m.
Note: Each class taken commits a student to either Period I, Period II, or Period III, an average of two
meetings a month. A few courses are taught on an immersion model, which features fewer but longer
sessions.
Augsburg College has a summer session. The MAL program usually offers several classes during the
summer; the courses are five weeks in duration, meeting normally two nights a week, except for
special immersion courses.
Curriculum
Four core courses:
Visions of Leadership
Research Methods
Two courses related to the final project
Seven electives, selected from more than 20 offerings
Final Project Options for the Classic Classroom Format
For non-cohort students there are three ways to complete the final project option in the MAL degree
(Plans A, B, and C). All final projects are taken on a Pass/No Pass basis.
In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11
courses, including a thesis or a major leadership application project. In the Non-Thesis Option (Plan
B), students must complete 11 courses, two major papers, but no thesis. For the third option, the
Comprehensive Exam Seminar (Plan C), students complete 11 courses, including the comprehensive
exam seminar.
Plan A: Thesis/LAP Option
Students who select the thesis/LAP option are required to develop and carry out an in-depth study of
some aspect of leadership or of a leadership-related topic. This research-based study gives the
student an opportunity to “tie together” what has been learned from the study of leadership and
course-related activities.
The principal distinction between the thesis and the leadership application project lies in their
underlying orientation. A thesis has a more theoretical orientation, while a leadership application
project is based on a practical issue. Both require similar rigor and preparation. For either alternative,
the student must register for ML 592 and 593.
For more information regarding the thesis/LAP option, refer to the Thesis/LAP and Non-Thesis Project
Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project.
During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy in the Academic Programs and Policies section.
Plan B: Non-Thesis Option
One alternative to the thesis is the successful completion of two major papers. The first of these
papers will be written in conjunction with ML 580. The second paper will be written while enrolled in
ML 597 Non-Thesis Independent Project. The independent research projects approved each year will
be presented in an annual colloquium.
For more information regarding the non-thesis option, refer to the Thesis/LAP and Non-Thesis Project
Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project.
During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s
continuation policy in the Academic Programs and Policies section.
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a
comprehensive exam seminar (ML 589). This course must be taken as the last course in the program.
This course is taken on a pass/fail basis, and when the course and the oral, written, and take-home
examinations are successfully completed, the program requirements are satisfied.
Core courses for the thesis/LAP option (Plan A):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592
Thesis/LAP Consultation I
ML 593
Thesis/LAP Consultation II
Core courses for non-thesis option (Plan B):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
ML 580
ML 597
Research Methods
Colloquium on Contemporary Theories of Leadership
Non-Thesis Independent Project
Core courses for the comprehensive exam seminar (Plan C):
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of Leadership
ML 589
Comprehensive Exam Seminar
Core courses for the cohort final project program
Elective courses for ALL Classic Classroom options
(at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list. All
courses are 1.0 course credit (4 semester credits):
ML 511
Creativity and the Problem-Solving Process
ML 513
Creating a Compelling Literature Review
ML 520
Self-Identity, Values, and Personal Growth
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organization Theory and Leadership
ML 536
Facilitating Organizational Change
ML 538
Communication Skills for Leadership
ML 539
Communicating a Self in the Modern Organization
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 548
Coaching and Consulting
ML 550
Communication, Decision Making, and Technology
ML 553
Design and Leadership
ML 557
Language of Leadership
ML 558
Leadership and Science
ML 560
Developing a Multicultural Perspective
ML 562
Global Multiculturalism, World Religions, and Leadership
ML 563
Leadership in a Global Society
ML 565
Women and Leadership
ML 568
The Global Business Environment
ML 570
Negotiation
ML 574
Strategic Leadership
ML 577
Universal Responsibility and Leadership: A Nicaraguan Experience
ML 580
Colloquium on Contemporary Theories of Leadership (elective for Plan A)
ML 598
Independent Study (special permission required)
ML 599
Topics: special courses offered only once or twice
Integrated Hybrid Cohort Format
A combination of online, classroom, and experiential learning
Overview
The integrated hybrid model is completed in two years with a combination of intensive face-to-face
sessions and online coursework. Students complete the program with a cohort of peers representing
many different perspectives. Students learn from each other and build relationships that will provide
support throughout the program and a valuable network for the future.
Schedule
After starting with a five-day summer experience, classes meet on a trimester schedule September
through mid-June (fall, winter, and spring trimesters). Coursework will be online and supported by
three on-campus class sessions per term.
Curriculum
ML 510
ML 512
ML 514
ML 520
ML 523
ML 553
ML 563
ML 574
ML 580
ML 588
ML 599
Visions of Leadership
Responsible Leadership for the 21st Century (Intensive)
Research Methods
Self-Identity, Values, and Personal Growth
Leading Authentically
Design and Leadership
Leadership in a Global Society
Strategic Leadership
Colloquium of Contemporary Theories of Leadership
Final Action Research Project
Mid-point Augsburg Signature Experience (Intensive)
Core courses for the Integrated Hybrid Cohort format
(4.0 course credits)
ML 510
Visions of Leadership
ML 514
Research Methods
ML 580
Colloquium on Contemporary Theories of Leadership
ML 588
Final Project Seminar: Action Research
In addition, a sequenced list of electives is prepared for each cohort. In the cohort program, students
complete 11 courses, including an action research final project seminar (Plan D).
Final Project for the Integrated Hybrid Cohort Format: Plan D
The Integrated Hybrid Cohort format includes a final seminar in which each student prepares an
action research project during the course of one trimester (Plan D). For Classic Classroom students
there are three ways to complete the final project option in the MAL degree: Plan A, B, or C ( See
section above, Final Project Options for the Classic Classroom Format.) Plan D is comparable to Plan
B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of
Leadership as prerequisites to ML 588 Final Project Seminar: Action Research. ML 588 is taken on a
Pass/No Pass basis.
Course Descriptions for Both MAL Formats
Each course normally includes two or more liberal arts disciplines, encourages pursuit of the
designated outcomes, and uses a variety of learning techniques appropriate to adult learners.
Instructional techniques include case studies, debate, written and oral presentations, and group
activity. These techniques develop targeted leadership abilities and understanding. Students are
encouraged to see abilities and understandings as cross-disciplinary and to view content areas as
integrated. The program reflects the view that the world in which we operate is complex, and that
dealing with it successfully requires well-developed integrative abilities.
ML 510 Visions of Leadership: A Historical and Literary Journey
Introduction to selected concepts of leadership, providing a historical and philosophical framework for
the program. This course views the nature and purpose of leadership from a variety of disciplines and
perspectives.
ML 511 Creativity and the Problem-Solving Process
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary
organizational thinking. This course uses creativity as a method, and it examines techniques for
solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview.
ML 512 Responsible Leadership for the 21st Century
The Augsburg mission statement sets forth the goal of educating students to be responsible leaders.
By examining current social issues and through immersion in Augsburg's Cedar-Riverside
neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the
Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship
and thoughtful stewardship shape a responsible leader. This course also seeks to build a learning
community and orient students to ideas and theories that will allow them to function effectively as a
cohort throughout the MAL program. The course is structured as a five-day intensive experience.
ML 513 Creating a Compelling Literature Review
As leadership scholars and practitioners, our work should be evidence-based. The purpose of this
course is to explore the published literature to determine what credible evidence tells us about
effective leadership practices. Students will learn how to read research critically, analyze and develop
arguments, and recommend best practices.
ML 514 Research Methods
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories
and practice. Qualitative and quantitative tools will be discussed.
ML 520 Self-Identity, Values, and Personal Growth
Study of the concepts of self-identity, value formation, and personal growth as they relate to
professional life; factors that influence the development of self-identity and personal values; and the
effect of personal values on learning and leadership strategies.
ML 523 Leading Authentically
What does it mean to lead authentically? How can you best align your strengths with the organization
in which you lead? This course will build on the work done in ML 520 to help students identify their
strengths, develop self-awareness, and articulate their life purpose. By looking at different theories of
leadership and various perspectives on organizational development, students will be able to
purposefully create a leadership style and plan that honors their authentic selves.
ML 527 Spirituality and Leadership in the Workplace
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life.
This course explores the dimensions of this trend and its implications for leadership through a variety
of sources and perspectives.
ML 530 Ethics in Communication
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical
perspectives within human communication. This course places particular attention on the use and
abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes
sensitivity to ethical conflicts that arise in social and organizational settings.
ML 531 The Dynamics of Change
Effective leadership, by definition, involves social and organizational change. Beginning at the macro
level of analysis and ultimately focusing on leading and responding to change in organizational
settings, this course examines the paradigms, theories and practices that support successful
leadership for change. Collaborative presentations provide an opportunity to apply course ideas to
historical and contemporary issues.
ML 535 Organization Theory and Leadership
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is
designed to enable the student to acquire knowledge and develop skills in order to function as a
responsible, ethical participant within various types of organizational structures and cultures.
ML 536 Facilitating Organizational Change
This course will explore the impact of change on organizations, teams, and individuals. It will prepare
current and future leaders to effectively lead change efforts in their organizations. This leadership
development will be accomplished through the study of several change management theories and
frameworks. Moreover, application and evaluation of change management theories will be
emphasized. This course will further differentiate change and transition and further highlight strategies
to help leaders coach individuals through difficult change events. Furthermore, this course will discuss
organizational changes related to structure, strategy, technology, teams, and individuals.
ML 538 Communication Skills for Leadership
The course is designed to provide background in rhetoric as well as practice in speaking, writing, and
presentation skills. A substantial performance component is included; evaluation of student work is
based on mastery and performance of these skills. Students will perform communicative tasks in a
variety of genres and evaluate their own performances and those of class members.
ML 539 Communicating a Self in the Modern Organization
Understanding through reading, reflecting, and dialogue of the functions of communication in
organizational settings with particular emphasis on the self-defining aspects of the social contract
between the individual and the organization in a changing world. Supplementary reading packet, open
dialogue, and individual projects.
ML 540 Political Leadership: Theory and Practice
Analysis of leadership perspectives in selected political systems and other organizations. Special
focus on significant leadership theories and leaders, past and present. Most theories studied are
interdisciplinary and relevant to business and nonprofit organizations as well as to politics.
ML 545 Decision Making and Leadership
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders
and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and
their relationship to decision making. Assessment of major social decisions, past and present—their
intentions, consequences, arguments, explanations, and justification.
ML 548 Coaching and Consulting
The purpose of this course is to develop influence skills through the exploration and application of
consulting and coaching practices. To fulfill that purpose participants will read the work of master
consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and
reflect on these experiences to develop their own purpose, principles, and practices for influencing
others.
ML 550 Communication, Decision Making, and Technology
Analysis of the role various forms of digitally-mediated communication play in our society and how
communication, decision making, and leadership have been altered by these technologies. Students
examine how they can engage and manage these processes in their organizations.
ML 553 Design and Leadership
“Design thinking” has transcended the world of engineering and architecture and is now a mainstream
concern for most industries. This course explores the impact of “design thinking” on leadership,
especially in the business world.
ML 557 Language of Leadership
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to
make judgments about rhetorical and stylistic strategies. Topics include the use of language as an
organizing principle for social interaction; speech act theory; strategies for giving effective directives;
the creation and manipulation of style; the development of persuasive appeals; the protection of
“face;” and strategies for maintaining personal relationships across hierarchical levels in
organizations.
ML 558 Leadership and Science
Explores the common methods of science and the issues that science has encountered which affect
the uses of science by leaders in the public and private sectors. Case studies include global warming
and politics, psychology, and medicine.
ML 560 Developing a Multicultural Perspective
This course focuses on the ability to function and lead in culturally diverse contexts within the US.
Goals include improved communication skills and interpersonal sensitivity, appreciation for the
complexity of the racial and ethnic groupings, and awareness of key issues facing those groups.
ML 562 Global Multiculturalism, World Religions, and Leadership
In the global meeting of cultures, religion is a vital factor. This course examines the nature of religion
as an essential feature of the cultures of the US. (Christianity), the Middle East (Islam), India
(Hinduism), China (Buddhism, Confucianism, Taoism), and Japan (Shinto, Buddhism). Special
emphasis is put on leadership and religion in all these cultures.
ML 563 Leadership in a Global Society
This class focuses on enhancing global leadership competencies, beginning with core concepts and
personal assessments and concluding with a global leadership development project where learners
demonstrate their ability to take theory to practice. Course activities include personal assessments, a
critical review paper, a literature review, and a final project proposal paper in which all the elements
come together.
ML 565 Women and Leadership
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and
social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of
alternative approaches to leadership, women and careers, and women in society past and present.
The course is intended to enhance the analytical and leadership skills of the participants.
ML 570 Negotiation
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills
involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the
collective bargaining model with survey of examples of other types of negotiation.
ML 574 Strategic Leadership
The course develops students’ ability to think strategically and lead organizations through planning
and implementation. Application of models and concepts to examples and cases from real-life
practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit
organizations.
ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience
The exploration of universal responsibility, conceptually and experientially. Course consists of a
seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes
meetings with leaders, a homestay in the two-week option, and visits to multiple sites and
organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care,
literacy, the arts, business foreign investment, and relations with the US government and nonprofit
organizations are explored. Special fees apply.
ML 580 Colloquium on Contemporary Theories of Leadership
Selected contemporary theories of leadership plus a case study on a prominent leader. Emphasis on
critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework in MAL and ML
510) Required for Plans B, C, and D.
ML 588 Final Project Seminar: Action Research (Plan D)
In this course students who are pursuing the cohort program will have the opportunity to write their
final project doing action research on their own organization. This course will span one trimester.
ML 589 Comprehensive Exam Seminar
This course is a completion option for the Master of Arts in leadership. Students prepare for the
examination series—oral, written, and take-home—through discussion, readings, and critical analysis
in the seminar. It must be the final course taken in the program; no other course may be taken at the
same time.
ML 592 Thesis/LAP Consultation I
Independent research project supervised by an academic adviser.
ML 593 Thesis/LAP Consultation II
Completion of the thesis/LAP under the guidance of an academic adviser.
ML 597 Non-Thesis Independent Project
Major written project in an area of the student’s choice, to be completed in consultation with an
adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements
for the non-thesis option.
ML 598 Independent Study
Provides directed independent study in an area of the student’s choice. Open to students who have
completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for
Independent Study and have it signed by the supervising professor. Proposals must be approved by
the MAL program director prior to registration for the course. Students may not take more than one
independent study course.
ML 599 Special Topics
Study of selected topics in leadership that are not treated extensively through current course
offerings. Specific topics will be published prior to registration.
Special Programs
Post-Master’s Certificate in Leadership Studies
Graduate students who already possess a master’s degree in any area (including leadership) may
wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL
courses in leadership (which were not previously applied to any other degree). The student may
choose any five MAL courses or may wish to focus on a specific area, such as ethics and leadership,
global leadership, organizational leadership, communications, leadership development, or the liberal
arts. This option is attractive for people who want to continue their professional studies but not
necessarily undertake a full degree program. The normal application process is used for students who
wish to pursue the post-master’s certificate.
Joint BA in Accounting and Master of Arts in Leadership
A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed
for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the
fifth year and successful completion of all requirements, the student receives both a BA in accounting
and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA
certification. The MAL program offers a large number of courses on a weekend schedule or Monday
evening. Refer to the MAL program catalog supplement for the list of courses each year and to the
accounting program coordinator for a detailed academic plan. It is recommended that students meet
with an accounting adviser to create an effective plan for successful completion of the five-year
program.
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree must apply for admission to the MAL
program at the end of their junior year. The application process includes submission of:
• completed application form
• three letters of recommendation (two from professors and one from an employer)
• personal statement
• example of their writing in an academic paper
• GPA of at least 3.30
• Interview with a three-person panel from the MAL program
Students must also have faculty endorsement from the accounting program. Students must complete
at least one year of accounting work experience (either a job or internship) by the time they graduate
from the MAL program. Program coordinator: Professor Stu Stoller.
Admission to MAL
Admission Requirements
Applicants to the program must have:
• Bachelor’s degree from a regionally-accredited, four-year college or university
• Minimum cumulative undergraduate grade point average of 3.0 (on a scale of A = 4.0) and a
minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited
college or university. Should an applicant not meet the minimum admission requirements, a
conditional admission may be possible as decided on a case-by-case basis.
• Applicants to the program must have two years of experience (or equivalent) with one or more
organizations in a position of leadership or position demonstrating leadership potential.
• Applicants holding a master’s or other advanced degrees from accredited colleges or universities
are admissible.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions
Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the
fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of
each applicant’s:
• Previous college record
• Letters of recommendation
• Experience and organizational background
• Written statement
•
Interview, if requested
Application Checklist
The following materials must be submitted to the Office of Admissions:
• Completed application form
• $35 nonrefundable application fee
• A 1–3 page statement relating the applicant’s career and life goals to leadership aspirations
• Recommendation letter and checklist from an immediate supervisor, assessing leadership
potential
• Recommendation letter and checklist from a work colleague (at the same level) describing the
applicant’s work style and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any
degree(s) conferred
• Official transcripts from all graduate institutions attended, listing courses taken and degree(s)
conferred, if any.
Applicants may be asked to participate in an interview with graduate program faculty and/or staff
members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the
additional requirements outline in Admission of International Students in the Graduate Admissions
section.
Academic Policies
Equivalencies
Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is
equivalent to four semester credits or six quarter credits.
Academic Evaluation
Courses not offered on the numbered grading system are noted in the course descriptions in this
catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at
least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree.
No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades
earned the second time are counted in the grade point average. Any course with a grade of 2.0 or
lower will be transcribed as 0.0 academic credit.
In order to graduate a student must have a cumulative GPA of 3.0 or above. All required courses and
the final projects must be successfully completed. A student registered for the final projects (ML 588,
ML 589, ML 592, ML 593, or ML 597) may be permitted to participate in Commencement but will not
receive a diploma until all courses and projects are successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average
must be restored in order for a student to be removed from probation. If a student receives a grade of
N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before
being allowed to continue in the program. A plan for the student to follow would be outlined at that
time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the
MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for
behavior detrimental to the program, such as a gross violation of College policy (as published in the
Student Guide). Dismissal would occur only after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the program within two years.
Students who are away from classes for one year or longer must complete an Application for
Readmission and submit it to the Office of the Registrar. Students who have been out of the program
for three to five years must take one additional course to refresh their understanding of the field.
Students who have been out of the program for five years or longer must take two additional courses
to refresh their understanding of the field of leadership studies.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges
and Schools.
For a complete list of Augsburg’s accreditation, approvals, and memberships, in the About Augsburg
College section.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of
Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological
Seminary; MA, PhD, Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of
Minnesota.
Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice
President Human Resources, TrueStone Financial.
Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther
Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther
Seminary; PhD, University of Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of
Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
John A. Furia, Assistant Professor of Business Administration. BA, Rhode Island College; MPA,
University of Rhode Island.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv,
Union Theological Seminary; MA, PhD, University of Notre Dame.
Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA,
Southern Illinois University-Carbondale; JD, University of Minnesota; MAL, Augsburg College. Vice
President and Special Accounts Consultant, Wells Fargo Bank N.A.
Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education
and MED in Training and Organization Development, University of Minnesota; MA, PhD, Fielding
Graduate University. President of Leadership Resources Consulting.
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD,
University of Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for
Teaching and Learning. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia
University.
William Lashbrook, Instructor of Leadership Studies. BA, MA, University of Kansas; PhD, Michigan
State University. Senior Research Associate, Strategy Implementation Associates.
Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University
of Minnesota. President, Lokkesmoe Consulting, LLC.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS,
University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational
Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St.
Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Thomas Morgan, Professor of Business Administration and Executive Director, Augsburg Center for
Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD,
University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of
the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of
Pennsylvania; MA, PhD, Indiana University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans;
PhD, The University of Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Alan Tuchtenhagen, Director of the Center for Leadership Studies and the MAL Program. BS,
Westmar College; MA, University of Nebraska; DPA, Hamline University.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD,
University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc.
Staff
Patty Park, MA, Program Coordinator
Master of Arts in Nursing
Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse
professionals rich educational opportunities, engaging practicum experiences, and a wealth of
transcultural nursing knowledge that will enhance your practice and advance your careers.
The increasing diversity of our population challenges nurses to respond with creativity and
competence in a variety of contexts. The Master of Arts in Nursing program prepares nurses for
leadership across care systems, population groups, cultures, and care settings, with particular
emphasis on addressing global and local health inequities. Students choose between transcultural
nursing in community or transformational nursing leadership tracks of study.
The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative
practice that builds upon a transcultural foundation and embraces community health and holistic
nursing. The advanced practice focus is on health and collective life lived in relationship. Thus our
curriculum emphasizes advanced nursing roles that maximize health of communities and change the
paradigm from one that focuses on disease and illness to one that focuses on prevention and
wellness.
In all our programs, our students are our greatest asset. They come from all parts of the world to
continue their education in transcultural nursing. Classes are therefore a dynamic mix of cultures,
spiritual traditions, and lifeways. The Augsburg College mission focuses our curriculum and unites us
in ongoing efforts to become better informed citizens, more thoughtful stewards, critical thinkers, and
responsible leaders.
Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in
downtown Rochester, Minn. Video conferencing is used for most classes and allows for real-time
connections between students at the two sites. Program faculty and staff are available at both sites
and eager to assist students in whatever ways we can.
Cheryl J. Leuning
Chair, Department of Nursing
Director, Master of Arts in Nursing Program
and Doctor of Nursing Practice Program
Master of Arts in Nursing
Master of Arts in Nursing Mission
Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is
designed to prepare nurses for transformational leadership and transcultural practice across care
settings, with particular emphasis on addressing health inequities.
Curriculum
Transcultural Nursing in Community
The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed
to prepare nurses for advanced population-focused practice in culturally diverse communities. The
curriculum is grounded in nursing science, public health principles, theory-guided practice, and
transcultural care. The program of study focuses on reaching populations that are underserved by
traditional care systems and who exist outside of the social mainstream. As such, the program
provides rich alternative teaching and learning opportunities for graduate students locally and
internationally. Upon graduation from the program, nurses completing this track are eligible to apply
for certification in Advanced Transcultural Nursing through the International Transcultural Nursing
Society. Also, graduates completing this track will be eligible to apply to the American Nurses
Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC).
Ten courses plus a transcultural field project course are required. Three courses in the advanced
nursing core, which all master’s students must take; five courses from the Transcultural Nursing in
Community track; and two electives make up the coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nursing Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice hours)
NUR 523
Theory, Research, and Practice Seminar (36 practice hours)
Transcultural Nursing in Community track (five courses)
NUR 500
Transcultural Health Care (36 practice hours)
NUR 503
Transcultural Health, Families, and the Life Cycle (36 practice hours)
NUR 541
The Politics of Health Care (72 practice hours)
Plus, two of the following courses: *
NUR 510
Advanced Community Health Nursing I: Health As Membership; Living in Community
(36 practice hours)
NUR 511
Advanced Community Health Nursing II: Emerging Models of Care in Diverse
Communities (72 practice hours)
or
NUR 530
The Power of Ritual and Ceremony for Transformation**
NUR 532
Transcultural Healing Practices**
Electives—two graduate elective courses from Nursing, MAL, or another graduate program.
*Students seeking certification as an Advanced Public Health Nurse from the American Nurses
Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510
and NUR 511; students seeking certification from the International Transcultural Nursing Society may
select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the
curriculum.
**Course has 0 practice hours.
Graduate Project—students are required to complete a graduate project, which is equivalent to
one course.
NUR 525
Graduate Field Project (144 practice hours)
Transformational Leadership and Management
The Transformational Leadership and Management track unites the liberal arts with nursing science
and practice. This track is designed to develop nurse leaders who are analytical, articulate, and
constructively critical and who will be able to cope with high-level health care delivery issues.
Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing
leadership practica and classroom dialogue provides opportunities for students to apply knowledge
and gain experience partnering with diverse care providers, populations, and communities to address
health inequities in creative and relevant ways. Specialty electives build on students’ competencies
and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the
Master of Arts in Leadership and Master of Business Administration programs.
Students take a total of 10 courses, plus a transformational leadership project course. Three courses
in the advanced nursing core, which all Master of Arts in Nursing students must take, four courses in
the Transformational Leadership and Management track, and three elective courses make up the
coursework for the program.
Advanced Nursing Core (three courses)
NUR 505
Theoretical Foundations for Advanced Nursing Practice (36 practice hours)
NUR 520
Research Methods in Nursing (36 practice hours)
NUR 523
Theory, Research, and Practice Seminar (36 practice hours)
Transformational Nursing Leadership Track (four courses)*
NUR 501
Transcultural Care Systems (36 practice hours)
NUR 521
Transformational Nursing Leadership (72 practice hours)
BUS 520
Management of the Health Care Organization
ML 541
The Politics of Health Care (72 practice hours)
Electives—three graduate elective courses from Nursing, MAL, or another graduate program.
*Upon graduation from the program and completion of the Transformational
Leadership and Management track, students have the educational preparation to be
eligible to apply for certification in Advanced Nursing Administration from the
American Nurses Credentialing Center (ANCC).
Graduate Project
Students will fulfill their Master of Arts in Nursing through a final project, which serves as the capstone
of the master’s program: a graduate field project or course.
In the three core courses students will develop a plan for their final field project, which will be
completed in NUR 525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students
who complete the Transcultural Nursing in Community track will have enough practice hours to be
eligible to apply to take the certification exam in Advanced Community Health Nursing through the
American Nurses Credentialing Center. Nursing practice with diverse populations will also provide
students with the experiences needed to apply to take the certification exam in Transcultural Nursing.
In the practica, all students practice primarily in nontraditional settings with persons underserved or
excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across
health care settings. Students in the Transformational Leadership and Management track have
practice experience in several courses with preceptors in leadership positions in a variety of care
settings.
A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing
Center. The Nursing Center provides services for persons struggling with poverty and homelessness
in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded
in wide-ranging cultural contexts, provide many opportunities for students to explore advanced
nursing roles and new models and forms of practice.
Study Abroad and Off-Campus Opportunities
The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg’s Center for
Global Education in developing study abroad opportunities. The following study abroad and away
opportunities offer four examples of existing practicum experiences.
Students may travel to Namibia in southwest Africa to spend two weeks exploring health and health
care challenges within a rapidly developing country. Practical experience with nurses in a variety of
care settings, meaningful dialogue with key resource persons, and critical reflection foster personal
and professional growth in this practicum.
Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in
western South Dakota. These courses and experiences offer students the opportunity to live on the
reservation and participate with public health nurses providing health services. They also interact with
tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge.
Ten-day courses and practica are available in Mexico and Guatemala as well. Students explore the
relationships of indigenous and Western health care, the connection between social justice and
health, and interact with local indigenous healers.
Students may apply all these study abroad options to requirements in the Master of Arts in Nursing
program.
These practice experiences include fees for travel and education costs on-site in addition to course
tuition. Fees vary by practice site.
Course Descriptions
NUR 500 Transcultural Health Care
This course explores meanings and expressions of health, illness, caring, and healing transculturally.
Focus is on understanding and developing professional competence in caring for individuals, families,
groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive,
determining “blueprint” for thought and action throughout the human health experience. Patterns of
human interaction that foster health and quality of life are analyzed, and health destroying patterns of
interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to
moral and ethical reflection. (36 hours of practice experience)
NUR 501 Transcultural Care Systems
In this course, organizations are viewed as cultural systems that are complex and adaptive, where
continuous change and unpredictability rule the development and course of evolution. The importance
of relationships, the role of self-organization, the processes of emergence and co-evolution are
explored via readings and discussions. Attendance at a local, national, and/or international nursing
leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to
understand the context of transcultural health care organizations are expected.
NUR 503 Transcultural Health, Families, and the Life Cycle
The major curriculum concepts of individuals, health, nursing, and society are developed further in this
course as the function of individuals living in families and in communities is explored. Content about
systems, communication, small group, and nursing theories is applied to family constellation. The
influence of the multigenerational family is examined in terms of culture, belief system, roles, health
care patterns, values, and goals. Specific concepts related to values and culture are expanded and
applied to the more complex social structures of traditional and nontraditional families as they interact
in and with society. (36 hours of practice experience)
NUR 505 Theoretical Foundations for Advanced Nursing Practice
This course focuses on nursing science and nursing theory as foundational to advanced transcultural
nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing
are compared and related to the provision of culturally competent care in diverse communities.
Nursing science is emphasized as a process of theory advancement and as an accumulating body of
nursing knowledge. (36 hours of practice experience)
NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community
This course focuses on persons, families, and groups living in relationship. Emphasis is on applying
the core functions of community/public health—assessment, policy development, and assurance.
Principles of epidemiology, population demographics, and culture care are integrated into communityfocused health care delivery models. Power structures within dominant social systems are analyzed
and critiqued with regard to resource access and distribution among underserved populations. (36
hours of practice experience)
NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse
Communities
Emphasis is on the application of public/community health theory and research in providing health
care to populations and communities. Essential public health services are assessed for adequacy in
meeting community health needs and addressing transcultural health goals. The impact of diversity,
privilege, resource limits, and globalization add depth and reality to local and global community health
concerns, patterns of health, suffering, and health care provisioning. (Prereq.: NUR 510) (72 hours of
practice experience)
NUR 520 Research Methods in Nursing
Through a combination of literature review, field experience, and class discussion, research methods
relevant to the exploration of culture and health will be examined. Class topics will include formulating
study questions to explore collective foundations of meaning and explanation in health and illness,
practice in data collection procedures of field research, and issues of interpretation and analysis in
qualitative research. (Prereq.: college-level statistics course) (36 hours of practice experience)
NUR 521 Transformational Nursing Leadership
This course emphasizes transformational nursing leadership and management in partnership with
diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and
planning skills needed in emerging care systems. Opportunities for students to engage in designing
relevant models of care delivery are woven into clinical practica. (36 hours of practice experience)
NUR 523 Theory, Research, and Practice Seminar
The conceptualization, investigation, and application of nursing knowledge will be critiqued with
particular focus on its contribution to developing practice in transcultural community health care.
Through reflection and dialogue, which includes professional experience of practice contexts, as well
as theoretical and research literature, students will formulate a transcultural nursing model of care. (36
hours of practice experience)
NUR 525 Graduate Field Project
This course focuses on the application and integration of knowledge to a student-selected issue or
topic of concern relevant to transcultural nursing, community health nursing, and/or transformational
nursing leadership. This course focuses on a written report of the student’s project that has been
developed in the nursing core. Relevant coursework is integrated into the project and the final written
report. Plans for disseminating the report for public and professional use are encouraged. Students
will defend the project to their graduate committee (major faculty adviser and two readers) and invited
guests at the time of completion. (144 hours of practice experience)
NUR 530 The Power of Ritual and Ceremony for Transformation
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention
will be focused on rituals and ceremonies in specific cultures and religions, and in the modern
American medical system that sustains its own rituals. In some cultures, formal or informal religious
practices may be integral to the ritual of ceremony and healing. In modern American culture, the
perceived division between the mind, body, and spirit has led to ritual and ceremony being considered
adjunctive to the scientific approach ritual and ceremony into their lives and health care practices.
Students will also discuss the meaning of ritual and ceremony to their own lives and professional
practice.
NUR 532 Transcultural Healing Practices
This course will introduce students to complementary healing practices including the historical and
cultural contexts in which they developed. Students will discuss the philosophical underpinnings of
therapeutic systems and paradigms of healing in selected complementary therapies: music therapy,
traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing
practices, movement therapies, homeopathy, manual therapies, and nutrition and nutritional
supplements.
NUR 541 The Politics of Health Care
This course will explore how health and illness are related to inequities in society and dynamics of
power in systems of health care. The following issues will be examined in the course: How widening
gaps in the distribution of wealth diminish the health of all members of society; how social inequities
become medicalized as health disparities, how an emphasis on profit in health care affects the
distribution of healing resources in the population, and what strategies the poor and powerless employ
to gain access to health care resources. This course will include an optional study abroad experience
in Guatemala. (72 hours of practice experience)
NUR 562 Walking the Truth: Culture, Gender, and the Millennium Development Goals (MDGs)
in Sub-Saharan Africa
This course explores the influence of cultural values and gender roles on the achievement of the
Millennium Development Goals (MDGs) in sub-Saharan Africa. The social determinants of health and
illness—economic realities, education levels, governmental policies, access to technology, and the
competence of health care providers—are examined in relation to the unequal burdens of suffering
and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and
national contexts are identified and applied through experiential practical learning activities.
NUR 599 Topics
Study of selected topics that are not treated extensively through current course offerings. Specific
topics will be published prior to registration.
BUS 520 Management of the Health Care Organization
This course provides an overview of the key organizational and behavioral concepts that underlie
effective management practices in health care organizations. It addresses both the theory and
practice of effective management. The course will emphasize the importance of addressing the
expectations, needs, and performances of people in organizations, and recognizes the role of the
internal, external, and global cultures that impact organizational structure, behavior, and change.
ECO 520 Economics of Health Care in a Global Community
At the end of the class, students will be better able to apply economic concepts to the health systems
of both the United States and other parts of the world. The focus will be on the public policy aspects of
the health care system, e.g., issues of access and cost.
Admission to MAN
Admission Requirements
Applicants into the Master of Arts in Nursing program must have:
• Bachelor’s degree in nursing from a regionally-accredited four-year college or university, or must
have an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree.
• Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework
• Experience as a registered nurse
• Current nursing license
• All required immunizations
• National Criminal Background check
A college-level statistics course is required for progression in the program, but is not necessary for
admission.
Decisions about admission to the program will be made on an individual basis by the Graduate
Admissions Committee. Admissions are handled throughout the year, with students being admitted at
the beginning of the fall (September), winter (January), and spring (April) terms.
Selection of candidates will be made on the basis of an evaluation of the following items for each
applicant:
• Previous college record and GPA
• Letters of recommendation
• Professional experience
• Written statement describing professional and educational goals
Application Checklist
The following items must be sent to the Office of Admissions:
• Completed application form—www.augsburg.edu/ma_nursing/
• $35 nonrefundable application fee
• A 2-3 page typed statement describing the applicant’s professional and educational goals
• Three letters of recommendation—in English—addressing the applicant’s character and ability for
graduate study. (Two of these recommendations must be from professional colleagues.)
•
•
Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional
liability insurance, and required immunizations
Official transcripts from all undergraduate and graduate institutions attended, listing all courses
taken and any degree(s) conferred.
An interview with graduate program faculty and/or staff members may be requested.
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions
section.
Academic Policies
Evaluation Standards
Evaluation of academic performance in the Master of Arts in Nursing program will be based on
number grades using a 4.0-point scale. See detailed information in the Academic Programs and
Policies section.
Attendance Policy
Class attendance is expected and should be considered a responsibility, not only to one’s self, but to
one’s classmates and course instructor.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average,
the student will be placed on probation for the following term. A 3.0 cumulative grade point average
must be restored in order for a student to be removed from probation. If a student receives a grade of
2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in
Nursing program before being allowed to continue in the program. A plan for the student to follow
would be outlined at that time. If a second grade of 2.0 or less is received, the student may be
dismissed from the program. Students may also be dismissed for behavior detrimental to the program,
such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur
only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of any variation in the
curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis.
The only courses that will be considered for transfer credit are those earned from accredited colleges
and universities, whose course content is comparable to those in the Master of Arts in Nursing
program. No more than three courses will be accepted for transfer credit.
Credit and Contact Hours
Each full-credit graduate course is the equivalent of four semester credits or six quarter credits.
Classes are scheduled to meet the needs of working adults, combining in-class and web-based
components. Clinical practica opportunities are included in selected courses.
Last Day to Withdraw from Class
The last date on which students may withdraw from a class and receive a “W” on their records is
available on the Grad/Weekend and Evening College calendar:
www.augsburg.edu/enroll/calenders/index.html.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing
Education (CCNE).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges
and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the
listing in the About Augsburg College section.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of
St. Thomas.
Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg
College.
Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College.
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA,
Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing
Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate
Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg
College; MA, Augsburg College.
Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota.
Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St.
Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of
Colorado.
Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA,
Augsburg College.
Doctor of Nursing Practice
The Doctor of Nursing Practice program prepares nurses to envision new models of advanced
practice in transcultural nursing, community/public health, and advanced holistic nursing. Emphasis is
placed on maximizing health within populations and communities through peaceful, collaborative
actions across care settings and cultures, focusing on eliminating health inequities locally and
globally. As a post-master’s program, the DNP builds upon the strengths of the Master of Arts in
Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing
(APTCN), Public Health Nursing (APPHN), and Holistic Nursing (AHN).
Program Goals
Graduates of the Doctor of Nursing Practice program will have advanced preparation to:
• Negotiate the complexity of multicultural care settings and care systems to eliminate health
inequities among populations and communities
• Challenge conventional knowledge about illness through an ecological approach to social
determinants of health
• Lead change through building coalitions with marginalized people that are based on mutuality and
common cause
Program Structure
The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the
fall term. It is expected that most students will take courses on a part-time basis as one didactic
offering, one practicum, and one seminar each term. As a part-time student, completion of the
program is expected to be 32 months, including completion of the capstone project.
The curriculum for the DNP combines didactic, practicum, and seminar courses, with a capstone
project to complete the degree. As a practice doctorate, the emphasis is on building skill in knowledge
application among diverse cultural groups. The goal is to improve health and decrease inequities that
lead to unnecessary morbidity and mortality in communities.
Didactic
A total of seven didactic courses constitute the DNP core, with one additional elective course credit
required for completion of the didactic coursework. The didactic offerings carry 0.5 course credits
each (1.0 course credit equals 4.0 semester credit hours) and are taught as an immersion one day a
month with a half-day for seminar on the subsequent day.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing
independence and depth of practice experience at the doctoral level. Students select practicum
experiences that are either structured immersions in a variety of cultural contexts led by nursing
faculty or that are student initiated and individually directed experiences mentored by nursing faculty.
Practica course credits range from 0.25 (36 hours per 12-week term) to 1.0 (144 hours per 12-week
term). To achieve the DNP, students must complete a total of 1,000 practicum hours in their MA and
DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in
nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are computed as
follows:
• (.25 course credits) 1 semester credit hour = 3 “clock” hours of practicum time per week x 12
weeks = 3 “clock” hours per week or 36 “clock” hours of practicum time per semester
•
•
•
(.50 course credits) 2 semester credit hours = 6 “clock” hours of practicum time per week x 12
weeks = 72 “clock” hours of practicum time per semester
(.75 course credits) 3 semester credit hours = 9 “clock” hours of practicum time per week x 12
weeks = 108 “clock” hours of practicum time per semester
(1.00 course credits) 4 semester credit hours = 12 “clock” hours of practicum time per week x 12
weeks = 144 “clock” hours of practicum time per semester
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s
particular practice interest. Students are required to participate in a doctoral seminar (.25 course
credits) every term—fall, winter, and spring—until completion of the DNP degree. Cohorts of students
who enter the DNP program together progress as a group in the seminars in which they enroll each
term. The final seminar culminates in the project presentation and completion of the requirements for
the DNP degree. Students will participate in a seminar (.25 course credits) every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact on nursing practice and health outcomes
of populations and communities, demonstrate an evidence-based contribution to existing nursing
knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this
scholarly project students demonstrate synthesis and application of scientific knowledge in advanced
transcultural public/community health nursing practice. Students should begin working on their DNP
capstone projects in the early stages of the DNP program and continue throughout. This scholarly
project is planned in collaboration with a major faculty adviser.
Curriculum
Didactic Courses
NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence: The Dialectic between Knowledge
and Engagement
This course provides a foundation for building the scholarship of advanced practice in transcultural
nursing and community health. Sources of knowledge and procedures for acquiring knowledge, both
formal and informal, will be studied for the power to positively influence health outcomes. Evidence
will be evaluated for relevance to practical experience based on context-specific (emic) positions and
for rigor in empirical procedures based in context-free (etic) perspectives. Utilizing selected evidence
suited to particular transcultural issues, practice modes building on both local expertise and
professional research will be analyzed through systematic reflection. Students will begin developing
original practice models suited to their transcultural interests and relevant to concerns of people
marginalized by dominant health systems.
NUR 802 Making Room at the Table: Applying Ethics to Ending Hunger and Sharing
Abundance
This course in applied ethics focuses on health as a human right with emphasis on the development
of skills in community building as citizen professionals. From the perspective that hoarding abundance
compromises the health of everyone, the course facilitates human connections that go beyond charity
to acting from a basis of shared risk and solidarity.
NUR 803 Transcultural Cosmologies and a Global Perspective
This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles,
rhythms, and patterns of nature are correlated to a Western understanding of natural science. These
interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider
horizon of meaning derived from a broad understanding of diverse methods and healing practices
allows for conceptual models of nursing care to emerge that are responsive to diverse cultural
expressions of health and illness.
NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in
Community Building and Health Care
This course focuses on communities as the foundation of health by recognizing strength in community
residents and models that utilize the qualitative methods of participatory action that minimize the
expert role in planning. Globalization as a model of neoliberalism will be critiqued, and a perspective
of building solidarity among local communities will be emphasized. Skill building in participatory action
processes will occur.
NUR 805 Ways of Knowing: Synthesizing Qualitative and Quantitative Evidence
Drawing on insights from complexity science, this course examines the diverse ways of knowing that
guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data.
Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data
that supports their practice. Comparing the positivistic and interpretive stance, the students will
examine relevant knowledge and ways of knowing that provide scholarly grounding for their
professional expertise.
NUR 806 Ecology of Human Suffering in a World of Extremes
This course examines the cumulative illness-producing effects of inequities that are embedded in
structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor
inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological
approaches are used to trace patterns of disease and illness that strike population groups and
communities unequally around the world. Health status appraisal, risk analysis, and the levels of
structural violence in society will be examined using culturally responsive data collection methods,
resource accessibility, and the application of appropriate technology.
NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
This course explores transcultural healing and caring modalities including the integration of traditional
and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be
examined, including spiritual forces that promote health and cause illness. The use of medicinal plants
for healing in indigenous traditions will be compared to contemporary views of health and healing in
bio-scientific models of curing.
Practica
Practica in the DNP include structured immersion experiences led and facilitated by faculty, and
student initiated, self-directed practice experiences mentored by faculty. All practica are designed to
develop students’ individual practice interests and skills.
Practica are taken concurrently when students enroll in a didactic course. Guidelines for the
integration of DNP practica into a plan of study include the following:
• Practica will be completed incrementally throughout the DNP program.
• Students may register for varying practica and credits each term, including summer
• Practicum hours may be completed at the student’s job site, if approved by a supervisor and the
nursing faculty adviser, but the practicum work must go beyond the student’s current job
responsibilities and be consistent with the DNP program expected student outcomes.
• Practica must be led or mentored by either a nursing faculty member or another approved mentor
who is an “expert” within a community, population group, or has expert knowledge related to a
particular phenomenon of interest to the student.
• Students will develop objectives for practicum experiences in collaboration with faculty advisers
and keep a record of practicum work in a professional portfolio.
•
Students must register for enough post-baccalaureate practicum credits to reach a total of 1,000
practicum hours to earn the DNP degree. This will be evaluated when students are admitted to the
DNP program.
The following are examples of directed study practica and immersion practicum experiences
developed and led by faculty in the DNP program:
NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00 credits, 36-144 practicum hours)
Directed study practica build upon advanced nursing competencies developed at the master’s level to
expand and deepen knowledge supporting expert nursing practice. In the practica students will
integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical,
and organizational sciences as the basis for the highest level of transcultural nursing practice.
Students are expected to enhance practice and/or systems management skills, including clinical
reasoning, and advance to a higher level of expertise in transcultural nursing and community health.
As such, directed study practica are individualized to students’ specific areas of interest and are
planned by students in consultation with a major faculty adviser, cultural guides, and other mentors in
the communities in which they wish to carry out the practicum.
NUR 712 Culture Care on the Pine Ridge Reservation (0.5 course credits, 72 practicum hours)
In this practicum students live on the Pine Ridge Indian Reservation in western South Dakota, where
they have opportunities to gain knowledge about health inequities and structural violence from the
viewpoint of persons living with poverty and cultural devastation. The strengths of the traditional
Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation.
Healing care systems and beliefs about health and illness are compared and contrasted with Western
biomedical care and the politics of health care provided through the federal government’s Indian
Health Service (IHS) are examined.
NUR 742 Dia de los Muertos—Location: Mexico (0.5 course credits, 72 practicum hours)
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors
during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico,
students are guided by indigenous participants in rituals and ceremonies that invite the return of
ancestors who have died. Globalization of the holiday and its modifications through culture contact are
revealed.
NUR 723 Ancient Healing Practices—Location: England (0.75 course credits, 108 practicum
hours)
This practicum immerses students in ancient settings of healing in England—the healing waters of the
Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a
connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to
Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of
immigrants and asylum seekers.
NUR 752 Health Care on the Mexican–US Border (0.5 course credits 72 practicum hours)
This study abroad opportunity explores issues of poverty, public health, environment, immigration,
and globalization in the context of displaced communities. Participants meet face to face with
immigrants, refugees, border patrol agents, factory workers, and community leaders on both sides of
the US–Mexican border to listen and learn about their health concerns, economic development,
human rights struggles, and efforts to achieve social justice.
NUR 734 Health and Community Building—Location: Guatemala (1.0 course credits, 144
practicum hours)
This practicum explores health as a human right. Analysis will focus on how widening gaps in the
distribution of wealth diminishes the health of all members of society. Learning is based on immersion
experiences in Guatemala City and highland Mayan communities. Observation, presentations by
cultural guides, and classroom discussions will reflect on health and social justice for marginalized
people. Participation in traditional back-strap weaving will guide reflection on the relationship of health
and cultural continuity. Spanish language school is an option in this practicum.
NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in SubSaharan Africa (.5 course credit, 72 practicum hours)
Students focus on the development of leadership skills that promote Millennium Development Goal
(MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care
professionals and members of local communities in best practices for achieving MDG targets by 2015.
Structured lectures and discussions supplement practice and encourage students to explore
sociocultural determinants of health and illness—economic realities, cultural values and gender roles,
education levels, governmental policies, access to technology, and the competence of health care
providers—in relation to the unequal burdens of suffering and disease evident in Africa.
NUR 794 Culture Care in a World of Extreme—Location: Republic of Namibia (1.0 course
credits, 144 practicum hours)
Emphasis is on transcultural nursing leadership in partnership with persons and communities.
Participants experience the challenges care systems face in providing health care within
geographically and economically extreme contexts where isolation, poverty, and virulent disease are
epidemic. Participant-observation among Ju/’hoansi communities in the Nyae Nyae Conservancy
provide opportunities to collaborate and practice with nurses and other health care professionals
striving to provide culturally safe and effective health care to one of the world’s “first peoples.”
NUR 782 Poverty and Community Building in the Inner City—Location: Minneapolis, Minn. (0.5
course credits, 72 practicum hours)
An immersion in the inner city of Minneapolis provides experience with the rich diversity in the inner
city. Concepts of advanced practice in public health nursing are applied among the community of
people who visit the Augsburg Central Nursing Center, a community-based nursing service. In
addition to participation at the Nursing Center, students explore issues of health and social reality with
cultural guides from the inner city populations and with nurses who work effectively with them.
Seminars
NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and
NUR 841 Final Seminar (0.25 credits per term while enrolled in the DNP)
Students are required to register for a seminar each term they are in the DNP program. The purpose
of DNP seminars is to integrate diverse practicum experiences with students’ individual practice
interests. As such, the seminars provide a venue for students to test ideas for their practice with
faculty and peers and receive relevant feedback and support. Through dialogue in the seminars,
students work on their DNP capstone projects and professional portfolios. The last seminar (NUR
841) culminates in the successful completion of a scholarly capstone project that advances nursing
practice. Students register for NUR 841 during the term in which they will be completing and
presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice
innovations the student is implementing.
Elective courses
Elective courses are selected in collaboration with faculty advisers. Students may choose relevant
elective graduate courses (at the 500 level or above) to add depth and breadth to their nursing
specialty focus. These credits may be chosen from within the Department of Nursing or from a
number of interdisciplinary programs and courses, including those offered by Master of Arts in
Leadership, Master of Social Work, Master of Business Administration, Economics, and the Master of
Arts in Education. This allows students to take optimal advantage of the richness and diversity of
opportunities afforded through Augsburg College graduate programs.
Admission to the DNP
Admission Requirements
Applicants to the Doctor of Nursing Practice program must have:
• Earned master’s degree in nursing from a nationally-accredited institution
• GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
• A current unencumbered RN license to practice in the US.
• Evidence of a completed graduate research course
• Evidence of up-to-date immunizations
• Satisfactory results of a certified federal criminal background check
Decisions about admission to the program will be made on an individual basis. Selection of
candidates will be made on the basis of an evaluation of the following items for each applicant:
• A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent
manner
• Official transcripts from all colleges and universities attended (Applicants with a college or
university degree completed outside of the United States must submit an official evaluation from
World Educational Services.)
• Three professional references
• An interview with program faculty
The number of applicants admitted to the DNP program will be limited and based on availability of
faculty members who share a student’s practice interests and goals. Meeting the minimum admission
criteria does not ensure that an applicant will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for
validation to the World Education Service (WES) and have the reports sent directly to Augsburg
College. Additionally, internationally-educated applicants may request the Commission on Graduates
of Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to forward their educational credentials
report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must
apply for licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota,
who have passed the NCLEX, will be considered for admission and must meet the same residency
requirements expected of all students.
Applicants whose first language is not English must submit evidence of earning a minimum score of
95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign
Language (TOEFL).
Transfer of credits
Transcripts of students who have completed a master's degree in nursing or other graduate work are
required for admission to the DNP. Doctoral credits may be transferred into the DNP program if
assessed as equivalent to courses offered at Augsburg College. DNP students may potentially
transfer up to 2.0 course credits or 8 semester credit hours into the DNP program. Elective courses
acceptable for transfer are determined by the Department of Nursing faculty and the registrar. The
process of obtaining transfer credit must be initiated by the student before the end of the first
academic year of study. Submission of course syllabi and/or a detailed description of course content
will be needed to initiate transfer of courses into the DNP program.
To qualify for credit the practicum hours must be officially documented from the master’s degree
program.
Students may transfer up to 600 practicum hours that were earned and documented in their master’s
degree program. These 600 hours will be counted toward the 1,000 hours required for the DNP
degree.
Accreditation
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges
and Schools.
The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on
Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the
Bachelor of Science in Nursing programs at Augsburg. An accreditation site visit by CCNE is
scheduled for March 2011.
For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the
About Augsburg College section.
Department of Nursing Faculty
Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St.
Thomas.
Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, Augsburg College.
Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College
Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, Augsburg
College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing
Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg
College.
Susan Nash, Associate Professor. BSN, MSN, EdD, University of Minnesota.
Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa;
MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado.
Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center. BS, MA,
Augsburg College.
Program Staff
Sharon Wade, Administrative Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
Patricia Park, Program Coordinator, MA, Augsburg College.
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg
MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “handson,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze
and act. The Augsburg MBA provides students a unique opportunity to investigate business cultures
and practices through a faculty-led international experience. Our curriculum integrates the global
experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a proven accelerated program focusing on practical skills, knowledge, and
teamwork; while built on a foundation of ethical decision-making. The Augsburg MBA additionally
offers students the ability to include enhanced instructions in several professional business
disciplines. We invite students to challenge themselves and their classmates to bring a new and
expanded focus through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and
lives, and positive engagement with their community and associates. We invite you to become part of
a growing community of Augsburg MBA alumni.
Steven M. Zitnick
Director, Master of Business Administration Program
MBA Mission
To prepare students for professional careers in business by developing their decision-making skills,
critical thinking and by transforming them into effective managers and leaders in service to others.
The program aspires to provide an outstanding student-centered education that produces graduates
who are critically astute, technically proficient, and who understand the moral and ethical
consequences of their decisions on their organization and on the world.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically
analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students
to accept greater responsibility in organizations facing this dynamic and fast-evolving business
culture. The curriculum of the MBA gives students the ability to think critically and ethically as they
face the increased challenges of a global business environment. Quality, individual initiative, ethics,
and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve
students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory
and real-world application, giving MBA students opportunities to acquire skills and knowledge in a
variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or
a specialized MBA with a concentration that matches their interests and career goals.
Accreditation
The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business
Schools and Programs (ACBSP).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges
and Schools. For a complete list of Augsburg’s accreditations, approvals,
and memberships, see the listing in the About Augsburg College section.
Plan of Study
The Augsburg MBA is an accelerated, part-time program that allows working professionals to
complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model
in which students follow a predetermined schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the
duration of the program. This provides a continuous, collaborative learning process. The cohort
environment fosters a cohesive learning community where students learn from each another, mentor
each other, and peer coach. You’ll share diverse professional expertise and experience as you work
in teams on projects, case studies, presentations, and simulations, both inside and outside of class.
Working both individually and in small groups enables you to enhance your strengths, build your skills,
expand your business acumen, and improve your decision-making. Together as a community you’ll
build personal, social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom,
multiplying the opportunities for learning. The personal connections and relationships you build with
fellow students and faculty will extend into an important and valuable network as you take your career
to new levels.
Course Credit
Augsburg College uses a course-credit system. A full course credit (1.0) is equal to four semester
credits or six quarter credits. Each full course on the semester schedule meets for approximately 28
contact hours with the expectation of substantial independent and group study offered through our
web-based electronic course management system. Learning is supplemented by the use of our class
management software; allowing students and faculty to share ideas, information and learning.
Specialized Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA
with a specialization that matches their interests and career goals. The general Augsburg MBA
consists of 13 courses that can be completed in approximately 24 months. An Augsburg MBA with a
concentration consists of nine core MBA courses and 3 additional courses that focus on their chosen
area of interest. An MBA with a concentration can be completed in 28 months.
Full-credit MBA courses consist of seven four-hour sessions. Classes are scheduled to meet one
night each week. It is sometimes necessary to include an occasional Saturday session due to national
holidays.
Academic Calendar
Currently, the Augsburg MBA uses the semester schedule as well as a summer session. Courses are
offered consecutively during each term so students are able to concentrate on one subject at a time.
The program is designed to have students take at least two full-credit courses per term.
Official academic calendars and the MBA registration policies can be found at
www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual
calendars for each cohort, which are provided by the MBA department.
The Faculty-Led International Experience
Each year, all current MBA students will be offered the opportunity to participate in a faculty-led
international experience. This trip is taken in conjunction with either of these courses: MBA 565
Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group
to an international location, visit businesses, participate in faculty lectures, and learn about the culture
and traditions of the countries visited. Each MBA student should have two opportunities during their
matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include
tuition (for the course selected), airfare, lodging, and travel in-country, as well as some meals.
The Augsburg MBA
The 13 required courses of the general Augsburg MBA are as follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Behavior
MBA 550
Marketing Management
MBA 560
Communication Issues in Management
MBA 565
Managing in a Global Environment
MBA 570
Quantitative Decision Making for Managers
MBA 575
Strategic Technology
MBA 592
Leadership: Ethics, Service, and Transformation
MBA 595
Strategic Management
MBA 581&2 Management Consulting Project (Capstone)
MBA Course Descriptions
MBA 510 Managerial Economics
Application of economic tools in solving managerial problems. Topics include markets and
organizations, demand and cost functions, demand and supply analysis, game theory and the
economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and
ethics and the organizational architecture. Students develop critical thinking skills and a framework of
analyzing business decisions. In summary, the objective of the course is to help business students
become architects of business strategy rather than simply middle managers following the path of
others.
MBA 520 Accounting for Business Managers
Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements.
Students will learn to analyze income statements, balance sheets, and annual reports, and to budget
using projected sales, fixed and variable expenses, break-even calculation, and capital budgeting.
MBA 530 Managerial Finance
Understanding the foundations of financial management including markets, institutions, interest rates,
risk and return, and the time value of money. Included are security valuation, corporate valuation,
strategic investment and financing decisions, working capital management, mergers and acquisitions,
derivatives, bankruptcy, and multinational implications.
MBA 540 Business and Professional Ethics
An understanding of the ethical problems faced by people in organizations and businesses today. A
framework for recognizing ethical problems helps the student determine how decisions will affect
people positively or negatively. This course conveys a model of analysis of ethical problems to allow
students the ability to make better judgments about what is right and fair. The course also allows
students to gain confidence in their understanding and their proposed solutions for ethical issues, thus
being able to forcefully and reasonably defend their point of view.
MBA 545 Organizational Behavior
Theory and application of organizational behavior to human resources within organizations. Topics
include strategies and tactics for developing human resources to support organizational cultural
changes (such as total quality management), team building, collaboration with other teams, training,
the impact of diversity, and evaluation of contemporary organizational strategies.
MBA 550 Marketing Management
Applying marketing theory and practice to real-life marketing situations. Topics include market
segmentation, targeting, positioning, distribution of goods and services, the relationship between price
and demand, brand management, and marketing plans and strategy. Students gain hands-on
experience with marketing in cross-functional organization strategies.
MBA 560 Communication Issues in Management
An ethnographic approach to communication in the workplace including how physical settings,
communication channels, institutional goals, institutional culture, and the roles of participants shape
communication. Students will use case studies and their own workplace experiences to examine
effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of
institutional values.
MBA 565 Managing in a Global Environment
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise
perspective. The foci of the course will be international trade theory and institutional governance of
international trade/monetary policy, and the differences in political-economic/socio-cultural systems
and their implications for international business.(This course may be taken in conjunction with the
faculty-led international experience.)
MBA 570 Quantitative Decision-Making for Managers
Extracting actionable information from data, interpreting data in tables and graphs, interpreting
statistical significance, evaluating survey data, using data mining with large databases, and using
simulation and modeling in business decisions.
MBA 575 Strategic Technology
Making strategic technology decisions most favorable to organization and culture, interaction with
customers and suppliers, and future growth of the organization. Students will come to understand the
impact of the internet and electronic commerce on the traditional business model, the effect on
employees, and the ethical and societal results of given technology choices.
MBA 581-582 Management Consulting Project
Working in teams with a local organization, students develop expertise in an area related to their
vocation, using communication, leadership, and collaboration skills, and academic knowledge to
research, analyze, and make recommendations. The management consulting project culminates in a
presentation to the client and the faculty adviser. (The Management Consulting Project course is
divided into two required .5 credit courses.)
MBA 592 Leadership: Ethics, Service, and Transformation
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and
organizational effectiveness. Leadership skills and abilities have long been viewed as important
contributors to success in personal and professional spheres. Topics include leadership strategy,
critical and distinctive functions and skills of management and leadership, relationship building,
servant leadership, leadership communication, and self-awareness and discovery of leadership styles,
traits, and abilities.
MBA 595 Strategic Management
Organizations that survive over time generally meet customer needs more effectively than the
customer’s alternatives. These organizations adapt to a constantly changing environment, usually
coordinating change in a variety of different functional areas. Strategy matches the organization’s
capabilities to its market position, facilitates resource allocation, and provides guidance for decisionmaking. This course is integrative of all subject matter in the MBA program, and adopts the
perspective of senior management. (This course may be taken in conjunction with the faculty-led
international experience.)
Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses,
including nine foundational courses and six required concentration courses. Students may choose
one of five concentrations: finance, marketing, international business, human resources management,
or health care. A concentration may allow students to become competitive in a specific career field or,
in some cases, it may assist students in achieving professional certification or accreditation.
The nine required core courses are as follows:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 540
Business and Professional Ethics
MBA 545
Organization Development/Behavior
MBA 550
MBA 570
MBA 580
MBA 592
Marketing Management
Quantitative Decision Making for Managers
Management Consulting Project (Capstone)
Leadership: Ethics, Service, and Transformation
Finance Concentration
Students prepare for careers in international banking, finance, and investments by learning finance
and investment theory and applications, and the operations of financial markets.
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Financial theory and applications
Investment theory and portfolio management
Financial markets
Options and derivatives
International finance
Financial statement analysis
Marketing Concentration
Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data
for marketing decisions, and gain integrative, practical experience in marketing.
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Marketing research
Marketing communications
Sales management
Consumer behavior
Technology and e-commerce
Strategies in global marketing
International Business Concentration
Students develop a specialized toolkit to deal with the global economy with its massive increases in
international trade, foreign direct investment, multinational companies, and international financial
transactions.
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International business: strategies, trade agreements, and policies
International finance
Negotiations in a global environment
Strategies in global marketing
Global supply chain management
Legal aspects of international business
Human Resource Management Concentration
The certificate in human resource management prepares human resource professionals for a variety
of human resource positions. Successful completion of the certificate program as well as passing the
examination and meeting job experience requirements meet the criteria for certification as a
Professional in Human Resources (PHR) or Senior Professional in Human Resources (SPHR).
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Global human resources
Organizational effectiveness
Training, selection, and performance
Compensation and benefits management
Industrial labor relations
Health Care Management Concentration
The concentration in health care management (MBA/HCM) is designed to provide students with
leadership as well as the management knowledge and skills needed to be successful in today’s health
care organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex
management problems with a foundation of health care concepts and decision models that will
support the variety of management roles in today’s health care environment.
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Legal and ethical considerations in health care management
Integrated health delivery systems
Health care financing
Cross cultural issues in health care
Global health care issues
Health care operations management (elective)
Concentrations as Graduate Certificate Programs
For students who seek advanced skills and knowledge in a specific business discipline, but either
already possess an MBA or are not interested in pursuing a degree at this time, the five
concentrations are available as graduate certificate programs. These courses are transcribed as “for
credit.” In most cases (depending on employer policies), they will be accepted for tuition
reimbursement. Contact the MBA office at 612-330-1778 or the Office of Admissions at 612-330-1390
for more information.
MSW/MBA Dual Degree
Many social service agencies today require that agency managers combine financial and business
expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to
function in a workplace that demands the delivery of quality services with increasingly limited
resources. The MSW/MBA dual degree option is available to MSW students who elect the Program
Development, Policy, and Administration (PDPA) concentration.
MSW/MBA students will spend their first two years taking Master of Social Work courses followed by
approximately 15 months of MBA courses. For more information regarding the Program Development,
Policy, and Administration (PDPA) coursework required for the MSW/MBA dual degree, refer to the
Master of Social Work section in this catalog. MSW students who graduated after June 2002 are
required to complete the following eight MBA courses:
MBA 510
Managerial Economics
MBA 520
Accounting for Managers
MBA 530
Managerial Finance
MBA 545
Organizational Development
MBA 550
Marketing Management
MBA 560
Communication Issues for Managers
MBA 575
Strategic Technology
MBA 595
Strategic Management
MSW students who graduated prior to 2002 are required to complete nine MBA courses. This
includes the eight MBA courses listed above as well as MBA 592 Leadership: Ethics, Service, and
Transformation.
MSW students may also be required to adjust their summative evaluation project to meet the
requirements of the MSW and MBA programs.
Students interested in the MSW/MBA program must apply to both programs. See the application
guidelines listed under each individual program.
NOTE: Admission to one program does not guarantee admission to the other.
Locations and Schedules
MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in
downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic
year: fall term (September), winter term (January), and spring (May).
Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the beginning
of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office
of Admissions at 612-330-1390.
MBA Advisory Board
The MBA Advisory Board is comprised of both active and retired senior business leaders from global,
regional, and entrepreneurial organizations. The board meets several times yearly to review the
program’s progress, offer advice, and provide insight into contemporary business issues that influence
curriculum development or modification. Additionally, the board is invited to participate in student and
alumni events throughout the year.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a committee decision. The committee may
include MBA program staff, Business Administration Department faculty, and Office of Admissions
staff.
Admission Requirements
Applicants to the MBA program must have:
• bachelor’s degree from a regionally-accredited four-year institution
• minimum of two years of relevant work experience
• personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Office of Admissons:
• completed application—Apply online at www.augsburg.edu/mba/admissions/application.html
• $35 application fee
• Two personal statements
• Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions
• Current résumé of work history
• Two confidential letters of recommendation
• Official GMAT score report (school code 6014)—not required for certificate applicants Or
completion of the Individual Learning Profile (ILP) For information about the ILP, contact the
Graduate Admission Department
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions
section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure
as new applicants.
Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit in
Academic Programs and policies.) Students must complete no fewer than seven (7.0) courses at
Augsburg in order to receive their MBA degree from Augsburg College. All students must complete
the Management Consulting project, (MBA 581/2) to graduate. Eligible coursework must be approved
by the MBA program director before transfer credit will be granted.
GMAT Alternative Option; The Individual Learning Profile (ILP)
Applicants to the MBA program who have not taken the GMAT may instead elect to complete the
Individual Learning Profile (ILP) assessment. This option consists of two parts; an analysis of the
applicants quantitative skills and a writing assessment. Both portions of the assessment are taken
online, and the quantitative skills evaluation also offers the student interactive remedial instruction.
The ILP is normally completed as part of the application process, prior to admittance.
GMAT Waiver Policy
As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the
analytical and critical evaluation components of our accelerated program. The GMAT is used both to
evaluate the candidate’s opportunity for success as well as to indicate areas where remedial work
may be necessary. However, the Admissions Committee will consider, on a case-by-case basis,
GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief
written request must be submitted outlining the reasons why the Admissions Committee should grant
a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT
waiver.
Eligibility for GMAT Waivers
GMAT waivers may be offered to:
• Candidates with an appropriate and current GRE score.
• Candidates who have been enrolled in a graduate degree program in a technical or quantitatively
rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or
chemistry) from an accredited institution and who were in good academic standing with an overall
grade point average of 3.0 or better (or the equivalent of a B average under the system used by
that institution). Students should have completed at least four academic courses within this
curriculum to qualify. It is important to note that employment history and current assignment will be
reviewed in addition to the degree requirement.
• Candidates who hold the following graduate degrees from an accredited college or university with
an overall grade point average of 3.0 or better (or the equivalent of a B average under the system
used by that institution.)
• Medical or dental degree (MD, DDS)
• Master’s or doctoral degree in an academic discipline that included a significant quantitative,
engineering, mathematics, or statistics component or involved research requiring significant
quantitative skills.
• Any other quantitatively-based graduate degree from an accredited college or university that the
Admissions Committee believes has highly prepared the candidate for rigorous graduate-level
work
• Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including
those granted by academic institutions outside the US These will be evaluated by the Admissions
Committee. (See grade requirement above)
• Candidates who have completed a graduate program at Augsburg College in the MAL, MAN,
MSW, MAE, or PA programs.
• Candidates with current and active CPA designation. If the CPA designation has been inactive
and not current for a period greater than five years, the waiver may not be granted.
GMAT Waiver Checklist
Submit the following documentation to the associate director of the MBA program:
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One-page written request outlining reasons why the Admissions Committee should grant a GMAT
waiver
Copies of transcripts for all work completed at any college or university, whether or not a degree
was granted (unless previously submitted to the Office of Admissions)
Current résumé (unless previously submitted to the Office of Admissions)
Any other information that you wish to submit to support your request.
Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about
this checklist or the waiver policy, contact either the Office of Admissions or the MBA program office.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as
scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA
program director.
All students are required to complete all components of the program within five years of matriculation.
Extensions beyond five years will be considered on the basis of petition to the MBA director. Students
who leave the program for more than one trimester must request a leave of absence in writing from
the MBA program. A leave of absence may be granted for one calendar year. Students who return to
the program after a leave of one year or more must fill out an Application for Readmission form and
submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count
toward the five-year deadline for degree completion.
Academic Evaluation
Evaluation of academic performance in the MBA program will be based on number grades using a
4.0-scale. For complete information, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a
“W” on their records, refer to the course information on Records and Registration.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty
understand that MBA students are working adults with significant responsibilities who, on occasion,
face unforeseen situations that may interfere with attendance. Students should notify the faculty
member teaching the course as soon as possible when the problem is immediate. When the student
knows in advance of a class date where a potential conflict exists, they must discuss the proposed
missed class with the faculty member prior to the date of the class. Students are responsible for the
work covered during that class session and for making appropriate arrangements for obtaining
handouts, lecture content, or other materials. Faculty members may assign appropriate independent
work to insure that the student understands the material covered during the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade
reduction for a single missed class session. This may be dependent on assignments due on the date
of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for
unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or
excused, may be grounds for directing the student to withdraw from the course. More than two
absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or
higher at the completion of the program
• Successful completion and submission of the management consulting project (capstone)
Students who successfully complete Augsburg’s MBA program will receive a Master of Business
Administration degree.
MBA Faculty
William Arden, Assistant Professor of Business Administration. BS, New York University; MS,
Northeastern University; MBA, Boston University.
Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD,
Medical College of Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA,
Ed.D, St. Mary’s University of Minnesota.
George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota;
MA, International Studies, University of St.Thomas; MBA, Fairleigh Dickinson University; Ed.D,
Organization Development, University of St Thomas
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS,
Rensselaer Polytechnic Institute.
Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA,
MBA, University of Minnesota; PhD, Temple University.
Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA,
PhD, Indiana University.
Edward Lotterman, Assistant Professor of Economics. BA, MS, University of Minnesota.
Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA,
Harvard University; DBA, Argosy University.
Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business
Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia
Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati;
MBA, Harvard University.
Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA,
Pepperdine University.
Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS,
Economics, University of Utah.
Master of Science in Physician Assistant
Studies
PA Program Mission
The mission of the Augsburg College Physician Assistant Program is based on a foundation of
respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care
to underserved populations. Students are well educated in current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes dedication to
excellence in performance, with the highest standards of ethics and integrity, and commitment to
lifelong personal and professional development.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has
granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg College.
Continued accreditation is an accreditation status granted when a currently accredited program is in
compliance with the ARC-PA Standards.
Continued Accreditation remains in effect until the program closes or withdraws from the accreditation
process or until accreditation is withdrawn for failure to comply with the Standards. The approximate
date for the next comprehensive review of the program by ARC-PA will be September 2018.
About PA
A physician assistant (PA) is a dependent practitioner of medicine who practices under the
supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of
medicine. Common job responsibilities including taking patient histories, performing physical exams,
ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and
administering treatment.
In the state of Minnesota, a PA is registered with the Board of Medical Practice. In Minnesota, and
most other states, the PA must be NCCPA (National Commission on Certification of Physician
Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota
registered PAs have prescriptive privileges under delegatory supervision with their physician for
prescriptive medications.
Curriculum
The Physician Assistant program at Augsburg is 36 months long with studies beginning each year in
the summer semester (late May). The program accepts 30 students for each new class. The
Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring
breaks, and summer breaks. Length of breaks varies depending upon the student’s year in the
program; these breaks contribute to the overall three academic year length of the program.
Studies begin in late May of each year. The first 19 months of study is didactic, or classroom work,
including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy,
history and physical exam skills, research, and ethics and legal issues in medicine.
The clinical phase is 17 months in length. Each student is required to successfully complete clinical
rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal
medicine, surgery, and an elective rotation by choosing from various specialties. The clinical phase
will culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in
Minnesota in both rural and urban locations. Graduates will receive a Master of Science in Physician
Assistant Studies and a PA certificate.
PA Program Sample Calendar
Calendar—Year 1
Summer
• Anatomy
• Pathophysiology
Fall
• Clinical Medicine I
• Pharmacotherapy I
• History and Physical Exam Skills I
Spring
• Clinical Medicine II
• Pharmacotherapy II
• History and Physical Exam Skills II
• Research Tools for the PA
Calendar—Year 2
Summer
• Master’s Project course
Fall
• Clinical Medicine III
• Clinical Phase Transition
• Professional Issues
Spring
• Clinical Rotations 1, 2, 3
Summer
• Clinical Rotations 4, 5
Calendar—Year 3
Fall
• Clinical Rotations 6, 7, 8
Spring
• Preceptorship
• Capstone Course
PA Program Course Descriptions
Academic Phase (first 19 months)
PA 501 Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy. The course uses lecture,
demonstration, discussion, and dissection of human cadavers. The intention is to give the students a
foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor
PA 503 Human Pathophysiology
This course uses lecture, detailed objectives/study guide, quizzes and exam, discussion, and case
studies to learn and review basic human physiology and pathophysiology involving fluids and
electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation,
and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous
system; and musculoskeletal system. The intention is to give the students a foundation for Clinical
Medicine. Prerequisites: PA student or consent of instructor
PA 511 History and Physical Exam Skills I
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills
essential to interviewing and physical examination of patients. Topics covered include history taking
and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and
otorhinolaryngology systems. Basic nutrition, genetics, preventive health care, and complementary
and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and
Pharmacotherapy I. Prerequisites: PA 501 and 503
PA 512 History and Physical Exam Skills II
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills
essential to interviewing and physical examination of patients. Topics covered include history taking
and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the
male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II.
Prerequisite: PA 511
PA 521 Pharmacotherapy I
This course will cover pharmacology and pharmacotherapy related to disease processes of the
dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems and infectious
diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I
courses. Prerequisites: PA 501 and 503
PA 522 Pharmacotherapy II
This course will cover pharmacology and pharmacotherapy related to disease processes of the
orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems, and pain
management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills
II courses. Prerequisite: PA 521
PA 531 Clinical Medicine I with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation,
diagnosis, and treatment of common and serious disorders. Topics covered include dermatology,
cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the
foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in
History and Physical Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501 and 503
PA 532 Clinical Medicine II with Lab
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation,
diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics,
rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology.
Global health and health care disparity are explored. Units are coordinated with concurrent courses in
History and Physical Exam Skills II and Pharmacotherapy II. Prerequisite: PA 531
PA 533 Clinical Medicine III : Integrative Health Care
This course provides an integrative approach incorporating clinical medicine, history and physical
exam, and pharmacotherapy in the study of mental health, geriatrics, women’s health, and pediatrics.
Common problems encountered in primary care and other issues unique to these populations are
explored. The Community Seniors unit provides a service-learning experience where students work
one-on-one with an elderly person from the community. Prerequisites: PA 532
PA 542 Professional Issues
A course designed to introduce the physician assistant student to medical ethics and various
professional topics that affect the practicing physician assistant. The course focus is on the medical
and non-medical aspects of the profession such as history of the physician assistant profession, laws
and regulations governing physician assistant practice and education, human experimentation,
abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior.
Prerequisites: PA student or consent of instructor
PA 545 Clinical Phase Transition
This course incorporates experiential learning to prepare the student for clinical practice. It will also
facilitate the transition of knowledge and skills from the academic phase into the clinical phase.
Students will be placed in a clinic or hospital setting for part of the semester. Students will also have
other health-related community experiences and activities during this course. In-class time will be
used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA
532
PA 555 Research Tools for the PA
The course emphasizes research as a tool at all levels of physician assistant practice and education;
identifies the linkages between research, theory, and medical practice; and the responsibility of
physician assistants to expand their knowledge base. Primary, secondary, and tertiary disease
prevention applications to public health are introduced. Information literacy in relationship to medical
literature is integrated throughout the course. Prerequisites: PA student or consent of instructor.
PA 570 Interdisciplinary Perspectives on Aging
This course provides an opportunity for students in health and social services disciplines to explore
issues related to aging and care of the elderly. Students gain real world experiences b working
collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills
directly with elders utilizing an experiential learning model. Students will build a beginning expert level
knowledge base regarding issues that affect older adults in contemporary health and social welfare
contexts. Prerequisites: PA student or consent of instructor
PA 599 Directed Study
This course provides a practice-oriented approach to the information literacy methods used in health
care. Students will develop a topic, complete a full review of the literature, and produce an analytic
paper in consultation with the supervising professor. Prerequisite: PA 552
Clinical Phase (17 months)
The clinical phase of the physician assistant graduate program is 17 months in length. The initial 12
months is designed much like a physician’s internship. Each student is required to progress through
seven required rotations in the following disciplines: family medicine, internal medicine, pediatrics,
general surgery, women’s health, emergency medicine, and psychiatry. Each of these rotations is six
weeks long. Additionally, within that first 12 months, each student will complete six weeks total of
selected electives from disciplines such as orthopedics, ENT, dermatology, etc.
The clinical phase of the program is designed to effectively train students for practice by providing
them with rotation experiences in different specialties and different practice settings. To that end,
each student will be required to complete several rotations outside the metropolitan area.
The clinical phase culminates with a 12-week preceptorship. This preceptorship is designed to solidify
the student’s primary care skills, and potentially place them in a setting that might be interested in
recruiting a graduate PA. The preceptorship may be completed within the community that the student
has been in for the required rotations, or may be elsewhere in the state.
The clinical curriculum is taught by physicians, and supplemented by physician assistants and other
health care providers. Each student is evaluated by the clinical instructor for the designated rotation.
Students will return to Augsburg College five times during the clinical phase for evaluation and
education.
Clinical Phase Descriptions
PA 600 Family Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and
management of systemic diseases and conditions unique to the clinical practice of family medicine.
Inclusion of proper data collection through history and physical examination, formulation of accurate
problem lists, thorough investigation and development of treatment plans utilizing evidence-based
medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical
phase PA student
PA 601 Internal Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and
management of systemic diseases and conditions unique to the clinical practice of internal medicine.
Inclusion of proper data collection through history and physical examination, formulation of accurate
problem lists, thorough investigation, and development of treatment plans utilizing evidence based
medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical
phase PA student
PA 602 General Surgery Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and
management of systemic diseases and surgical conditions unique to the clinical practice of general
surgery. Inclusion of proper data collection through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite:
Clinical phase PA student
PA 603 Pediatric Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and
management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics.
Inclusion of proper data collection through history and physical examination, formulation of accurate
problem lists, thorough investigation, and development of treatment plans utilizing evidence-based
medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical
phase PA student
PA 604 Women’s Health Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and
management of systemic diseases and surgical conditions unique to the clinical practice of women’s
health. Inclusion of proper data collection through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite:
Clinical phase PA student
PA 605 Emergency Medicine Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and
management of systemic diseases and surgical conditions unique to the clinical practice of
emergency medicine. Inclusion of proper data collection through history and physical examination,
formulation of accurate problem lists, thorough investigation, and development of treatment plans
utilizing evidence-based medicine as determined by review and analysis of current medical literature.
Prerequisite: Clinical phase PA student
PA 606 Psychiatry Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and
management of psychiatric diseases and conditions unique to the clinical practice of psychiatric
medicine. Inclusion of proper data collection through history and physical examination, formulation of
accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite:
Clinical phase PA student
PA 607 Elective Clinical Practicum
A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and
management of diseases and conditions unique to the clinical practice of medicine. Students are
allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they
would like to study as their elective. Prerequisite: Clinical phase PA student
PA 620 or 621 or 622 Preceptorship
A required 12-week rotation at the completion of the clinical phase. This course provides the student a
final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper
data collection through history and physical examination, formulation of accurate problem lists,
thorough investigation, and development of treatment plans incorporating evidence-based medicine
as determined by review and analysis of current medical literature. Can be completed in 620 Family
Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607
PA 690 Capstone
This course provides each student the opportunity to present results of their individual research topic
and to synthesize previous study and work experience in preparation for graduation and clinical
practice. The student will demonstrate an understanding of the program’s and profession’s principles.
Prerequisite: PA 600-607
Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at
www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process. Augsburg College’s
graduate program in physician assistant studies receives approximately 350 complete, competitive
applications for each entering class of 30 students.
Qualified applicants will have:
• Bachelor’s degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or
higher strongly recommended)
• Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher
strongly recommended)
• Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies program, you must have completed the
prerequisite courses listed below. These courses must have been completed within 10 years of the
year you are applying for admission.
Applicants completing their first undergraduate degree in the spring term may complete prerequisite
coursework in the summer, fall, and spring term of the academic year they apply as long as the
degree and prerequisite coursework will be completed by the start date for the program. Applicants
who already have an undergraduate degree, or who will complete their degree in a term other than
spring, have the summer and fall semesters of the year they apply by which to complete prerequisites.
All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum
prerequisites does not guarantee admission into the program.
• one full course of general psychology
• one full course of developmental psychology (birth to death lifespan)
• one full course of physiology* (human/vertebrate/organ)
• one full course of microbiology*
• one full course of biochemistry*
• one full course of general statistics
• one course of medical terminology
* Labs are recommended but not required.
Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course
selections.
The following are strongly recommended but not required:
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Cumulative GPA of 3.2 or higher
Science GPA of 3.2 or higher
Additional science courses such as anatomy, genetics, immunology, other biology courses, and
organic chemistry
Clinical health care experience. Direct patient care is the best type of experience to obtain in order
to strengthen an application. Health care experience may be full-time or part-time, paid or
volunteer. We recommend 750-1000 hours to be competitive in this category.
Demonstration of a commitment to, and involvement with, underserved communities.
Note: The Graduate Record Exam (GRE) is not required.
PA Studies Application Process
The Augsburg Physician Assistant Studies program has a two-step application process—applying
through CASPA and to Augsburg’s PA Studies Program.
The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants
(CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All
applications to the PA Program for the entering class must be processed through CASPA, following all
guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be
obtained online at www.caspaonline.org.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time
of application (as calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of
application (as calculated by CASPA), if you have completed or will complete your undergraduate
degree prior to the start date of the program, and if you have completed or will complete your
prerequisite courses within the timeline specified for your degree status.
Augsburg’s PA Program Supplemental Application can be downloaded from our website at
www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact
eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable.
You will be required to print and sign the supplemental application and mail it to the program by the
application deadline.
Selection Process
All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by
the admissions committee. The admissions committee procedures utilize a blinded review, so
applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of
the committee.
The selection committee looks for a balanced application by reviewing many criteria including key
criteria of cumulative GPA, science GPA, and direct patient care experience, along with overall
academic record, service to underserved (meaning disadvantaged, minority, or under-represented
populations), knowledge of the profession, fit with the program goals and mission, and
recommendation letters.
Once the committee has completed the file review, a group of candidates is selected for a telephone
interview. The telephone interviews are generally conducted between November and January. Those
selected for a telephone interview are invited to a Candidate Information Session in the program to
meet faculty, staff, current students, and to view the facilities. After telephone interviews are
conducted, the class of 30 students, as well as a list of alternates will be selected. All applicants are
notified of their status no later than mid-February. Accepted applicants must complete and pass a
background check prior to matriculation and annually throughout the program. Failure of the
background check could result in dismissal from the program.
Academic Policies
Technical Standards
The Augsburg College Department of Physician Assistant Studies is pledged to the admission and
matriculation of all qualified students and prohibits unlawful discrimination against anyone on the
basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without
regard to public assistance or disability.
Regarding disabled individuals, the PA department is committed to provide reasonable
accommodations and will not discriminate against individuals who are qualified, but
will expect all applicants and students to meet certain
minimal technical standards, with or without reasonable accommodations.
Physician assistants must have the knowledge and skills to function in a broad variety of clinical
situations and to render a wide spectrum of patient care. They must be able to integrate all
information received by whatever sense(s) employed, consistently, quickly, and accurately, and they
must have the intellectual ability to learn, integrate, analyze, and synthesize data.
Candidates for physician assistant certification offered by this department must have, with or without
reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor,
cognitive, and behavioral/social. Candidates for admission and progression must be able to perform
these abilities and skills in a reasonably independent manner.
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Visual: Candidates must be able to observe and participate in experiments in the basic sciences.
In order to make proper clinical decisions, candidates must be able to observe a patient
accurately. Candidates must be able to acquire information from written documents, films, slides,
or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or
analog representations of physiologic phenomena, such as EKGs with or without the use of
assistive devices. Thus, functional use of vision is necessary.
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Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients.
Candidates must also be able to communicate effectively and efficiently with other members of the
health care team. In emergency situations, candidates must be able to understand and convey
information essential for the safe and effective care of patients in a clear, unambiguous, and rapid
fashion. In addition, candidates must have the ability to relate information to and receive
information from patients in a caring and confidential manner.
Motor: Candidates must possess the motor skills necessary to perform palpation, percussion,
auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor
movements reasonably required to provide general and emergency medical care such as airway
management, placement of intravenous catheters, cardiopulmonary resuscitation, and application
of pressure to control bleeding. These skills require coordination of both gross and fine muscular
movements, equilibrium, and integrated use of the senses of touch and vision.
Cognitive: In order to effectively solve clinical problems, candidates must be able to measure,
evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be
able to comprehend three dimensional relationships and to understand the special relationships of
structures.
Social: Candidates must possess the emotional health required for the full utilization of their
intellectual abilities, for the exercise of good judgment, for the prompt completion of all
responsibilities attendant to the diagnosis and care of patients, and for the development of
effective relationships with patients. Candidates must be able to tolerate physically taxing
workloads and function effectively under stress. They must be able to adapt to changing
environments, display flexibility, and learn to function in the face of uncertainties inherent in the
clinical problems of patients.
Tests and Evaluations: In order to evaluate the competence and quality of candidates, the
Augsburg Physician Assistant Program employs periodic examinations as an essential component
of the physician assistant curriculum. Successful completion of these examinations is required of
all candidates as a condition for continued progress through the curriculum. Reasonable
accommodation will be made in the form or manner of administration of these evaluations where
necessary and possible.
Clinical Assessments: Demonstration of clinical competence is also of fundamental importance
to the career and curriculum progression of the candidates. Therefore, the process of faculty
evaluation of the clinical performance of candidates is an integral and essential part of the
curriculum. Although reasonable accommodation will be made, participation in clinical experiences
and the evaluation of that participation is required.
Experiential Learning Policy
The Augsburg Physician Assistant Program does not award academic credit to an individual for
experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily
complete all prerequisite courses. Experiential learning will be considered separately from prerequisite
courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not
substitute for any part of the clinical year or preceptorship.
Employment while in the Program
Program faculty discourage outside employment while in the Physician Assistant Program. Faculty
recognize that employment may be an issue that some students will face. Given this recognition,
realize that program obligations will not be altered due to a student’s work obligations. It is further
expected that work obligations will not interfere with the physician assistant students’ learning
progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after
submission of a letter to the program director requesting withdrawal. In the letter, the student should
outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit
interview with the program director prior to leaving the program. For information on withdrawal, see
the Academic Programs and Policies section.
Readmission
Students may request readmission after voluntary withdrawal by submitting a letter to the program
director stating the reasons the student wishes readmission and the anticipated date for readmission.
The submission of a letter and previous enrollment does not constitute automatic acceptance and/or
reentry into the program. Reapplication to the PA Program after dismissal from the program will be
considered only under extremely unusual circumstances. Students who submit letters will be reviewed
by the program faculty. Any student requesting readmission will be considered a new applicant to the
program and will be required to complete the program application process as a new applicant, and
may be required to repeat coursework.
Reapplication does not guarantee readmission to the Physician Assistant Program. After careful
review of the student’s previous academic record and the request for readmission, a decision will be
made. Students may be required to repeat selected coursework or meet new requirements of the
Physician Assistant Program that became effective after the student’s withdrawal. A decision will also
be rendered as to what program coursework will be considered for credit as completed.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
Payment Options
For complete and current payment options go to the Enrollment Center website at
www.augsburg.edu/enroll.
PA Program Faculty
William Patricio Alemán, Assistant Professor of Physician Assistant Studies. MD, University of
Ecuador; PA-C, University of California Davis; MEd, University of Minnesota.
Beth Alexander, Associate Professor of Physician Assistant Studies. BS, PharmD, University of
Minnesota.
Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA
Certificate, Trevecca Nazarene University; MPAS, University of Nebraska.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS,
University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola
University Chicago Stritch School of Medicine.
Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of
Colorado; PhD, Capella University; PA Certification, University of Colorado.
Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS,
Purdue University; MS, Colorado State University; PhD, Utah State University.
Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of
Minnesota; MDiv, Luther Seminary.
Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS,
University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University;
MS and PA Certification, Finch University.
Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding
prospect of joining with others to respond to problems and develop opportunities that benefit
individuals, families, groups, and communities. The MSW degree prepares you for advanced
professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups,
and communities, and with a dedication to system change that reduces oppression and
discrimination. Graduates of our program share how they appreciated the opportunity to learn new
ideas as well as learn more about themselves. These graduates valued our small class size, our
cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a
small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We
have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct
clinical practice with individuals, families, and groups. The second, Program Development, Policy, and
Administration (PDPA), will prepare you for macro social work practice with organizations,
communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure
in learning. The personal and professional growth necessary to become an advanced professional
social worker is challenging. We encourage you to take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
MSW Mission
Our mission is to develop social work professionals for practice that promotes social justice and
empowerment towards the well-being of people in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit
settings. By working in the agency setting, social workers collaborate with others to provide holistic,
affordable, and accessible services to individuals, families, groups, and communities. Our challenging
MSW curriculum integrates social work theory with micro- and macro-practice methods. Students
develop skills, knowledge, and values necessary for ethical social work practice. As you progress
through our MSW program, you will:
• learn how an individual lives in and is affected by his or her social environment;
• understand how social policies and programs affect individuals, families, communities, and
society;
• apply theories and methods of practice through the field practicum experience;
• use a range of client-centered approaches to practice with client groups of all types and sizes;
• engage in practice informed by sound, scholarly research;
• evaluate the effectiveness of your social work practice or social work programs;
• advocate for the eradication of oppression and discrimination; and
• be a responsible and contributing citizen in the local and global community.
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your
MSW degree must be accredited by CSWE if you wish to seek licensure with the social work board of
your state. For more information on CSWE accreditation go to www.cswe.org.
Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than
social work are foundation students. Foundation students complete 18 full courses. Full-time
foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in
a four-year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE
(Council on Social Work Education) accredited institution have advanced standing. Advanced
standing students complete 13 full courses and are enrolled in a one-and-a-half-year program. The
part-time option is not generally available for students with advanced standing.
All students must complete the MSW degree in no more than four years following matriculation.
Academic Calendar
The MSW program meets on a trimester academic calendar, offering classes September through
June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field
practicum hours are generally completed during weekday hours. If a student lives outside the Twin
Cities metro, the field practicum hours can be completed at a placement near the student’s place of
residence. Hours per week vary depending on the agency placement and the student’s availability.
For academic calendars and schedules, go to www.augsburg.edu/enroll/registrar.
Class Periods
Classes meet in four-hour blocks on Friday evenings, 6 to 10 p.m.; Saturday mornings, 8 a.m. to 12
p.m.; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a given trimester.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class
weekends and weekdays. On a class weekend, the typical student will spend 12 hours in class within
a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of
class working on assignments or group projects. A student may also spend 15 to 20 hours per week
in the field practicum during the fall, winter, and spring trimesters (a span of 7 to 9 months for each
practicum). In the final year of study, students complete a summative evaluation or a portfolio, which
requires significant independent research, analysis, and writing.
Some MSW students work full time while enrolled in the program; however, full-time employment is
not recommended. Most students arrange to reduce their work hours or request time away during
their graduate studies. Each student’s situation is unique and must be decided individually. All
students must develop strategies for balancing family, work, and academic responsibilities.
Course Credit and Contact Hours
A full credit MSW course (1.0) is equal to 4 semester credits or 6 quarter credits. Each full course
meets for 32 contact hours, with the expectation of substantial independent study outside of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission
(foundation or advanced standing), rate of attendance (full-time or part-time), and chosen
concentration (Multicultural Clinical Practice [MCCP] or Program Development, Policy, and
Administration [PDPA]). Any changes to a student’s cohort selection must be approved by the MSW
director.
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete
500 hours in one field practicum. Successful completion of the first field practicum, applicable for
foundation students, is a minimum of 420 hours. Successful completion of the second field practicum,
required for both foundation and advanced standing students, is a minimum of 500 hours. Each
practicum experience is spread over at least two trimesters (fall and winter). These hours are
completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
The foundation curriculum is made up of nine full courses and a generalist field practicum. In the
foundation courses, you are introduced to social work as a profession. You will learn both historical
and contemporary theories and practice methods relating to both the individual and the environment.
During the foundation year, you will study human behavior and the social environment, history of
social welfare policy, research methods, assessment frameworks, family and community diversity,
and social work values and ethics.
In the foundation curriculum, you will apply this generalist knowledge of theories and practice methods
in the generalist field practicum. The field practicum is completed concurrently with your enrollment in
two fieldwork seminar courses. The full foundation curriculum is required of all students, with the
exception of those admitted with advanced standing. Before beginning the concentration curriculum,
all foundation coursework and field hours must be successfully completed.
Concentration Curriculum
The concentration curriculum is made up of nine full courses and an advanced field practicum. After
completing the foundation requirements, you will enroll in the concentration curriculum, which you
selected at the time of application. Augsburg offers two concentrations: Multicultural Clinical Practice
(MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will
deepen your knowledge of the primary issues affecting families and communities, develop a range of
client-centered approaches to practice, gain a broader understanding of human diversity, develop
competencies in practice-based research, and learn practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced knowledge of theories and practice
methods in the concentration field practicum. The field practicum is relevant to your chosen
concentration and is completed concurrently with your enrollment in two or three field seminar
courses. As a capstone to your MSW program, you will complete a portfolio project or a summative
evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and
cultural identities, as well as the ability to use multiple lenses when working with diverse populations.
With person-in-environment as an organizing perspective, multicultural clinical social work practice
addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this
end, graduates of the MCCP concentration develop competence in using relationship-based, culturally
informed, and theoretically grounded interventions with persons facing challenges, disabilities, or
impairments, including emotional, behavioral, and mental disorders.
Program Development, Policy, and Administration (PDPA) Concentration
In the tradition of Jane Addams, the heart of macro social work practice directs energy toward
changing agency, government, and institutional policies that obscure or oppress people. While many
social workers view their role as focused on individuals and families, social work must also actively
seek equality and justice for clients within agencies, institutions, and society. Social work leaders must
advocate for social change to ensure social justice. The Program Development, Policy, and
Administration (PDPA) concentration responds to this demand for leadership.
The macro (PDPA) social work practitioner recognizes the strengths and abilities of individuals and
communities to implement change. The social work macro practitioner works in partnership with these
individuals and communities to do so. In this concentration you will learn the knowledge and skills
necessary to work with others to achieve needed social change. You also will learn to develop, lead,
guide, and administer programs that serve diverse people in a variety of settings. If you are interested
in social work leadership, program planning, or community and policy advocacy, this concentration
helps you achieve that goal.
Portfolio or Summative Evaluation Project
Portfolio Project (MCCP students)
The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer
more vivid portrayals of a student’s academic and professional experience than traditional
assessments. By definition, portfolios are formative, i.e., designed for guided reflection and selfevaluation. However they are also summative documents in that they illustrate students’
competencies. All MCCP students are required to create such a portfolio during their final year of
study. Items in a portfolio might include videotapes, process recordings, reflective statements, writing
samples, case analyses, term papers, electronic submissions, policy activities, feedback from service
users, self-evaluations of personal progress, and links to references.
Summative Evaluation Project (PDPA students)
All social workers must evaluate their practice to determine whether they are helping or harming
clients. While in the concentration practicum, PDPA students will design and implement a program
evaluation for their summative project, which requires integration and application of knowledge and
skills from both the foundation and concentration curricula. Students develop their research while in
their field internship and are advised by their field seminar professor. Students conduct and present
this evaluation/research project during their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the
portfolio or summative evaluation project. Course credit for the general elective is given for this option.
Students work with a thesis adviser to develop more in-depth research skills contributing to social
work knowledge. To pursue the thesis option, students should notify the MSW program director by the
end of spring trimester of the foundation year.
Degree requirements
To be conferred the MSW degree, students must achieve the following:
• Successful completion of any admission conditions (e.g., statistics, bachelor’s degree)
• Successful completion of MSW courses:
18 full courses for foundation students
13 full courses for advanced standing students
• No more than two courses with a grade of 2.5, and with a cumulative GPA of 3.0 or higher
• Successful completion of 920 hours of approved field practica for foundation students, 500 hours
of approved field practicum for advanced standing students
• Successful completion and submission of the portfolio project (MCCP) or the summative
evaluation project (PDPA)
• Successful completion of all degree requirements within four years of matriculation
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the
Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work.
To achieve LGSW licensure students must pass the state board exam and complete the MSW
degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical
Social Worker (LICSW) license, one must work two years full time (or 4,000 hours part-time) as an
LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement,
one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board
of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
SWK 500*
SWK 505*
SWK 530*
SWK 531*
Human Behavior and the Social Environment
Practice Methods and Skills 1: Individuals
Integrative Field Seminar 1 (.5) (taken concurrent with first practicum)
Methods Skills Lab (.5)
WINTER
SWK 501*
SWK 506*
SWK 510
SWK 535*
SWK 536*
History of Social Welfare Policy
Practice Methods and Skills 2: Groups
Advanced Practice Methods (advanced standing students only)
Integrative Field Seminar 2 (.5) (taken concurrent with first practicum)
Human Behavior and the Macro Social Environment (.5)
SPRING
SWK 504
SWK 509
SWK 516
Research Methods 1
Assessment and Diagnosis in Mental Health Practice
Community Development for Social Change
Concentration Courses
Multicultural Clinical Practice Concentration
FALL
SWK 610
Integrative Field Seminar 3: MCCP (.5) (taken concurrent with second practicum)
SWK 615
Diversity/Inequality 1: MCCP (.5)
SWK 628
MCCP with Individuals
SWK 629
MCCP with Families
WINTER
SWK 611
SWK 616
SWK 630
SWK 631
SWK 635
Integrative Field Seminar 4: MCCP (.5) (taken concurrent with second practicum)
Diversity/Inequality 2: MCCP (.5)
MCCP Policy Practice
MCCP with Groups (.5)
MCCP Evaluation 1 (.5)
SPRING
SWK 612
SWK 634
SWK 636
SWK 639
SWK 699
Integrative Field Seminar 5: MCCP (.5) (taken concurrent with second practicum)
MCCP Supervision (.5)
MCCP Evaluation 2 (.5)
MCCP Elective (.5)
General Elective
Program Development, Policy, and Administration Concentration
FALL
SWK 651
Integrative Field Seminar 3: PDPA (.5) (taken concurrent with second practicum)
SWK 657
Diversity/Inequality 1: PDPA (.5)
SWK 660
Research 2: Program Evaluation
SWK 667
Organizations/Social Admin. Practice 1
WINTER
SWK 652
SWK 658
SWK 668
SWK 675
Integrative Field Seminar 4: PDPA (.5) (taken concurrent with second practicum)
Diversity/Inequality 2: PDPA (.5)
Organizations/Social Admin. Practice 2
Planning and Policy Practice 1
SPRING
SWK 669
SWK 676
SWK 699
Organizations/Social Admin. Practice 3
Planning and Policy Practice 2
General Elective
*Course potentially can be waived for advanced standing students (BSW holders).
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
MSW Course Descriptions
Foundation Courses
SWK 500 Human Behavior and the Social Environment
This course provides the knowledge basic to an understanding of human growth through the life cycle.
It explores the interplay of sociocultural, biological, spiritual, and psychological factors that influence
the growth of individuals and families in contemporary world society. Basic knowledge of biological
systems is required.
SWK 501 History of Social Welfare Policy
This course analyzes the history of social welfare policy in the United States and its impact on current
social systems and social policy. It examines the major assumptions, values, ideas, and events that
contribute to the rise of the welfare state and the profession of social work. Social welfare policies of
other countries are also explored.
SWK 504 Research Methods 1
This course provides an introduction to social science research methods and ethics, including practice
and program evaluation. The course presents research designs, both quantitative and qualitative
approaches, and various ways to organize, compare, and interpret findings. Students will be
introduced to the use of computers in data analysis. Basic knowledge of statistics is required.
SWK 505 Practice Methods and Skills 1: Individuals
This course introduces students to social work practice. In sequence with SWK 506, it prepares
students to apply the generalist perspective for practice with systems of all sizes. Students begin by
learning about social work with individuals, with a dual focus on the person in the environment. In this
context, they learn about direct services as well as social change.
SWK 506 Practice Methods and Skills 2: Groups
This course prepares students for generalist social work practice with larger client systems. The
strengths perspective is emphasized, and students learn to complete assessments and formulate
intervention strategies in partnership with groups, organizations, and communities.
SWK 509 Assessment and Diagnosis in Mental Health Practice
This is a foundation Human Behavior and the Social Environment course which explores
psychopathology and mental disorders from a developmental and strengths perspective. Emphasis is
placed on understanding biopsychosocial influences on the incidence, course, and treatment of the
most commonly presented mental disorders and the differential effect of these factors on diverse
populations at risk.
SWK 510 Advanced Practice Methods
This course is for advanced standing students only and is designed to provide a transition from their
BSW program to advanced placement in the MSW program. It provides knowledge and skill building
in the latest approaches to social work practice, contemporary theories, and current research on
effectiveness. The program’s approach to graduate level social work practice with individuals, groups,
families, organizations, and communities will be covered, with opportunities to build on students’ BSW
background and post-graduate experience.
SWK 516 Community Development for Social Change
This course applies the ecological premise that what is personal is also political. The course focuses
on knowledge and skills necessary to practice at the community level of social work practice. Students
will analyze social organizations, policies, and community development.
SWK 530 AND SWK 535 Integrative Field Seminar 1 and 2 (.5 credit each)
The integrative field seminars are courses where field practice and classroom theory meet. The goal
is to strengthen the connections between social work theory and practice. Students are expected to
spend 420 hours in a fieldwork practicum during enrollment in these two courses and to be enrolled in
the corresponding practice methods courses.
SWK 531 Methods Skills Lab (.5 credit)
This half-credit course places an emphasis on active learning and the application of content presented
in SWK 505. The skills lab is an integral part of the required graduate school core curriculum. All
students in field placements must participate in the skills lab and Integrative Field Seminar 1.
SWK 536 Human Behavior and the Macro Social Environment (.5 credit)
This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of
the environment in all relationships, stressing the link between social issues and individual problems
plus defining the common human condition.
Multicultural Clinical Practice Concentration Courses
SWK 610, 611, and 612 Integrative Field Seminar 3, 4, and 5: MCCP (.5 credit each)
The field seminars are designed to address issues and experiences from the student’s field practicum
through rigorous application of different theoretical concepts and social work principles using a
culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the
students’ sophistication in understanding the interconnections between culturally appropriate theory
and practice skills related to a specific client system, and the students’ inherent and inescapable
contribution based on the students’ use of self. Secondly, the field seminars are the courses where
students reflect on the evolution of their practice and document their progress. All students in field
placements must participate in the appropriate concurrent field seminar.
SWK 615 and 616 Diversity and Inequality 1 and 2: MCCP (.5 credit each)
These courses are based on a dual focus of valuing diversity and understanding social justice. This
two-course sequence studies the history, demographics, and cultures of various disenfranchised
groups as well as the dominant culture. It examines the impact of inequality on people of all
backgrounds. In the second trimester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity,
age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence
course is based on several assumptions: social inequality is an overarching phenomenon related to
diversity, with individual manifestations within different social identity categories; social injustice
occurs and is present at individual, institutional, and societal/structural levels; and, professional social
work ethics and values demand cultural competence and culturally sensitive practice at the micro,
mezzo, and macro levels.
SWK 628 MCCP with Individuals
MCCP with Individuals is a required methods course in the MCCP concentration. The course
prepares social work clinicians who are competent to assess, intervene and monitor clinical
interventions that are culturally sensitive and consistent with social work values and ethics. Although
focused on individual intervention, clients are viewed within the context of their families and social
context. The therapeutic process and treatment strategies are examined, incorporating content from
psychodynamic, cognitive-behavioral, and post-modern models. These content area are compared
from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the
problem-solving model and guided by an ecosystems, strengths, and empowerment perspective.
Particular attention is given to the development of self-reflective practitioners.
SWK 629 MCCP with Families
MCCP with Families is a required methods course that focuses on the family as a unit of assessment
and intervention in clinical social work practice. This course examines theory, knowledge and skills for
clinical practice with families within a multicultural context. Students apply major family therapy
models to assessing and intervening with families experiencing problems. The models are compared
from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the
problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The
course emphasizes family work that is appropriate to individual and family developmental stages and
to diverse family types. Attention is given to family-centered practice in different social work fields of
practice and settings and to the development of self-awareness of the practitioner.
SWK 630 MCCP Policy Practice
In this course, MCCP students learn how organizational and social policies affect the delivery of
clinical social work services in multicultural contexts. Students build upon the core policy practice
competencies gained in their MSW foundation courses. Clinical social work practice is distinguished
from other professional clinical practice by this use of the person-in-environment perspective. The
multicultural lens sharpens focus on both the strengths that come with diversity and the discrimination
and oppression, such as racism, that policies can uphold or undo.
SWK 631 MCCP with Groups (.5 credit)
This course prepares students for advanced multicultural group work within a clinical practice. It builds
on the foundational curriculum with particular attention to clinical practice skills. Students will focus on
the process of individual empowerment and change in the context of clinical group processes. Applied
theories of human development, change, and resilience are integrated with theories of group
processes, group leadership, and group communication as a critical knowledge base for planning,
intervention, and leadership. Students will develop an understanding of phases of group practice,
intervention skills, and ethical practices applied in a groupwork environment. In this course, the
reflexive use of self and the cautious use of evidence based practice serve as the foundation for
culturally responsive group work. Students will consider how their social identity and position
influences similar and mixed social identity groups and their processes.
SWK 634 MCCP Supervision (.5 credit)
Building upon the research to date on social work supervision, this course presents the functions of
supervision (administrative, educational, supportive) as they interrelate in achieving the primary
purpose of clinical supervision: assuring that client services prevent difficulties in client functioning
and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and
groups served by supervisees. Students hone skills necessary for each of the stages of the
supervisory process (planning, beginning, work, and ending), and they build a repertoire of
supervisory questions that have been associated in research with fostering success in meeting clients’
goals. Students learn to differentiate supervision with its dimensions of hierarchical power,
responsibility, liability, and authority from peer consultation. They gain competencies in both individual
and group supervision, as well as competencies related to consultation with a multicultural lens to
advance the application of theories and models of clinical social work practice.
SWK 635 and 636 MCCP Evaluation 1 and 2 (.5 credit each)
The values and skills of advanced clinical practice combined with research methods guide the
creation of culturally appropriate approaches to monitoring and evaluating clinical practice.
Multicultural evaluation is built on the values of social work, “dignity, self-determination, equity,
empowerment, and social justice” (Gutierrez, 2004, p. 127). Monitoring and evaluating clinical practice
requires the integration of evidence-based practice knowledge, multicultural clinical skills and multiepistemological research skills. This approach to evaluation critically applies the fundamental tenants
of social science research, including both modern and post-modern methods.
SWK 639 MCCP Elective (.5 credit)
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field
or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and
Trauma Therapy and Treatment.
Program Development, Policy, and Administration Concentration Courses
SWK 651 AND 652 Integrative Field Seminar 3 and 4: PDPA (.5 credit each)
The goal of these two courses is to strengthen the connections between theory and practice. All
students in field placements must participate in the appropriate concurrent field seminar. As part of
this integrative function, the seminar also serves as a means for making connections among course
components and the expansion of classroom content—particularly as relating to dynamics of groups,
communities, and organizations; human behavior; policy analysis; and research.
SWK 657 AND 658 Diversity and Inequality 1 and 2: PDPA (.5 credit each)
These courses explore diversity and social inequality related to race, ethnicity, social class, gender,
sexual orientation, age, and disability with application to the social service setting. Students focus on
the structural and institutional processes through which social inequality is created and perpetuated.
Institutional remedies for inequality are studied, such as affirmative action and equal opportunity
policy, culturally competent supervision, administration, program development, and advocacy.
SWK 660 Research 2: Program Evaluation
Building on the basic research skills developed in Research 1, this course offers a program-oriented
exploration of the range of research methods used in social work. There will be a particular focus on
evaluative research, a critique of the role of research in assessing efficiency and effectiveness in
social service delivery, and identification with the responsibility of social workers “to expand the
knowledge base” of social work. The course emphasizes research as a tool at all levels of social work
and will be concerned with strengthening the linkages between research, theory, and program
evaluation.
SWK 667 Organizations/Social Administrative Practice 1
This course examines organizational theory and structure; processes of development, research, and
evaluation; and social work values and ethics in the workplace. The need to work effectively within an
organizational context means that social work practitioners must acquire a level of expertise in
organization theory, dynamics, structure, and behavior, as well as an understanding of how
organizations provide practice opportunities and constraints. This course provides opportunities for
students to build the necessary skills to become effective service providers or change agents in the
context of their work in social service organizations.
SWK 668 Organizations/Social Administrative Practice 2
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students
with opportunities to apply those critical skills used in supervision and management. These skills are
intended as a base for the beginning administrator. This course expects the student to develop
specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection,
hiring, training, and evaluation). Prerequisite: SWK 667
SWK 669 Organizations/Social Administrative Practice 3
This course explores strategies and methods for working effectively with other service agencies,
legislative and policy-making bodies, regulatory agencies, and advocacy groups. Prerequisite: SWK
668
SWK 675 Planning and Policy Practice 1
This course examines theoretical and conceptual ideas concerning human services, their rationale in
a market economy, and their relationship to public policy. Students will gain knowledge and build skills
in the planning, implementation, and evaluation of services at various levels of system design, taking
into account organizational, financial, and technological dimensions within an analytical framework of
defined need and demand for service.
SWK 676 Planning and Policy Practice 2
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses
the role of economics, demographics, politics, values, and other relevant factors on policy design and
implementation. The course emphasizes the analysis of selected existing or proposed policies in such
areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax
policy including tax expenditures. Prerequisite: SWK 675
Both Concentrations
SWK 699 General Elective
Students in both concentrations complete at least one general elective course for graduation. The
following are examples of elective offerings that are rotated each year:
• Parent and Professional Planning
• Interdisciplinary Perspectives on Aging
• Cognitive Behavioral Therapy in Social Work Clinical Practice
• Spirituality and Social Work Practice
• Empowerment of Services Users in Mental Health
We also offer short-term electives abroad:
Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia,
South Africa, India, China, and Hong Kong)
SWK 698 Independent Study
Students may propose to complete an independent study project. Such directed study projects
provide the opportunity for a student to explore a particular area of social work. A faculty sponsor
must be secured and a proposal submitted to the Social Work Department. On rare occasions, an
independent study may be used to satisfy the general elective requirement. Prior approval is required.
Courses that are part of the required curriculum may not be taken as independent study.
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that
students will demonstrate skills to bridge theory and practice. Collaborative efforts between the
student, the field agency, and the MSW program are essential to successful learning. The foundation
of the practice includes:
• ethical, competent professional practice;
• problem solving within a systems framework and strengths perspective;
• use of advanced practice theories in Multicultural Clinical Practice or Program Development,
Policy, and Administration settings;
• evaluation of the effectiveness of program or practice activities;
• an understanding of, and respect for, diverse peoples and cultures;
• responsibility and service to the local and global community in the interest of social justice; and
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a commitment to oppose oppression of all forms.
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved
field instructors, foundation students will spend a minimum of 920 hours in two field practica.
Advanced standing students will spend a minimum of 500 hours in one field practicum. The
foundation practicum is spread over at least two trimesters (fall and winter) and the concentration
practicum is spread over the entire academic year. Both practica are concurrent with enrollment in
integrative field seminars, as well as other MSW coursework.
The fieldwork education of the MSW program is divided into two components:
Foundation Practicum
The foundation practicum, or generalist practicum, puts emphasis on developing competence as a
professional generalist social worker. It requires a minimum of 420 hours and is completed by
students admitted at the foundation level. Students spend an average of 15 hours per week during the
fall and winter trimesters in this practicum.
Concentration Practicum
The concentration practicum places emphasis on advanced practice skills and leadership qualities
related to the chosen concentration. It requires a minimum of 500 hours and is completed by all
students, including those admitted with advanced standing. Students spend an average of 18 hours
per week during the fall, winter, and spring trimesters in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall. Selection begins the previous spring in collaboration with two other
Twin Cities MSW programs. Students attend the student field orientation before beginning their
search. Students also have the opportunity to attend a Field Fair held jointly by Augsburg College and
the University of Minnesota School of Social Work. At this Field Fair, students are able to meet a large
number of agencies and potential field instructors. Practicum selection involves interviews at
approved sites, arranged by the student, and a matching process conducted collaboratively by the
field coordinators at the three MSW programs in the Twin Cities.
In some instances, students can petition to complete a field practicum at an agency not on the
approved list or at their place of employment. Students who wish to do so work with the MSW field
coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and
challenging field practicum. Our current list of approved field sites includes agencies in the following
areas of practice:
• family and children
• child welfare
• mental health
• crisis intervention
• senior resources
• family social policy
• health and human services
• corrections and probation
• public and independent schools
• youth services
• hospitals
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developmental disabilities
American Indian family services
chronic and persistent mental illness
chemical dependency
court services
immigrant, migrant, refugee services
victims of torture
faith-based social services
neighborhood services
legislation advocacy
housing services-employment services
community organizing
research centers
Dual Degree in Social Work and Theology (MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a
dual degree: Master of Social Work and Master of Arts in theology (MSW/MA). The dual degree has
been approved by both institutions and by the Council on Social Work Education. If you are interested
in combining a Master of Social Work with a Master of Arts in theology, we recommend you begin with
the Luther Seminary program first and identify yourself as seeking the dual degree. For application
information visit the Luther Seminary website at http://www.luthersem.edu/admissions/.
Purpose
The dual degree focuses on meeting the educational interests of people planning to serve the spiritual
and social needs of families, individuals, and communities in both rural and urban settings. Both
institutions have a commitment to social and economic justice and to teamwork in the pastoral and
human service settings. This joint program is ecumenical in its admission policies as well as its
academic outlook.
Objectives
Three primary objectives have been established:
• To educate practitioners in social work and ministry who can combine the values, skills, and
knowledge of both theology and social work to serve people in more holistic ways.
• To generate the partnerships necessary to serve the complex needs of communities and people
experiencing transition in their lives, including the change of government support for those in
poverty.
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and
pastoral settings.
Enrollment
We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of
this first year of courses, students then enroll in Augsburg courses for a second and third year (fulltime). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if
pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by
the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW
curriculum with the exception of the general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are
offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and
will be in a setting reflective of the dual degree program, such as congregational multidisciplinary
teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the
Augsburg College program are both full-time; it is not feasible for students to do both programs
simultaneously.
Summary of MSW/MA Theology Dual Degree Requirements
• Luther Seminary full courses: 9
• Augsburg College full courses: 12—advanced standing, 17—foundation (elective is met at Luther)
• MSW field practicum course credit hours: See guidelines under field practicum.
• MSW portfolio or summative evaluation project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of application deadlines for both
institutions. Applicants must apply to each program separately. Please note: admission to one
institution does not guarantee admission to the other.
To request the catalog and application materials, you must contact each program separately.
Financial aid is also a separate process.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social work and business administration.
Students enrolled in the dual degree program learn to create better managed and financially sound
service organizations to serve diverse communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business
expertise with social work practice and policy formation. The MSW/MBA dual degree prepares
graduates to function in a workplace that demands the delivery of quality services with increasingly
limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect
the Program Development, Policy, and Administration (PDPA) concentration. In this macro practice
concentration, students learn to affect positive change in social service systems through their work
with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have
completed the necessary PDPA coursework are eligible to return to complete the MBA portion of the
dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday
afternoons.
Year 3 (12–16 months)
MBA classes meet primarily one night per week. The MBA program includes a summer term.
Curriculum
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18 full MSW courses for foundation students or 13 full MSW courses for advanced standing
students
Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
The MSW summative evaluation project may be accepted by the MBA program as partial
fulfillment of the MBA project.
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Complete a minimum of 8 MBA courses for students who completed the MSW degree 2002 and
beyond; complete a minimum of 9 MBA courses for students who completed the MSW degree
prior to 2002
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the
Master of Business Administration section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW
students may wait to apply to the MBA program until their concentration year. The GMAT is waived for
MSW/MBA dual degree applicants. MBA application materials include: completed application, two
short essays, an updated resume, two letters of recommendation, and a personal interview with the
MBA program director. Admission to one program does not guarantee admission to the other.
Admission to MSW
The Augsburg College MSW program promotes the widest possible diversity within its student
population. Therefore, the admission policies ensure that educational opportunities are provided to
persons with a range of abilities, backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the MSW application
documents for details regarding specific application requirements.
Admission Requirements
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Bachelor’s degree from a regionally-accredited college or university
Cumulative undergraduate GPA of 3.0 or higher
Liberal arts coursework in the social sciences, humanities, biology, and statistics
Application Checklist
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The following materials must be submitted to Augsburg’s Office of Admissions:
Completed and signed application form—www.augsburg.edu/msw or call 612-330-1101.
The application deadline is January 15 each year for entry in the following academic year. All
applications and materials noted below are due by 5 p.m. on the application deadline.
$35 application fee
One official transcript from each previously-attended postsecondary institution. This includes
colleges, universities, vocational/technical institutions, and PSEO institutions.
Liberal arts prerequisite coursework including 4 social sciences, 3 humanities, 1 biology, and 1
statistics course. These courses must be completed prior to enrollment.
Completed BSW course equivalency checklist (for advanced standing applicants)
Three completed and signed recommendation checklist forms, with letters attached
Typed, double-spaced personal statement responding to the questions noted on the
application form
Results of the TOEFL language tests, if applicable (refer to p. 16 for college policy)
Official international credit evaluation course-by-course review (for degrees completed outside
of the United States)
Admission as an international student
International applicants must submit the required application materials listed above. Refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions
section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure
as new applicants.
Transfer students may receive up to eight (8.0) transfer credits. (See Evaluation of Transfer Credit in
the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWEaccredited MSW program and students must have received a grade of B (3.0) or higher. Students
must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree
from Augsburg College.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work
accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may
seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment,
History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Field Seminars 1 and 2
(which include 420 field practicum hours). Advanced standing applicants must offer an equivalent
BSW course for each with a grade of B (3.0) or higher in order to receive a waiver.
Academic Policies
Academic Achievement
Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a
student falls below a 3.0 average, the student will be placed on academic probation. A 3.0 cumulative
grade point average must be restored in order for a student to be removed from probation. If the
cumulative grade point average again falls below 3.0, the student may be dismissed from the
program. Students are retained in the program who can:
• maintain expected grade point average (3.0 or higher);
• complete course requirements of the program and field placement in a timely manner;
• complete the program within four years; and
• abide by the department’s Standards for Social Work Education and the NASW Code of Ethics.
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade
below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades
earned the second time are counted in the grade point average. If a student receives a grade below
2.5 in a field course, the MSW director will initiate a Level III review, as outlined in section 3.2 of the
Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in the MSW Field Manual, which is
distributed to newly-admitted students at our field orientation prior to seeking the field placement.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic
Programs and Policies section of this catalog for policy on continuation of coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW
program in order to maintain their admitted status. The request must be made in writing. A leave of
absence typically requires a full year away from the program in order to return to classes in sequence.
Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the
concentration courses until successfully completing all foundation courses. In addition there are
individual courses that are prerequisite to other individual courses in the MSW curriculum. These are
listed in the MSW Handbook, which is distributed to newly-admitted students.
Program Costs
In addition to tuition fees, MSW students can expect to purchase textbooks, a facilities fee, and
student liability insurance when in a field placement. There may also be additional fees associated
with short-term electives abroad.
Graduate Scholarship Search Tips
As you may know, graduate students do not have access to many of the financial aid opportunities
open to undergraduates. Because of this, we strongly encourage you to spend time doing your own
independent research into graduate funding available locally, nationally, and internationally.
The simplest way to begin a search for graduate funding is to look online. There are many scholarship
search engines online. The following websites may provide a good starting point for your search:
www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnsocialserviceassoc.org
www.fastweb.com
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.students.gov
www.srnexpress.com
Examples of Social Work Graduate Scholarships
Carl A. Scott Book Scholarship
Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in
May (go to www.cswe.org.)
Gosnell Scholarship Funds
Ten awards ($1,000-$4,000) offered to social work students interested in working with American
Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency
settings. Applications due in August (see www.naswfoundation.org).
Vern Lyons Scholarship
One award ($2,000) offered to students interested in health/mental health practice and a commitment
to the African American community. Applications due in August (see www.naswfoundation.org).
American Board of Examiners in Clinical Social Work
Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for
clinical social work practice. Applications due in March (see www.abecsw.org).
MSSA Diversity Educational Scholarship
One $500 award offered to students from African-American, American Indian, Asian, GLBT, Hispanic
and Immigrant Cultures in completing their education in the Human Service Field. Applications due in
June (see www.mnsocialserviceassoc.org).
Marjorie J. Carpenter Scholarship
One $1,500 award offered to students seeking education in the human service field so they may
enhance their professional and/or technical skill development. Applications due in June (see
www.mnsocialserviceassoc.org).
Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled
in the first year of the program are eligible to apply. Awards range in amount from $300 to $3,000.
Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemning Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
AmeriCorps Tuition Discount
Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off
the tuition cost of one course per trimester. This would apply to all trimesters of your MSW program.
Contact the Enrollment Center for more information.
Military Discount
See description in the Financing Your Education section of the catalog.
Accreditations and Affiliations
Augsburg College is accredited by the Higher Learning Commission of the North Central Association
of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and
memberships, see the About Augsburg College section of this catalog.
The Augsburg Master of Social Work program is accredited by the Council on Social Work Education
(CSWE).
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The
purpose of the forum is to facilitate communication between social work students and the social work
department, as well as to provide the opportunity for student participation in department governance,
curriculum development, and program improvements. As such, forum members are invited to attend
Social Work Department meetings via representatives.
The forum has historically been volunteer based. Any student may serve on the forum, provided the
student can make a commitment to attend the meetings and share in the efforts. The MSW director
and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent
members or as guests.
Past forum members established these guidelines:
• provide an avenue for students to share and discuss ideas and/or concerns related to the MSW
educational experience with the Social Work Department
• encourage constructive dialogue among students, faculty, and department and College
administrators
• make recommendations to the department regarding program improvements
• receive and give feedback on expectations of faculty, students, and the College
• plan and coordinate MSW student events, lectures, discussions
• organize social action projects.
MSW Faculty
Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW,
University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota.
Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW,
University of Iowa; PhD, University of Illinois-Urbana-Champaign.
Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana,
Bogota, Colombia; MSW Loyola University; PhD, Loyola University.
Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social
Sciences; PhD, Indiana University.
Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University
of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago.
Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St.
Catherine; MSW, University of Michigan; PhD, University of Minnesota.
Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St.
Louis; MHA, University of Missouri–Columbia.
K. Abel Knochel, Assistant Professor of Social Work. BA, Albright College; MSW, Spalding
University; PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College;
MSW, Tulane University; PhD, Case Western Reserve University.
Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW,
University of Kentucky; PhD, Boston University.
Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University;
MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona.
Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University
of Minnesota; PhD, University of Washington.
Staff
Erika McCreedy, Administrative Assistant
Doran Edwards, BSW Assistant Director
Courtney Zaato, Field Assistant
Holley Locher, MSW Program Coordinator
Augsburg College Board of Regents
For more details, go to www.augsburg.edu/regents.
Andra Adolfson
Dan W. Anderson ’65
Ann B. Ashton-Piper
Karen Durant ’81
Matt Entenza, JD
Mark A. Eustis
Anthony L. Genia, Jr, ’85, MD
Alexander J. Gonzalez ’90
Michael R. Good ’71
Norman R. Hagfors
Jodi Harpstead
Rev. Rolf Jacobson, PhD
Eric J. Jolly, PhD
Cynthia G. Jones ’81, PhD
Dean Kennedy ’75
Toby Piper LaBelle ’96
The Honorable LaJune Thomas Lange ’68, JD
Andre J. Lewis ’73, PhD
Jennifer H. Martin, EdD
Marie O. McNeff, EdD
Paul S. Mueller ’84, MD
Jeff Nodland ’77
Lisa Novotny ’80
Paul C. Pribbenow, PhD
Bishop Peter Rogness, ex-officio
Gary Tangwall ’80
Rev. David Tiede, PhD
Bishop Harold Usgaard, ex-officio
Rev. Norman W. Wahl ’76, DMin
Bonnie Wallace
Rev. Mark Wilhelm, PhD, ex-‐officio
Show less
2013-2014 Undergraduate Catalog
Augsburg College
Undergraduate Catalog
2013-2014
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and studen... Show more
2013-2014 Undergraduate Catalog
Augsburg College
Undergraduate Catalog
2013-2014
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and student policies and procedures for fall semester 2013 - summer semester 2014. It is subject to change
without notice.
The catalog is intended to complement other College publications including the Student Guide and College website. It is
important for students to be familiar with all College policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2013
Phone: 612-330-1000
www.augsburg.edu
1
A Greeting from the President
A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college
community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful
stewards, critical thinkers, and responsible leaders.”
What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will
continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you
will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also
hope that you find in this map signposts of the progress you have made in your vocational journey and that you will
continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next
several years.
If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe
you will find it not only tells you about the character and essence of our institution, but also about our mission of
service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin
Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you
will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share
your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service
experiences that transform theory into action and unite the liberal arts with the practical in preparing students as
faithful citizens in a global society.
The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core
of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your
vocational plans.
As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an
exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you
can find your way in the world.
May this map be your faithful guide!
Sincerely yours,
Paul C. Pribbenow
President
2
About Augsburg
At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new
experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the
fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not
only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate
effectively.
Discovering Your Gifts and Talents
The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare students to become
effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts
and interests and find where their own talents intersect with the needs of our global society.
At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical
thinking, and quantitative reasoning, to name a few.
Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and
varied learning opportunities in real-life situations through academic internships, experiential education, volunteer
community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for
Augsburg students.
Selection from over 50 Majors
Augsburg’s Day program offers more than 50 majors—or you can create your own major, either on campus or through
the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows Day Program students to take
courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium
includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St.
Thomas.
The Weekend and Evening College (WEC) program offers 18 majors and a number of certificate programs.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the College motto, “Education for Service,” and mission:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
3
History
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and
moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879.
Early Leaders Establish a Direction
August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway—
Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian
Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological
study.
In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical.
Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to
church and community has been Augsburg’s theme for more than 140 years.
Education for Service
Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required
students to get pre-ministerial experience in city congregations. Student involvement in the community gave early
expression to the concept of Augsburg’s motto, “Education for Service.”
In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was
still important primarily as an attachment to the seminary.
The Focus Changed
Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to
develop college departments with an appeal to a broader range of students than just those intending to be ministers.
Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen.
The College’s mission assumed a double character: ministerial preparation together with a more general education for
life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life.
After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College
had become a larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential to a liberal arts college, offering a modern college program based on general
education requirements and elective majors. Full accreditation of the College was achieved in 1954.
A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free
Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church
merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America.
A College in the City
Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city.
The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students.
4
Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and
Murphy Place.
Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education,
spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the
city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two
graduate degree programs, hosting national and international figures at College-sponsored forums and events,
increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the James G. Lindell Family Library.
Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened
its identity as a college of the city, providing an education grounded in vocational calling that provides students both the
theoretical learning and the practical experience to succeed in a global, diverse world.
Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all
ages—in the midst of a great city—to be faithful citizens of the world.
5
Augsburg Today
Augsburg continues to reflect the commitment and dedication of the founders who believed:
•
•
•
An Augsburg education should be preparation for service in community and church.
Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative,
and successful citizens.
The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg
students.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s
degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to
www.augsburg.edu/grad.
Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg
has a branch campus in Rochester, MN.
Day Program
Augsburg’s Day Program (DAY) provides an educational opportunity for students who want to earn a bachelor’s degree
in a traditional weekday format.
Weekend and Evening College
Augsburg’s Weekend and Evening College (WEC) provides an educational opportunity for adults who want to earn a
bachelor’s degree and work or have other commitments during the week. It is a means by which men and women can
gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas
of the liberal arts and professional studies.
Weekend and Evening College began in 1982 with 69 students taking courses in three majors. Eight courses were
offered in the first term. Today, with approximately 1,000 students enrolled each semester and 18 majors in the liberal
arts and professional studies, WEC is one of the largest programs of its type among Minnesota private colleges.
The Non-Traditional Student
Augsburg’s Weekend and Evening College is based on the assumption that non-traditional students are mature, selfdisciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course
includes periods of concentrated, on-campus study as well as time for independent study and class preparation.
Alternate Weekends
To meet the needs of non-traditional students, classes generally meet on alternate weekends for three-and-a-half to
four hours on either Friday evening, Saturday morning or Saturday afternoon. Laboratory sections or additional class
hours may be scheduled during the week. WEC students may take from one to four courses each semester. The WEC
academic year is divided into three semesters (fall, spring, and summer).
A Community of Learners
Essential to the goals of Augsburg’s Weekend and Evening College is participation in a community of non-traditional
learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To
facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such
as Lindell Library, and to participate in academic and co-curricular activities, such as the student newspaper, travel
seminars, student organizations, fine arts events, networking events, workshops, and convocations. The WEC student
body elects its own leaders through the WEC Student Senate.
6
Augsburg continues its tradition of innovation to meet the needs of non-traditional students by creating new programs,
and providing faculty and staff development in teaching and serving non-traditional students.
Weekend and Evening College Faculty
The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg professors as well as
adjunct faculty who bring professional experience to their teaching. Most faculty hold a doctorate or other terminal
degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social,
professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are
actively involved in a dynamic faculty development program that introduces them to best practices in teaching and
learning techniques and theories.
Weekend and Evening College’s small classes facilitate the College’s tradition of close involvement between professors
and students. Faculty act as academic advisors and participate regularly in campus activities.
Rochester Campus
Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its
expertise in teaching working adults. A variety of undergraduate majors are offered.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the
heart of the city, which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior
technological resources.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings and on
occasional Saturdays, making them accessible to working adults. In addition to the half-dozen degree programs that can
be completed entirely in this location, students may work on a variety of other majors through a combination of
Rochester-based courses and courses taken in the Day or WEC program in Minneapolis.
Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office
at 507-288-2886.
College of the Third Age
Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third Age. College of the
Third Age is a teaching-learning service founded more than 30 years ago to serve older adults by encouraging lifelong
learning, fostering interactive discussion, and introducing new topics and subjects related to an ever-changing world. A
roster of more than 25 retired, semi-retired, and working professors teach non-credit seminars for the program, based
upon their areas of expertise.
College of the Third Age partners with organizations and facilities that serve older adults in the Twin Cities metropolitan
area, including churches, synagogues, community centers, and senior residences. The current catalog lists more than
200 classes available for group study at partner organizations and facilities. To obtain further information about the
program or to request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage.
Campus Location
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Hiawatha light rail line and the future Central Corridor line, which provide easy access to Minneapolis,
St. Paul, and the Minneapolis International Airport.
7
Facilities
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and
services that enhance student learning by promoting personal development and well-being. The center occupies the
house located at 628 21st Avenue.
Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the
Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for campus ministry, the drama and communication offices, and the
Center for Learning and Adaptive Student Services (CLASS).
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and brings together the computer technology resources of the College. It also houses the Gage Center for Student
Success. The library is located on the corner of 22nd Avenue and 7th Street.
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th
Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and
two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area.
Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for the music faculty.
Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
8
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble
Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized
auditorium; faculty offices, administrative offices, and various other program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as
classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
9
Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
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The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees)
Council on Social Work Education (CSWE) (bachelor’s and master’s degrees)
Augsburg’s programs are approved by:
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American Chemical Society
Minnesota Board of Teaching
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
National Association of Schools of Music
Augsburg College is an institutional member of:
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American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc.
Campus Compact
Council of Independent Colleges (CIC)
Lutheran Education Council in North America (LECNA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the
institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or
that the quality of the educational programs would meet the standards of every student, educational institution, or
employer.
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Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan
programs, athletic and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable
accommodations to its employees and students. (Approved by the Augsburg Board of Regents Executive Committee on
June 16, 2010).
For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor,
Memorial Hall 19, 612-330-1058.
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Affirmative Action—for matters based on race, creed, national, or ethnic origin
Section 504—for matters based on physical or mental handicap
Title IX—for matters based on gender or marital status
Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058.
Deputy Officer for Students:
Dean of Students
Sarah Griesse
612-330-1489
griesse@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks
Assistant Athletic Director
612-330-1245
diercks@augsburg.edu
Deputy Officer for Employees:
Interim AVP, Human Resources
Dionne Doering
612-330-1602
doering@augsburg.edu
Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and
opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454, 612-330-1058.
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to
students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
College. The student must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the College in an
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administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection
agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the
student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg College not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg College will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Clery Act
The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property
and campus, as well as institutional policies concerning campus security and crime. The report is available online at
www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
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Copyright Policy
Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative
works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Student Rights
The College has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
www.augsburg.edu/studentguide.
Official Notices
Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication,
and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail
account regularly. The A-Mail is a daily online publication on Inside Augsburg.
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Undergraduate Admissions
Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large
number of backgrounds, viewpoints, experiences, talents, and cultures.
Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic
achievement, personal qualities and interests, participation in activities and employment, and potential for development
as a student and as a graduate of Augsburg College.
Visit the Campus
Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are
encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a
member of the faculty and to attend classes when school is in session.
Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any
weekday between 8:30 am and 4:30 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your
questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, and most
Saturday mornings during the school year. The Admissions Office is located on the lower level of the Christensen Center
and serves traditional, non-traditional, and graduate students.
Application Procedures
First-year Day Program Students:
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Application for Admission
o Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org.
Transcripts
o An official transcript from the high school is required of first-year applicants. First-year applicants who are still
high school students at the time of application should have their most recent transcript sent, followed by a final,
official transcript upon graduation. If the student has taken college courses, an official transcript from each
institution should also be sent. General Education Development (GED) scores may be presented instead of the
high school transcript.
Test Scores
o First-year applicants are required to submit results from a college entrance examination, unless he or she has
been out of high school for more than five years. The American College Test (ACT) is preferred; results from SAT
are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly
recommends completing the writing portion of either the ACT or SAT.
Recommendations
o One letter of academic recommendation is required for students who have below a 3.0 GPA and 22 ACT. If the
applicant has been out of school for several years, a letter may be submitted by a supervisor, counselor, or
pastor (spiritual leader).
Essay
o First-year applicants are required to provide a 1-2 page essay (approximately 500 words) reflecting on how you
will enrich the Augsburg community and how it might enrich you. Another option is to select a current, graded
paper that is an accurate example of the applicants writing ability.
Additional Information
o If there is additional information that may have affected the applicant’s previous academic performance, it may
be included as a personal statement with the application and discussed individually with an admissions
counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until
additional information has been received. For example, new test scores, results of the present semester’s
coursework, additional letters of recommendation, or writing samples may be requested by the committee. If
any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate.
Notification of Admissions Decision
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Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually
within three weeks after the application file is complete and has been evaluated by the Admissions Committee.
Notification of admission status for completed applications begins in late September.
Confirmation of Admission
o Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions.
Students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with
the housing contract to the Residence Life Office.
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*Nonrefundable after May 1.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the
Admissions Office and consult the specific department’s section of this catalog.
Day Program Transfers and Weekend and Evening College (WEC) Students
A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for
admission to the College. Information regarding transfer credit policies is found in the Academic Information section of
the catalog.
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Application for Admission
o Students should complete the application for admission, including the essay, and submit them to the Admissions
Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org.
Transcripts
o Official transcripts from all previous postsecondary institutions must be sent directly to the Admissions Office.
Applicants with less than one year of previous transferable college work should also have their official high
school transcript sent. The GED test certificate may be presented instead of the high school transcript.
Recommendations
o Two letters of academic recommendation are required for applicants who have below a 2.5 cumulative GPA
and/or less than one year of college-level work. If the applicant has been out of school for several years, letters
may be submitted by a supervisor, counselor, or pastor (spiritual leader).
Additional Information
o If there is personal information that may have affected the applicant’s previous academic performance, it may
be included with the application and discussed individually with an admissions counselor. Academic
recommendations may be required by the Admissions Committee before an admission decision is made. On
occasion, the Admissions Committee may also defer a candidate’s admission until other information has been
received. For example, test scores, results of current coursework, additional letters of recommendation, or
writing samples may be requested by the committee. If any additional credentials are needed, the Admissions
Office will inform the candidate.
Notification of Admissions Decision
o Augsburg College uses a rolling admissions plan. Students are notified of the admission decision usually within
two weeks after the application file is complete and has been evaluated by the Admissions Committee.
Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the
Admissions Office and consult the specific department’s section of this catalog.
Application for Readmission
Day students who have not registered for courses at Augsburg College for one semester or more, and WEC/Rochester
students who have not registered for courses at Augsburg College for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Returning students do not pay the application fee.
The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of
the term for Day students, and one business day prior to the start of the term for WEC/Rochester students. The Student
Standing Committee must review any applications from students who left on probation or who were dismissed from the
College.
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Special Students (Non-Degree)
In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling
in courses for credit. Students may request a change in their degree status by contacting the Registrar’s Office.
Students regularly enrolled at another college may take coursework at Augsburg College as a special student (nondegree). To apply for admission as a special student, submit the completed application, academic intent, and all
necessary official transcripts to the Admissions Office. Contact the Admissions Office regarding which official transcripts
you may need for your application file.
Special Students (Second Degree)
Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a
second degree unless it is a different degree from the first awarded.
Students who have completed a four-year degree at an accredited college or university may complete a second degree
at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second
degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and
completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous
degree, completion of a second major (non-degree) may also be an option.
International Student Admissions
International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in
the Student Life section.)
International students should contact International Student and Scholar Services for an international student application
and financial requirements. All applicants must provide proof of financial solvency.
For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), e-mail Soniel Han at han@augsburg.edu, or write
to:
International Student and Scholar Services
Campus Box 307
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
Students who have attended a college or university outside of the United States will need to obtain a foreign credential
evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of
experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help
Augsburg College understand how your international coursework compares to courses and grades in the United States.
Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate.
World Education Services, Inc.
Bowling Green Station
PO Box 5087
New York, NY 10274-5087
www.wes.org
Phone: 212-966-6311
Fax: 212-966-6395
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Financing Your Education
College Costs
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. The College reserves the right to adjust charges should economic conditions necessitate.
Day Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/undergraduate-day/.
Tuition (full-time enrollment):
Students are considered full-time when they take 12-18 semester credits during the semester. The amount is payable at
the beginning of each semester or you can set up an official payment plan through Student Financial Services.
Tuition (part-time enrollment):
This rate applies to students taking fewer than 12 semester credits in a semester. Part-time students taking lifetime
sports are charged $220 for that course.
Fees (full-time enrollment):
Student activity, technology, newspaper readership, wind energy fee, MPIRG. Other special course or program specific
fees can be found online at www.augsburg.edu/studentfinancial.
Weekend/Evening Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/weekendevening-undergraduate/.
Students are considered full-time when they take 12-18 semester credits during the semester.
Tuition:
Students are charged per credit. The amount is payable at the beginning of each semester or you can set up an official
payment plan through Student Financial Services. Students taking lifetime sports are charged $220 for that course.
Fees:
Student activity, facilities, wind energy fee. Other special course or program specific fees can be found online at
www.augsburg.edu/studentfinancial.
Books and Supplies: Approximately $150 per course
Audit Fee: $1,000 per course
Room Cost:
Detailed room rates and housing options are available through Residence Life Office at
www.augsburg.edu/reslife/academic-year-rate.
Meal Plans:
Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/aviands-meal-plans/.
Other board plans are available as defined in the housing contract booklet available from the Residence Life Office.
Deposits
Enrollment Deposit (non-refundable): $150
Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial
payment toward their first-term tuition and fees. Should the student not attend, the enrollment deposit may be
forfeited. For more information, contact the Admissions Office.
Housing Damage Deposit: $200
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Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is
retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines)
at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or
spring term by following the conditions outlined in the housing contract. The resident will be responsible for all costs
incurred due to late cancellation or lack of proper notification as specified in the housing contract.
Payments
Semester Charges
Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through Augnet, Records and Registration. Payments can be made online at www.augsburg.edu/studentfinancial/makea-payment/. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past
due balances online at www.augsburg.edu/studentfinancial/disclosure/.
Payment Options
Augsburg College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts/.
Financial Policies
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved online payment plan.
Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student
accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan),
are current according to established repayment schedules and the loan entrance and exit interviews have been
completed.
Refund Schedule
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the
appropriate refund schedule. Financial aid may also be adjusted for those students who withdraw from the College or
drop one or more courses and receive financial assistance.
For further information view our refund policy online at www.augsburg.edu/studentfinancial/tuition-and-credit-refund/.
Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online
through the Registrar’s Office website.
Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online
through the Registrar’s Office website. It must be filled out completely, signed and turned in to the Enrollment Center.
Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing
contract will have their accounts adjusted for tuition and/or room in accordance with the terms of their housing contract
and/or the appropriate tuition refund schedule.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for
all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations
are based on the date that the drop/add form is processed.
Medical Refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will
include the normal refund percentage (based on the regular refund schedule). Requests for medical refunds should be
made through the Financial Petition Committee. Petition forms are available through the Registrar’s Office website. This
extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead,
verifying the medical circumstances.
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Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund
financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date
of attendance. Students are responsible for the entire cost of the term including the portion previously covered by
financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from
college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition
forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and charges for the term
dropped. The administrative cancellation fee is $300.
Financial Aid
All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis.
This includes completing the application process as outlined below and making satisfactory academic progress. In order
to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the
attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress
Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy/.
Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work
opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid
programs. During the 2012-2013 academic year, more than eight out of ten students at Augsburg received financial
assistance.
The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements
student and family resources.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
How to Apply
To be considered for the maximum amount of aid, students and families must apply for financial aid by May 1st. Steps to
apply can be found online www.augsburg.edu/studentfinancial/undergraduate-day-financial-aid/ and are updated
annually as federal and state processes change.
What Happens Next?
Once all documents are received, we review the financial aid application to determine financial aid eligibility for all
available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and
includes information regarding:
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Institutional financial aid programs and requirements for continued eligibility
Federal and private loan programs (students must complete a loan application to receive loan funds)
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted). The various forms of aid available are listed here for information only.
In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and
grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
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through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and
other sources.
Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission.
First year students can find specific information at www.augsburg.edu/firstyear/scholarships/ and transfer students can
find information at www.augsburg.edu/transfer/financial-aid-and-scholarships/.
Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. This
grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant,
Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services
if you need any additional information about any of these programs.
Loan Assistance
Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans
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Federal Perkins Student Loan
o A federally-funded program administered through Augsburg College for students who demonstrate financial
eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at
least half-time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a
month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a
teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000.
Federal Stafford Student Loan
o Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest
while the student is in school and during the grace period.
o For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer payments
and allow interest to accrue and be capitalized (added to the balance of the loan).
Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up
to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final
disbursement.
Further information about all student and parent loan programs can be found online at the Financial Aid website,
www.augsburg.edu/studentfinancial.
Student Employment
Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work
provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a
maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on
the position and the needs of the department. However, work is not guaranteed.
All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each
placement. Payment is made bi-weekly by check to the student employee.
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Federal College Work Study Program and Minnesota State Work Study Program
o Under these programs the federal or state government supplies funds on a matching basis with the College to
provide part-time work opportunities.
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Residence Life Program
Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan
area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living
on campus, most students and faculty greet each other by name.
Augsburg recognizes the importance of the residential experience during the college years. Studies show that students
who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher
grade point average. Residence Life staff are professional and student team members available to support students in
their academic and co-curricular experiences. Through their efforts residential community members become acquainted
with life at Augsburg through educational and social opportunities.
Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome
students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or
issues.
Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry
facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television,
computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center
and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class.
To secure housing on campus, students need to submit the following items by May 1:
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Enrollment deposit
Housing deposit
Residence Life and Dining contract
During spring semester, current Augsburg students are provided with information on the process to secure housing for
the next academic year.
Housing
Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students.
Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required.
Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette
units. It is furnished with beds and dressers. Meal plans are required.
Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and
townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished
with beds, dressers, desks, and chairs. Meal plans are required.
Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning
environment by designing their own house system. All members meet to determine their program focus, educational
goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves
Everyone), Hip Hop House, Environmental Neighborhood, and Honors.
Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal
plans are optional.
Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free
living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses
the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments,
and studios are furnished with bed, desk, and dressers. Meal plans are optional.
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Food Service
Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty,
and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and
Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons.
Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and
cold sandwiches, wraps, soups, salads, and snacks.
Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable,
featured food options include salads, cold and hot sandwiches, a pasta bar, pastries, and beverages.
Augsburg provides a variety of board plan options for those living in College houses or nearby apartments.
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Student Activities and Organizations
Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important
part of college life, yet learning and development also occur in formal and informal activities of the College and the
surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at
Augsburg will add dimension to their education.
Campus Ministry
As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for
spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith.
Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life
is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams, and
community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the
wide variety of activities on campus.
This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students
gather for Holy Communion. Weekend and Evening College Chapel is held each Saturday morning when classes meet.
On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance.
We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense
of call and vocation that God has given them. As a college of the church, we encourage students to form values guided
by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at
Augsburg.
The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for
Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information.
Student Government
The Augsburg Day Student Government and the Weekend and Evening College Student Government organizations
support and advocate for student concerns, needs, and activities. These student government groups serve as the official
student governments, and the primary voice and liaison between students and the administration, faculty, and staff of
Augsburg College.
Campus Activities and Orientation
Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and
community development and creates an environment where students can connect, engage, and invest in the Augsburg
community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg
College through quality transitional programs for new students as well as through leadership education.
CAO is made up of five program areas:
1. Campus Activities
CAO offers several programs and activities throughout the academic year designed to connect and engage students with
the Augsburg and surrounding community.
2. Lesbian, Bisexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services
LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg
College by developing and supporting inclusive understandings of gender and sexuality, as well as by fostering a
community that honors and affirms the wholeness of all identities.
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3. Student and Group Leadership Development
Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering
first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training
program.
Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development.
4. Orientation Programs
SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with
the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources
and services; and get a taste of life on campus.
Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs
concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow
parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their
students on campus.
Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to
Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover
why being a part of the Augsburg community is so rewarding.
Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to
complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in
starting at Augsburg College.
5. Student Groups
CAO manages student groups on campus and provides them access to many benefits, including but not limited to:
organization voicemail, email, and/or website, organization mailbox, Auggie's Nest workstation/work area, Auggie's Nest
locker, Auggie Room supplies, skill-building workshops and conferences, advising, funding and grants, and much more.
Student Center
Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally
considered the “living room” of the campus, the student union provides a central gathering place for the diverse
populations of residential, commuter, Weekend and Evening College, and graduate students at Augsburg through the
merging of curricular and co-curricular programs and activities.
Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and
Orientation, the Strommen Center for Meaningful Work, Ethnic Student Services, Event and Conference Planning, the
Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services.
The Auggies Nest, located on the ground floor of Christensen Center, serves as the student group office area and houses
the Augsburg Day and Weekend Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG
(campus radio) office. Cubicles, lockers, and additional workspaces are also available in this area for student group use.
Fine Arts
Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city,
the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles
are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on
campus each year under the direction of the Theater Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals.
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Athletics and Sports
Intercollegiate Athletics
Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National
Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer,
basketball, ice hockey, softball, swimming, track and field, and golf.
Intramurals
Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides
competition in a variety of team sports as well as individual performance activities. Broomball has been an especially
popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena.
Sports and recreation
At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers, on a space-available
basis, a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and
an air-supported dome over the athletic field for winter fitness use by walkers and runners. (See additional information
under Health and Fitness, Fitness Centers.)
Sabo Center for Citizenship and Learning
Service-Learning and Community Engagement/Community Service-Learning
Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to
needs in the city through course-embedded service experiences and civic engagement activities. A key component of
community service-learning is reflection on and analysis of community issues in order to promote personal and
educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the
city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and
related community issues. This dynamic and interactive educational approach employs reciprocal learning between
students and their community. Service-learning components are embedded in most academic disciplines.
Examples of community service-learning sites include homeless shelters, cultural and environmental organizations,
tutoring programs, and literacy centers.
Campus Kitchen Project and Community Garden
The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to
nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four
programs focus on this engagement:
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Food to Share
o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to
neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg students
in need can also find free food at our food shelf on campus, the Campus Cupboard.
Food to Grow
o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100
garden plots where community and campus members can grow their own food. The garden staff also hosts
classes on healthy living in which neighborhood youth learn to grow and cook healthy food.
Food to Buy
o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1
pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any
purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become
members of and get a large box of produce each week.
Food to Know
o Understanding our food system and community health through programs that educate on issues of hunger and
poverty, and cooking and gardening classes in the community and weekly on campus.
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Bonner Leader Program
In November 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner
program at Augsburg, students develop deep community relationships and engage in long-term policy advocacy
throughout their four years at Augsburg. Those selected to be a part of the Augsburg College Bonner Leaders are
students with diverse ethnic and geographical backgrounds and experience in community and leadership work. Through
service placements with partner nonprofit community organizations, students work an average of 200 hours over the
course of the academic year supporting ELL classrooms, running an employment education computer lab, coordinating a
low-income housing program, community health outreach, and working with a financial literacy program and more.
Beyond their work-study service, students participate in other community initiatives and civic engagement projects on
campus.
Through their participation with the Bonner Leader program, students engage in monthly guided reflections and
leadership development training. The Augsburg Bonner Leaders Program is a successful model to build on the College’s
culture of community and civic engagement and to take the College community to the next level of deepening
knowledge, reflection, and authenticity of civic engagement in the community.
Augsburg Reads
The Augsburg Reads program is a literacy and tutoring program focused on elementary student achievement. Augsburg
Reads pairs college students with community organizations in the Cedar-Riverside neighborhood that are focused on
student achievement through after-school programs.
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Student Resources/Academic and Support Services
Library and Information Technology Services
The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and
information technology functions of the College as well as the Gage Center for Student Success. In addition to its large
collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum
library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing
and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces
for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual
projects.
Library Resources
Students can search a wide variety of local, regional, national, and international databases. They have access to 23,000
e-journals, 17,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access
to the library holdings of the seven private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large
collection of media resources. A service-oriented staff provides students and faculty with research assistance and
instruction in the use of information resources. Arrangements are made for access by students with physical limitation
and special needs.
Information Technology Resources
Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website,
www.inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has six
computer classrooms and 41 technology-enhanced classrooms. The circulation desk in Lindell Library has 40 wireless
laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Clair and Gladys Strommen Center for Meaningful Work
Career & Internship Services
Career and Internship services at Augsburg includes a comprehensive resource center emphasizing the importance and
value for all students to engage in internships, career development, and the exploration of vocation throughout their
college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in
making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an
effective preparation for life, meaningful work, and active citizenship.
Career and Internship Services provides opportunities, programs, and career counseling to help students discover their
unique gifts, talents, skills, and interests; explore career paths; and grapple with questions of vocation and purpose in a
changing world. This process is viewed as an important part of a student’s development while attending college. To aid
in this process, professional career staff provide career assessments, individualized career planning and coaching. Staff
also assist students with choosing majors, planning for internships, preparing for internship and job searches, and
making connections to community, business, and alumni resources.
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Internships
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Academic Credit
o An internship for credit is a carefully planned, work- or service-based learning experience where a student
focuses on specific learning objectives that connect concepts of the major to the experience. An academic
internship is approved, supervised, and evaluated by a faculty member in the department in which the student
wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work
supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students
do internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, and
schools and churches.
o Internships for credit are available in all majors and can be taken during any semester. Interdisciplinary (INS)
internships are also available. Internships can be registered for 2 or 4 semester credits. A two credit internship
involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester.
Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total
hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits
required for the degree. Internships completed off campus for credit will automatically fulfill the Augsburg
Experience graduation requirement.
Non-Credit and Transcript Notation
o Not-for-credit internships related to a student’s major or career interests can be registered for a zero-credit
transcript notation (GST009). The goal is for students to apply theory to practice in a work setting and reflect on
the experience. Work opportunities typically are part-time during the academic year and/or full-time during
summer, and can begin and end anytime. Students set learning goals and evaluate their experience. The
Director or Internship Coordinator of Career and Internship Services supervises non-credit internships and
transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill
the Augsburg Experience graduation requirement by completing a Work-Connections reflection process.
Gage Center for Student Success
The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and
beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units:
The Deidre Middleton Office of Academic Advising
Academic Advising orients new Day and Weekend & Evening College undergraduate students to the academic policies
and procedures of the College and assists students with initial course selection. This office continues to serve students
throughout their tenure at Augsburg by interpreting core curriculum requirements, administering entry-level skills
assessments, interpreting graduation requirements, providing degree-planning materials, and answering questions on
student academic progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and
supports the work of professional staff advisors across campus.
All current students are assigned to a faculty advisor. Prior to the end of their sophomore year, when they have
completed 48 or more semester credits, students are required to declare a major and select a faculty advisor. Majors
and minors are declared online through AugNet Records and Registration. Students select a faculty advisor from their
major area of study using the Change of Major/New Advisor Form. All Day students are required to meet with their
assigned faculty advisor(s) each term prior to registration. Both day and weekend students are encouraged to meet with
their faculty advisor(s) as often as is necessary.
Academic Skills Office (ASO)
The Academic Skills Office helps students to achieve their academic goals and become self-directed learners.
Comprehensive academic support (e.g., time management, note-taking, reading, testing, motivation/procrastination,
problem solving, troubleshooting) is available for all Augsburg students through individual and group appointments. In
addition, the Academic Skills coaches address affective needs and aid in the transition to college. Coaches also refer
students to campus resources.
The Academic Skills Office coordinates several programs to support students:
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Tutoring/Supplemental Instruction Services
o ASO coordinates free tutoring (contract and drop-in) for most classes and supplemental instruction in specific
courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide tutoring
support.
Conditional Admit Program (CAP)
o A limited number of students are admitted conditionally through the CAP program. If CAP students do not meet
the program requirements, they will be continued in the CAP program, placed on probation, or dismissed. Get
more information at the Academic Skills Office website, www.augsburg.edu/acskills. See the Academic Progress,
Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures.
Probation Advising
o Students placed, continued, or returned to academic probation are required to meet with an approved
academic advocate. A registration hold is placed on the student's record, which will prevent registration, until
the student completes the probation requirements. Students who do not fulfill the necessary requirements of
their probationary status will be continued on probation and/or dismissed. For more information on probation
requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills. See the Academic
Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal
procedures.
Augsburg Advantage at St. Kate’s (AASK)
o Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects
students for the AASK program. The AASK program is a collaborative effort between St. Catherine University (St.
Kate’s) and Augsburg. The program assists students with the transition from high school to college with specific
courses and supportive programming. The program provides participants with the opportunity to complete
similar coursework that first-year students complete at Augsburg. Students attend courses on the Minneapolis
campus of St. Catherine University and have access to both campuses for support, resources, and activities.
o Upon successful completion, students are guaranteed sophomore status (minimum of 28 semester credits) and
will have fulfilled many of the first-year Augsburg requirements.
o To complete the program, students are required to:
Complete all required courses (30 semester credits) including Foundations of Fitness (at Augsburg) with a
minimum 3.0 GPA and no course grade below 2.0 or P.
Satisfactory completion of all Critical Competencies at St. Kates
Attend all seminars and transition events at Augsburg and St. Kates
Complete transition application and recommendation process with advisor at St. Kate’s by March 15.
Complete the Summer Transition Program (one course and all programming) in summer semester at
Augsburg after year at St. Kate’s.
o A second year program, which would allow students to earn an Associate of Arts degree from St. Catherine’s
University, may be an option for students who are unable to transition after their first year in the AASK program.
Students should contact SCU and Augsburg advisors if interested in this option.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students
with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech
impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain
access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and
challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences.
Each term, Disability Specialists work directly with students to discuss their disabilities and determine a plan for
academic access. Typically, meetings are held weekly and discussions may include:
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Accommodations for testing and coursework (e.g., extended time, note-taking)
Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
Training and use of assistive technology through the Groves Accommodations Laboratory
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Assistance with academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty,
staff, or administration to support each student as they work toward success. Taking advantage of these opportunities
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who
suspect they may have a learning-related disability. These screenings are meant only to help students determine
whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs.
CLASS services are made possible in part through endowment support provided by the Gage family and the Groves
Foundation.
TRiO/Student Support Services
Students with disabilities may be eligible to apply for TRiO/SSS.
TRiO Programs
TRiO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg College.
TRiO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They
help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to
graduate with a bachelor’s degree, as well as assist with preparation for graduate school.
TRiO/Student Support Services
Student Support Services (SSS) is a TRiO program designed to help students persist in college and graduate in a timely
manner. The program serves students who are low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and
earn a bachelor’s degree. Participants in TRiO/SSS must also be US citizens or permanent residents or refugees, must
demonstrate academic need for program services, and must be committed to succeed in college.
Augsburg TRiO/SSS serves 160 students from the point of admission through graduation, including transfer students.
TRiO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program
advisor to address academic success issues through:
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Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding
Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning
Preemptive tutoring during the first seven weeks of the semester
Financial aid counseling and financial literacy education
Information on and assistance with FAFSA renewal and supplemental scholarship applications
Academic progress monitoring
Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit
Program (CAP)
Career and personal skills development, with referrals to appropriate resources
Academic success workshops, group academic skill development
Graduate and professional school information and application assistance
Social and cultural activities and student-led events
Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens
Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term
college coursework, academic seminars, adjustment-to-college workshops, and advising
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Need-based endowed scholarships for students actively participating in TRiO/SSS.
Students may apply for TRiO/SSS any time after admission to Augsburg College; however, preference is given to students
who apply within their first term of enrollment. For more information, an application, or to make an appointment with a
TRiO/SSS advisor, contact TRiO/SSS program staff at 612-330-1311 or triosss@augsburg.edu.
TRiO-McNair Scholars Program
The Ronald E. McNair Post-baccalaureate Achievement Program, a federal TRiO program funded by the US Department
of Education, is designed to prepare participants for doctoral studies through involvement in research and other
scholarly activities. The goal of McNair is to increase graduate degree attainment for students from underrepresented
segments of society and to encourage these students to consider becoming college professors.
McNair Scholars enroll in the program during their sophomore or junior year. Students must be enrolled full-time at
Augsburg College, demonstrate strong academic potential, and have an interest in pursuing doctoral studies. To qualify
as eligible for the program, the student must be low-income AND first generation OR a member of a group
underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. The
Augsburg McNair program serves 26 students per year.
A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a
faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research
supplies. Stipends are also available for attending and presenting their work at a professional conference.
Students will also participate in:
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Social and cultural activities to enrich participants’ academic lives and perspectives
Conference travel and professional presentation of participants’ original research
Graduate program exploration and application assistance
Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the GRE,
as well as McNair-designated fellowships
Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most
graduate programs
Academic workshops and the McNair 301 course— Research in the Disciplines
Opportunities to sharpen writing, library, technology, and oral presentation skills
A motivated, diverse, and supportive learning community
Office of Undergraduate Research and Graduate Opportunity (URGO)
The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research,
scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to
engage students in these areas. Services include:
Undergraduate Research
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o URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing
research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget
and a housing stipend.
Academic year research
o $1,000 to pursue scholarship with a faculty mentor
Nationally-Competitive Fellowships
Provide application assistance and interview preparation for awards such as the:
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Fulbright US Student Program
Goldwater ($7,500 science scholarship)
Rhodes (two years at Oxford)
Truman (graduate fellowship for public service)
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Mitchell (one-year study at Irish institution)
Rotary Ambassadorial Scholarship
Marshall (two-year study at UK institution)
Udall ($5,000 for undergrad interested in environmental or tribal policy)
UK Summer Fulbright (first and second years study abroad at UK institution)
NSF (graduate fellowship)
Gates/Cambridge (two years at Cambridge)
Graduate and Professional School Advising
Individualized advising and application assistance for:
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Graduate school
Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, etc.)
Off-campus summer research experiences for undergraduates (US and abroad)
GRE test Affordable, on-campus prep courses
Other Initiatives
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Fund student travel to national academic conferences to present research findings
Mayo Innovation Scholars Program
o Collaborative research between select Minnesota private colleges, Augsburg’s MBA program, and the Mayo
Clinic Office of Intellectual Property
Zyzzogeton
o Annual on-campus festival showcasing undergraduate research and creative activity
Courtland Agre Annual Summer Research Symposium for students in STEM disciplines (in conjunction with Nobel
laureate, chemist, and Augsburg alumnus Peter Agre, and St. Olaf College)
Bernhard Christensen Center for Vocation
Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all
people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely
valuable.
In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring
Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service,
and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a
wide variety of short-term projects that offer rich opportunities for reflection on how to live with purpose and meaning.
These ongoing projects include internships at nonprofit organizations, off-campus service projects, international
seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students
interested in exploring service to the community, ministry, or church leadership.
When Exploring Our Gifts ended in summer 2010, the College created a permanent center—the Bernhard Christensen
Center for Vocation—that keeps vocation at the core of Augsburg’s vision. This center continues many of the earlier
initiatives and carries on the work of promoting discovery of gifts and discernment of calling among the students,
faculty, and staff at Augsburg as well as members of the larger community.
For further information on how to participate in Augsburg’s vocation programming, visit www.augsburg.edu/acfl/.
StepUP® Program
The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success,
and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its values:
recovery based on spirituality and the 12-step model; personal responsibility, integrity, and living a balanced life;
educational success; giving back through servant leadership; thriving in a community that is an alcohol- and drug-free
environment; and developing healthy minds, bodies, spirits, and emotions.
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Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug
counseling staff, and participate in team and community-building activities. Students have access to academic skills
specialists and other support services on campus. Participation in Step-UP offers students leadership opportunities
within the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a
community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds
students form while participating in the StepUP program last a lifetime.
In order to qualify for the program students must be committed to a 12-step abstinence-based recovery program, have
a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and live in StepUP housing.
Ethnic Student Services
American Indian Student Services
The American Indian Student Services program has been assisting American Indian students to further their academic
careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by
providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment.
Some of the services provided include:
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Assisting students with the admission process and financial aid application
Nurturing students’ identification as an American Indian and providing opportunities for students to learn about
their heritage
Providing opportunities for the campus community to learn about the variety of American Indian people and
cultures
Providing academic advising and course plans
Providing opportunities to network with other American Indian students, faculty, staff, and alumni
Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian
Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal
scholarships
Offering community and professional referrals, networking opportunities within the Native community and
information about jobs and internships
Hispanic/Latino Student Services
The Hispanic/Latino Student Services program offers students individualized attention in many areas, including academic
support, counseling, and advocacy. Students from Day, WEC, and Graduate programs find assistance in financial aid
procedures, scholarships, academic planning, career counseling, internships and employment referrals.
The program advises and supports the Augsburg Latin American Student organization (ALAS) and the Spanish
Conversation Group with extra-curricular or cultural activities that improve the academic development of all students;
advocating to foster leadership and success when students are dealing with identity or uncertainties. These and other
efforts help the campus community with awareness of the unique aspects of the Latino culture and for students to find
an institutional connection and belonging.
The Hispanic/Latino Student Services program assists with recruitment and retention, maintains strong collaborative
efforts with on campus programs and collaborates with high schools and non-profits in the metro area.
Pan-Asian Student Services
The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities
where Asian students can be involved in and contribute to all aspects of academic and student life.
The program provides assistance in the admissions and financial aid application process, orientation, registration and
coursework selection, career development, academic and non-academic pursuits, and employment and placement
referrals.
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The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during
the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the
surrounding community.
Pan-Afrikan Center
The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled
faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off
campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is
primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and
transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation
of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of
Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to
enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg
community. PASU sponsors a variety of social, intellectual, and cultural activities.
Scholastic Connections
Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of
color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes,
supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond.
Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000
scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful
within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that,
ideally, match ethnic group and field of interest.
Eligible scholars have:
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A GPA of 2.5 or higher
Demonstrated financial need
Demonstrated leadership ability or potential
Demonstrated community involvement both on and off campus
Program objectives are to:
Support scholars as they continue at Augsburg
Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world?
Assist in discerning vocation
Prepare for life after Augsburg: career planning and implementation
Scholars who successfully complete program requirements are eligible to continue with the program each successive
year until graduation.
LGBTQIA Services
Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services works to improve the
campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive
understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all
identities.
LGBTQIA Services provides student advocacy and educational opportunities for the entire campus through a variety of
programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter
offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition,
the department honors LGBTQIA and allied students each year during Lavender Graduation, where the recipients of the
LGBTQIA Student Leadership Award and Karen Neitge Scholarship are honored.
For more information, visit www.augsburg.edu/lgbtqia.
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Anne Pederson Women’s Resource Center
The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of
programming for Augsburg students (women and men) and a meeting place for students, faculty, and staff alike. It
houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing,
and just hanging out.
The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and
sexual assault advocacy, as well as broader topics such as The Vagina Monologues, an annual Feminist Film Series, and
monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which
features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The
center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer
and Straight in Unity. The WRC is also the home of the Student Feminist Collective.
We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on
Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the
WRC are posted online with Human Resources as they become available.
Health and Fitness
Center for Counseling and Health Promotion (CCHP)
CCHP provides personal counseling in a confidential and supportive place for students to discuss personal life challenges
with professional mental health counselors. Through counseling, students can name personal strengths and challenges,
identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and
choices. Counseling services to students include individual counseling, group counseling, assessment and referral to
campus and mental health resources, educational workshops, and consultations in the case of concern for another
student.
Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns,
grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns,
coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns.
Professional counseling can help increase student academic success both by increasing the opportunity for increased
self-understanding and personal growth, and by directly addressing potential barriers to academic success.
CCHP also offers health promotion activities and events that increase awareness of health issues and assists students in
adapting new behaviors for a healthier lifestyle, such as weekly yoga classes, mindfulness events and an annual health
fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices
(EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health
promotion also works with various campus organizations and student groups to foster positive change within the
campus environment.
Health Insurance
Augsburg College does not require that students have health insurance, with the exception of international students and
student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and
Health Promotion for more information on student health insurance plans.
Health Clinic Services
The College offers basic health care services to students through a contract with University Fairview Physicians –
Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic
health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through
the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a
variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the
student will be responsible for any co-pays or deductibles associated with their insurance.
For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cchp.
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Fitness Centers
Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles,
stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free
weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes.
International Student and Scholar Services (ISSS)
ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking
international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1
student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1
student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government
policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and
government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J
regulations so that students maintain their F or J immigration status.
Examples of ISSS responsibilities include:
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Recruiting international student applicants and guiding them through application and visa processing procedures
Managing international student recruitment partnerships
Marketing Augsburg College to the international community
Advocating on policy matters affecting international students
Advising the International Student Organization
Coordinating the International Student Mentor Program
Providing intercultural competence training and mentoring for students, faculty and staff
Implementing a mandatory international student orientation program each semester
Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a
driver’s license, MN State ID or social security card
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Special Academic Programs
Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an
Honors House, and learn through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu. Also see the Honors
Program in the departmental pages of this catalog.
Inter-Institutional Programs
Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs.
Cooperating Libraries in Consortium (CLIC)
Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more
than 2.5 million volumes and media resources of the 14 libraries.
Associated Colleges of the Twin Cities (ACTC)
Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the
University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No
additional fee is required for such an exchange, except for private instruction in music or approved independent studies.
Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College
courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student
has cross-registered is kept in the Registrar’s Office at Augsburg College, not at the host ACTC institution. Students may
elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other
schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles
students between the campuses.
Weekend and Evening College is not part of the ACTC consortium, and weekend students may not register for ACTC
courses or complete ACTC majors under the terms of the ACTC consortium agreements.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New
Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and MetroUrban Studies sections of the departmental pages of this catalog.)
McNally Smith College of Music
Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music
(MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors.
There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will
count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any
Augsburg course specifically listed within a degree program.
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Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered
Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a
student has completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith.
Air Force ROTC
Augsburg Day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC
consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits
serve as electives at Augsburg. For more information contact the Registrar’s Office, or the University of St. Thomas at
651-962-6320 or 1-800-328-6819, x6320.
Army ROTC
Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement
between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more
information, contact the Registrar’s Office.
Augsburg Abroad
Augsburg Abroad is the front door for students and faculty interested in education abroad, which includes study,
internships, service-learning, research, student teaching, and field study abroad.
Services provided through the Augsburg Abroad office:
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Study abroad program selection advising
Financial and academic advising for study abroad
Registration and billing for study abroad
Pre-departure and re-entry support (application, orientation, etc.)
Faculty-led, short-term program coordination
About half of Augsburg undergraduate students study abroad at least once before graduating. Students can study a
variety of disciplines in a wide variety of countries. For example, students have the opportunity to study gender issues in
Mexico, study social change in Central America, carry out business simulations in Norway and Germany, do student
teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological
field study in Tanzania, take organic chemistry in England, and gain fluency in a foreign language where it is widely
spoken.
Students can choose from more than 300 programs in 90+ countries. Programs vary in length from one week to a year
abroad. In addition to the Augsburg Study Abroad programs (Augsburg faculty-led short-term, Center for Global
Education, International Partners and Exchange, and HECUA programs), students can choose from affiliated program
providers.
Academic Requirements and Credit
Students automatically fulfill the Augsburg Experience requirement on Augsburg Abroad-approved study abroad
programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts
Foundation, Lifetime Activity, Honors, and internship requirements. This is determined prior to departure when students
fill out the required Course Approval Form that is signed by faculty advisor(s), and appropriate staff and faculty
approving courses.
Semester and Summer Programs
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Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students
remain enrolled at Augsburg while abroad.
Students must take a full load of credits while abroad on semester programs.
Students must take courses graded A-F while abroad.
Grades received on affiliated and non-Augsburg programs are reported as transfer credit on the transcript, and thus
are not figured into the GPA.
A grade of “C” equivalent or higher must be received for the credit to transfer to Augsburg.
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Faculty-led Short-term Programs
Students must register for all courses required by the short-term program. Credit values may vary, so confirm the
specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg
Abroad permission prior to the start of the program will be re-added to the student’s schedule. If no work was
completed in these reinstated courses, a grade of zero will be awarded.
Eligibility
Following are Augsburg College’s requirements for study abroad:
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Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower
averages should consult with Augsburg Abroad.
Sophomore, junior, or senior standing by the time you study abroad. First-year students on a case-by-case basis may
be allowed to study at Augsburg’s Center for Global Education-Mexico site during their second term. Short-term,
faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader
and if space allows.
Transfer students must complete one semester at Augsburg before they may study off campus.
Students must be in good academic and social standing. Students placed on academic or disciplinary probation after
admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable
program costs incurred.
No outstanding balances on student account
Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first
applied, first accepted basis. Space is limited, so early application is important.
Application Process
In order to study abroad students should follow the P-A-C-K steps:
Profile: Create an online profile by clicking “Get Started” on the Augsburg Abroad website at
www.augsburg.edu/augsburgabroad.
Advising: Attend an advising meeting—check Augsburg Abroad website for times and location
Choose: Choose from more than 300 Augsburg and affiliate programs in more than 90 countries. An advanced online
search tool helps students find programs based on location, academic needs, and personal interests. Applying online is
easy—click "Apply Now" and follow the simple steps.
Key Dates: Keep track of application deadlines.
Application Deadlines
September 30
November 1
January 31
March 1
Spring semester study abroad and winter-break faculty-led programs
Spring-break faculty-led programs
Summer Session faculty-led programs
Fall semester and non-faculty-led summer study abroad programs
Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program
providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and
meet all deadlines.
Study Abroad and Disabilities
Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels
of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to
university-sponsored programs and services to students with disabilities. However, providing access by US standards can
present unique challenges in international settings. The expectation on the part of US students and institutions is that
reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define
accessibility and different expectations in terms of accommodations that can or should be made. Students are
encouraged to work closely with Augsburg Abroad and CLASS.
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Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure,
ideally as early as program selection. Augsburg Abroad will work closely with the student and CLASS office to determine
needs and make appropriate and reasonable accommodations abroad.
Costs and Financial Aid
The cost of semester study abroad is comprised of program fees that generally include tuition, housing, international
health insurance, some meals, excursions, and study abroad fees. Airfare, personal expenses, books, and other expenses
are not included in the price of semester programs. Program costs vary; Augsburg College pays the program provider on
the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for
study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad.
Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package
to cover their study abroad program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s,
Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to
study abroad multiple times on Augsburg programs (see below in Study Abroad Program section). However,
institutionally-funded aid may be used only once toward study abroad costs on an affiliate program. Cost estimates for
the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students
studying abroad. Additional scholarships are available for semester and academic year programs.
The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare,
ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition
charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund
the additional cost of education travel.
Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad
experience. At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to
the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe
the study abroad fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and
refund policies of Augsburg Abroad and their program provider.
Augsburg Study Abroad Programs
Augsburg Faculty-led Short-term Programs
Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course
abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five
weeks. Program offerings change annually. Scholarships are available for some programs.
The Center for Global Education
The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities
in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
The center’s study programs are conducted in Central America, Cuba, Mexico and Namibia. Students experience three
distinct types of living situations: living with other students in a community house, spending several days in a rural
setting, and living several weeks with host families. In the Mexico and Namibia programs, students travel together on
two-week seminars—from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is
equivalent to full tuition, room, and board for one semester on campus, plus airfare. Scholarships are available for
Augsburg students.
History, Culture and Politics of Cuba—Fall or Spring
Learn about decision making processes and citizenship rights by exploring the impact of paternalism, centralism,
bureaucracy, autonomy, the role of mass organizations, collective rights, and the meaning of community. Students will
also explore social justice as it relates to wealth production, including discussion of market mechanisms, socialization,
and material versus moral incentives. The program will also delve into race, class, gender, and sexual orientation in the
Cuban context and students will be challenged to examine issues of equity, the impact of a classless society, and the
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historical context of today's social relations. Course offerings include History of Cuba, Cuban Politics, Special Topics in
Sociology: Cuba Today, and Intermediate Spanish. Prerequisite: at least one year of Spanish or the equivalent.
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientially-based intensive semester of study and travel designed to introduce students to the
important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the
United States. Students will improve Spanish language skills, as well as develop intercultural communication skills.
Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the
interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse
women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists
and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to
advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day
seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host
families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon
request. Students may meet several Core Curriculum requirements while in Mexico and/or take courses in the following
four concentrations: Business, Religion, Spanish, and Women’s Studies.
Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—Fall or Spring
This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the
perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of
apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges
posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a
long-term project. Credit is available in History, Religion, Political Science, and Interdisciplinary Studies. Internships are
also available in several disciplines.
Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica,
Nicaragua)—Fall or Spring
This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central
Americans. Students will explore the history, culture, and struggles of the people of Central America as well as study
approaches toward social and economic development. Course credit may be earned in Spanish, Religion, History,
Women’s studies, and Political Science. Students spend the first five weeks in Guatemala, the next four weeks in Costa
Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course
in college-level Spanish or its equivalent.
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who
are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish
language classes, an internship or independent research opportunity, and courses that help students understand the
connections between globalization and migration while learning from diverse communities that are organizing for
positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the
environment. Credit is available in Spanish, History, Women’s Studies, Political Science, and Religion. Students spend
most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families.
Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curricular requirements for the Social Work degree program. Its goal is to
develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester
of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and
social work courses. Social work field experience is also available for qualified students. Students live with Mexican host
families for six weeks.
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International Exchange Partner Programs
The Office of International Programs offers a broad range of semester and academic year exchange programs in China,
Finland, Germany, Hong Kong, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All
coursework is in English. Travel scholarships are available for these programs. For further information on these programs
and scholarships contact Augsburg Abroad.
Higher Education Consortium for Urban Affairs (HECUA)
Augsburg, in consortium with other colleges and universities, offers full semester programs in Ecuador, New Zealand,
Northern Ireland, Norway, and the Twin Cities. All HECUA programs explore civic engagement, community, and social
change, and emphasize internships and field study.
For more information on international HECUA programs, see the International Programs and Metro-Urban Studies
sections of the departmental pages of this catalog.
Community Internships in Latin America (Ecuador)—Fall and Spring
This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a
community-based organization with study of the community development process. A home-stay and a hands-on
internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and
other local and international issues.
New Zealand Culture and the Environment: A Shared Future—Fall
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Northern Ireland: Democracy and Social Change—Fall and Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of
conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship,
students get hands-on experience with organizations working for social change. Field seminars focus on human rights,
conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of
Ulster in Coleraine.
The New Norway: Globalization, National Identity and the Politics of Belonging (formerly Scandinavian Urban Studies
Term/SUST)—Fall
A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s
welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique
perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the
challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or
Norwegian language courses.
Inequality in America: Policy, Community, and the Politics of Empowerment (formerly Metro Urban Studies
Term/MUST)—Fall or Spring
This semester-length program delves into the root causes of increasing levels of poverty and inequality in the United
States. To understand these issues, the program focuses on the economy, housing systems, education, welfare,
government policies, urban sprawl, regional race and class segregation, and institutional discrimination.
Art for Social Change: Intersections of Art, Identity and Advocacy (formerly City Arts)—Spring
An interdisciplinary study of the role of art and the artist in working for social justice, and an exploration of the
relationship between art, culture, and identity. Students meet Twin Cities artists, activists, private and public arts
funders, and politicians, and engage in a thorough examination of the role of art in advocating for social change.
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Environmental Sustainability: Science, Public Policy, and Community Action—Fall
This semester program addresses key processes of ecosystem degradation and rehabilitation, the social and economic
underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve
sustainability. It uses social, economic, and environmental sustainability to address themes like the links between rural
and urban concerns and the way local decisions relate to regional and global trends. Students gain first-hand experience
learning from community organizers, government planners, and business leaders who are rising to the challenges of
creating a more sustainable world.
Writing for Social Change: The Personal, the political and the Power of the Written Word—Fall
Writing for Social Change prepares students to be better readers, writers, and actors in our society by looking at the role
of literature and literary production in creating social transformation. As one theme of the program, students focus on
“voice” and the idea of claiming voice as a means of empowerment, while they simultaneously develop writing craft and
critical reading skills. The program offers a balance of creative writing workshops (in fiction, poetry, and creative
nonfiction) and critical reading/reflection sessions.
Continuing Education Program
The mission of Augsburg College continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes,
workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit
programs consistent with the mission of Augsburg College.
Programs are developed through collaborations between academic and administrative departments of the College and
community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing,
Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including
Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office
of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies.
The program supports special events and conferences as well as student internships and faculty activity in Canadian
studies. The goals of the program include community involvement, increased awareness of the importance of
Canadian/US relations, and provision of opportunities to learn directly from Canadians through visits and exchanges.
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Academic Policies and Procedures
Registration
A student must be registered for a course in order to earn credit, and all registered courses will be reflected on a
student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of
registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances
where online registration is not possible. Students are responsible for verifying the accuracy of their registrations.
Day students are required to meet with their faculty advisor prior to registration for the fall and spring terms. WEC
students are not required to meet with a faculty advisor, but it is strongly encouraged. . As some courses are offered
only in alternate years, students should also consult with departmental advisors when planning their academic program.
Specific registration dates and deadlines for each semester are listed under Academic Calendars at
www.augsburg.edu/registrar.
Students who believe they have sufficient preparation but not the required prerequisite for a course may contact the
instructor to inquire whether the prerequisite can be waived. ENL 111 and Math Placement Group 3 prerequisites cannot
be waived by the instructor. Students who believe they have already completed the prerequisite in question should contact
the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu to resolve the issue.
The following registrations cannot be completed online and must be processed with a Registration Form:
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THP courses (Theater practicum courses)
100-level MUP courses (Variable-credit music lessons)
Student Teaching (Education Department approval required)
Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage;
instructor and department chair signatures required)
Internships (Internship Registration form available on the Registrar’s Office webpage; instructor and Director or
Coordinator of Internship Services signatures required)
ACTC school course listings are also available online and should be checked to verify the correct meeting times and room
assignment.
Credit Loads
Full-time day students normally register for 16 credits per semester. Students in the WEC/Rochester programs typically
register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time
students. Students registered for at least 6 credits are classified as half-time students.
To register for more than 18 semester credits, students must petition the Committee on Student Standing unless the
following apply: Students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 20 semester credits
without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester
credits without petitioning. All overload registrations must be done through a Registration Form. (Note: There is an
additional tuition charge for course loads over 18 semester credits. This includes combining the credit load from both
the DAY and WEC programs. Auditing classes over the 18 semester credit limit will also incur a tuition charge.)
Internship Registration
Registration for internships consists of the following steps:
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Complete and submit the Internship Registration form with signatures of the faculty supervisor and Director of the
Strommen Center for Meaningful Work.
You must register the internship for the academic term that coincides with the internship experience.
A Learning Agreement Plan (available from the Strommen Center) must be submitted to the faculty supervisor
responsible for grading the experience. The form is sent to the Strommen Center and copies are sent to the faculty
supervisor and student.
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Independent/Directed Study Registration
To register for an Independent/Directed Study, complete and submit the Independent/Directed Study Registration form
with signatures of the faculty member responsible for the grade and the chair of the appropriate department
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To
see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar/.
Crossover Registration Policy
Updated May 2013 – This policy is approved for the 2013-2014 academic year and is subject to review for the 2014-2015
academic year.
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Every Augsburg undergraduate student is admitted to a “home program-Day/WEC.” Students may submit a Change
of Program request no more than once each academic year.
Students may register online for one or more courses per semester outside of their home program. Enrollment will
be based on class availability.
Students will be charged the rate of their home program for courses in which they enroll outside their home
program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of
the fall or spring semester. For example, a Day program student taking 8 semester credits in the Day program, and 4
semester credits in the WEC program, will be considered full-time and will be charged the full-time Day program
tuition rate. A WEC student taking 8 semester credits in the WEC program, and 4 semester credits in the Day
program, will pay the WEC tuition rate x 12 semester credits.
Day students who take more than 18 semester credits will pay the overload fee for any semester credits over 18 in
their combined Day/WEC load*. The maximum number of credits that may be included in the Day full-time tuition
rate for students who cross-register is 18. *Combined Day/WEC load includes all courses in Fall and Spring
Semesters.
Students have registration priority in their home program.
The WEC and Rochester programs are not part of the Associated Colleges of the Twin Cities (ACTC) consortium. WEC
students are not eligible to take ACTC courses on a crossover basis. Day students are allowed to register for
crossover and ACTC courses.
International students (F-1) are required to be enrolled in the DAY program and may not enroll as WEC students.
The only exception is the BSN completion program in WEC, as this major is not offered in the Day program.
International students are allowed to participate in crossover registration for specific courses as long as they
continue to be full-time students within the DAY program.
Crossover registration dates are published on the Registrar’s Office webpage.
Registration in Graduate Courses
Students must have completed an undergraduate degree and be admitted to a graduate program before taking
graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing
and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for
those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course
will pay the rate of the program in which the course is offered (Day, WEC, or Rochester).
Evaluation and Grading
Explanation of Grades
The official delivery of end-of-term grades to students is online via AugNet Records and Registration.
Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit grading
system.
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The following is an explanation of undergraduate grades:
Grade
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
P
N
V
W
I
X
Letter Equivalent
A
A-/B+
B
B-/C+
C
C-/D+
D
DF
Explanation
Achieves highest standards of excellence
Achieves above basic course standards
Meets basic standards for the course
Performance below basic course standards
Unacceptable performance (no credit for the course)
Represents work at 2.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
Pass/No Credit Grades
Students who choose the P/N option are cautioned:
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In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional schools do not look favorably on a large number of
P-graded courses, or rank each as a C.
Maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a
grade of Pass (P).
P-graded courses do not count toward the requirement that 56 traditionally-graded semester credits be earned at
Augsburg in order to be considered for Latin honors. Transfer students should be especially aware of this
requirement.
To be eligible for graduation with Latin honors, students may elect P/N grading for no more than eight semester
credits.
Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only
P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish
to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published
each semester.
Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a
student must submit a completed Application for Incomplete Grade form by the end of the semester with the Registrar’s
Office. This form states the reasons for the request, outlines the work required to complete the course, and includes the
course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion;
however, students may not attend the same course (or a portion of the same course) in a following term with an
incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by
the instructor and filing of a grade before the final day of the following academic semester. If the work is not completed
by the specified date of the following academic semester, the grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the
case, they must be completed by the grading deadlines within one year from the beginning of the first semester of
registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that
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students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory
progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and
evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory
progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Withdrawal (W) Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw.
Repeated Courses
A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which
higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each
term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades
earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade
point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat
policy.
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time Day students
will be charged an audit fee if their total credit load is over 18 credits. The charge for to audit a course is $1,000 for parttime Day and WEC students. The signature of the instructor is required to register an audit. Students who audit a course
should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance,
and any other requirements. If expectations have been met, the course will be listed on the transcript as having been
audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count
toward graduation and do not fulfill general education requirements.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other colleges. Courses taken on the P/N grading option are not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by number of credits attempted with 0.0 to 4.0 grades assigned.
Classification
Students are classified when grades are posted at the end of each term. Classification is based on the number of
semester credits completed.
Classification
Freshmen
Sophomores
Juniors
Seniors
Completed Semester Credits
0 – 27.99
28 – 59.99
60 – 91.99
92 or more
Academic Status Changes
Change of Program
Students may apply to change their “home program” completing a Change of Program form. Applications are reviewed
by the Registrar and Director of Student Financial Services. If approved, the change will take effect the following term.
Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins.
Readmission
To apply for readmission after withdrawing from the College, students must submit an Application for Readmission.
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The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing
may take up to 10 business days.
If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the
Registrar’s Office.
All financial holds must be cleared before a student can be approved for readmission.
If the student was academically dismissed, withdrew while on academic probation, or has a GPA below 2.0, they will
need to submit a personal statement explaining their circumstances for review by the Student Standing Committee.
If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies
must be submitted with the application.
Withdrawal from College
Students are urged not to abandon courses for which they are registered because this will result in failing grades on
their official academic records. If necessary, students should instead submit a Withdrawal from College form. A
Withdrawal from College form may be obtained on the Registrar’s Office webpage. The deadline to file a Withdrawal
from College is the last Friday prior to finals week. Withdrawal from College and any consequential adjustments in
accounts are effective as of the date the Withdrawal from College form is submitted to the Registrar’s Office. Students
must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form
is also available on the Registrar’s Office webpage.
Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away.
Leave of Absence
Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows
continued access to Augsburg e-mail and AugNet Records and Registration. If a student on a Leave of Absence does not
register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an
Application for Readmission form in order to re-enroll. The Leave of Absence program is not available to Day students
who withdraw from all courses while their courses are in progress.
Military Called to Active Duty
Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as
military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and
fees upon verification of call to active duty. Students must provide a copy of their orders to the Registrar’s Office.
If the student is called to duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s)
along with a notation on the transcript that the student was called to active duty. This is to assist the student with any
financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control.
Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially
completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement.
Students who are able to complete some of their courses would have their refunds adjusted to reflect this.
Students who are being placed on active duty should contact the Registrar’s and/or the Dean’s Office as soon as possible
so the College can notify all parties and aid in this process.
Student Standing Committee
The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the Committee
considers requests for:
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Minor exceptions to academic requirements and/or approval of transfer course substitutions
Extending time for an incomplete
Permission to take a course overload
Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes)
For petitions requesting a late registration, any student account holds must be cleared before submitting the petition.
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In addition, the Committee reviews students’ transcripts in determining academic probation or dismissal from the
College on academic grounds. The Committee also hears appeals from students who have been dismissed for academic
reasons.
The Committee reviews student requests for readmission to the College after dismissal or returning after leaving while
on probation, or students readmitting to the College immediately after a term in which they withdrew from College.
During fall and spring semesters, the Committee meets on the 2nd and 4th Thursday of each month. During summer
semester, the Committee meets on the 3rd Thursday of each month.
Petition Process
Petitions must include all information requested on this form and be submitted by 12 pm the day prior to the
Committee’s meeting. Petitions to change registration after a published deadline must be submitted within six months
of the deadline for the relevant term. These petitions may affect your financial aid or student account. Contact Student
Financial Services to learn any financial implications. Support of instructor, advisor, or department chair is required for
all petitions. Decisions are based on the policies and dates published in the College Catalogs, Student Guide, and
Academic Calendars. Decisions will be communicated to you by email within 3 - 5 business days of the committee’s
meeting.
1. Complete and sign the Academic/Student Standing Petition (found on the Registrar’s Office website), clearly stating
your request and rationale.
2. Obtain support from an instructor, advisor, or department chair.
• Requests to add/drop/withdraw a course must have a statement from the instructor.
3. Complete any forms that relate to the petition (i.e. Registration Form)
4. Attach any supporting documents.
• For medical issues, include medical documentation.
• For death of an immediate family member, include an obituary that states your relationship.
5. Submit completed petition (both pages) and attachments to the Registrar’s Office.
6. Check your Augsburg email account for the committee’s decision. Read the decision carefully, as you may be
required to submit further paperwork.
Catalog Applicability
Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg.
Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of
enrollment. However, students who are readmitted after more than six years away from the College must complete the
departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in
effect during their subsequent years of continuous enrollment at Augsburg.
Second Majors and Degrees
Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an
additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original
degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn
multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn
both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in
Computational Philosophy.
Evaluation of Transfer Credit
The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s).
College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or
better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg.
Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing
education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits
and exam credits issued by another institution may and will be evaluated on an individual basis. The Registrar’s Office
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evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic
departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The
College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence
Requirements section of the catalog.)
Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits
(96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer
from two-year institutions toward the minimum number of semester credits required for a bachelor’s degree. However,
courses taken beyond the credit limit can be used to meet liberal arts and major requirements.
Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
Students should consult with their faculty advisors and the Registrar’s Office before taking courses at other institutions
to ensure compliance with transfer credit policy and residency requirements.
MnSCU Transfer Students
Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will
satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one
course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer
program, the MnTC must be completed prior to enrollment at Augsburg.
Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will
satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course
(REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable
courses graded C– or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level
math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this
transfer program, the AA degree and MnTC must be completed prior to enrollment at Augsburg.
Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students
are advised to consult an academic advisor in the major department to discuss major requirements. Courses with C–
grades or below will not be accepted as prerequisites or for application to majors.
Advanced Transfer Students
Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer
Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:
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Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and Search for Meaning II
Waiver of Augsburg Seminar requirement
Waiver of Engaging Minneapolis
Waiver of the Entry-level Critical Thinking Assessment
Waiver of one Lifetime Fitness requirement (depending on transfer evaluation)
All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students.
Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for
courses completed after initial enrollment.
Transfer Credit for Military Experience
Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A
military transcript will contain credit recommendations from the American Council on Education (ACE) for training and
courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit
recommendations contained within it meet transfer credit guidelines.
Army, Coast Guard, Marine Corps, and Navy records maintained by JST: jst.doded.mil/
Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students
should submit official transcripts from these schools during the admission process.
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Graduation Requirements
The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required
to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application
forms are available at the Enrollment Center or on the Registrar’s Office webpage. Faculty advisors, the Academic
Advising staff, department chairs, and the Registrar’s Office staff are available for counsel and assistance in program
planning.
Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about
specific requirements for a second bachelor’s degree or for the equivalent of a major.
All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to
be conferred. There may be no incompletes or open courses on the academic record.
Assessment of Previous Learning (APL) Program
Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be
appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college.
The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous
learning, other than that which is transferred from another accredited institution, may be presented for examination for
possible credit toward the completion of a bachelor’s degree.
Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts
curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students may have previous learning assessed for credit
recognition. The following is a brief description of each of these means of assessment:
International Baccalaureate Program (IB)
Courses earned from the International Baccalaureate program will be considered by the College for appropriate credit.
IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the
Registrar’s Office webpage.
Advanced Placement Program (AP)
Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a
minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting
guidelines are available on the Registrar’s Office webpage.
The College Level Examination Program (CLEP)
This is a series of standardized tests developed by the College Board that are offered to students for a small fee at
regional testing centers. Students who score at or above the American Council on Education’s recommended score on
an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill
general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office
webpage.
The American Council on Foreign Languages
These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level
of knowledge in world languages to earn college credit and/or waive the modern language requirement. More
information about eligibility and qualifying languages is available from Academic Advising.
Departmental Comprehensive Exams
These are available for students to use in obtaining credit for previous learning if the following conditions are met:
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There is a departmental exam available for the subject area in question.
There is a faculty member designated by the department to administer the exam.
The Registrar approves the student’s request to take the exam.
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•
Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester
credit.
Portfolio Assessment Program
This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio
submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to
the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment
should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team
applies the following criteria:
•
•
•
•
•
There is documentable evidence of a cognitive component in the previous learning experience that involved
prescribed or systematic study of content material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student’s educational goals.
The learning and skills involved are current and could be used at the present time.
Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg
College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when
four or fewer courses remain for graduation. There is a nonrefundable application deposit of $200 to initiate the credit
assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each
course. Credit granted by portfolio review is not computed in the GPA.
Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers.
Maximum Credit Accepted for Previous Learning
While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this
learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows
a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In
compiling the 32 credits for previous experiential learning, the student may use any combination of the five assessment
processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and
credit granted through portfolio assessment.
Graduation Information
Requirements for Undergraduate Graduation
Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a
minimum GPA in major(s)/minor(s) and in total coursework, and residence.
Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester
credits required:
o Eight semester credits by independent/directed study
o 16 semester credits of internship
o 24 semester credits with a grade of Pass (P)
o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits.
o Each department sets its own limitations on the number of P/N graded courses that may be applied toward the
major and minor programs, but normally students may apply no more than eight semester credits with P grades
toward a major and no more than four semester credits with a P grade toward a minor.
2. Completion of a Major—Requirements for each major are listed under the departmental headings.
3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the
Augsburg Curriculum section.
4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors
and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors,
licensure, and certificate programs require a higher grade point average or a minimum grade in each course. See the
departmental section for details about the grade and grade point average for individual majors and minors.
1.
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5.
Residence —A minimum of 32 semester credits must be completed through Augsburg College. Additionally, no
fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange
program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL)
credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer
work and APL credits prior to reaching senior standing. Some departments have a minimum number of credits that
are required in residence within the major or minor. Consult the departmental pages of this catalog for further
information.
Latin Honors
Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin
honors upon completion of a bachelor’s degree.
Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See
individual department and program descriptions for details.)
Qualification for Latin honors is determined as follows:
Summa Cum Laude
Magna Cum Laude
Cum Laude
3.90-4.00 GPA (plus successful completion of the Summa Oral Examination)
3.80-3.89 GPA
3.60-3.79 GPA
To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more
than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted).
For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s
Office webpage.
Commencement
Though the terms are often confused, the words “graduation” and “commencement” carry different meanings.
Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the
degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all
requirements are complete.
Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to
celebrate academic achievement. Participation in commencement, however, does not mean that a student has
graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of
participation in commencement.
Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student
populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for
graduate program students and undergraduate students in the Weekend and Evening College and Rochester programs.
Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no
more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining
requirements will be completed in the summer or fall semesters immediately following commencement.
Academic Progress, Probation, and Dismissal
The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is
required for graduation; however, certain majors require a higher minimum GPA.
A student will be placed on probation and considered for continuation or dismissal if:
•
•
•
•
His/her cumulative GPA is below 2.00
He/she is a first-year student who receives two 0.0 or No Pass grades
He/she is a sophomore, junior, or senior who receives three 0.0 or No Pass grades
At the end of the first term, he/she has not fulfilled the requirements established through the Conditional Admit
Program (see the Academic Skills Office Conditional Admit Program CAP section).
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For more information on probation requirements, go to the Academic Skills Office website.
Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a
student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss.
Students on probation who voluntarily Withdraw from College must receive permission from the Student Standing
Committee to re-enroll.
Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing
Committee will review the application for readmission accompanied by any statements and evidence attesting to the
student’s commitment to academic success.
A student will be removed from probation if:
•
•
His/her cumulative GPA reaches 2.00; or
He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently
satisfies those requirements.
The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is
dismissed, he/she may appeal the decision to the Student Standing Committee within 10 calendar days of notification.
Specific appeal instructions are included in the letter of dismissal.
Students may also be dismissed from professional programs, such as social work, education, and nursing. A student
dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is
available at www.augsburg.edu/studentguide.
Dean’s List
The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is
3.50 or better. Students must be full-time (12 semester credits), graded on the traditional grading system, with no
incompletes in courses offered for credit. The Dean’s List is published on Inside Augsburg and students can choose to
submit an announcement to their hometown newspaper.
Enrollment/Degree Verification
Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student
enrollment and degree status.
Contact information is as follows:
National Student Clearinghouse
2300 Dulles Station Blvd, Suite 300
Herndon, VA 20171
Web: www.studentclearinghouse.org
Phone: 703-742-4200
Veterans of Military Service
Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and
dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services
about completion of enrollment verification and the forwarding of other information to the Department of Veterans
Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of
educational assistance funds received.
Additional information about veterans education benefits can be found at www.gibill.va.gov.
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The Augsburg Curriculum
Augsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually,
and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as
well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social
sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and
culture.
Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to
other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives.
Fitness courses offer students opportunities to develop skills for participation in exercise and sporting activities.
Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for
a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and
religious life, an Augsburg College education strives to educate its students in a real world for the real world.
Overview
The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements),
major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in
college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature
courses and experiences, a liberal arts foundation, and skills development.
Entry Level Placement Tests
Math, Writing, English, and language placement for Augsburg language courses
Core Skills
Effective Writing
Modern Language
Lifetime Fitness
The Augsburg Core Curriculum
The Augsburg First Year
•
•
•
Augsburg Seminar
Engaging Minneapolis
Many Voices Project
The Augsburg Signature Curriculum
•
Christian Vocation and the Search for Meaning I and II
The Liberal Arts Foundation
•
•
•
•
Natural Sciences and Math
Social and Behavioral Sciences
Humanities
Fine Arts
Augsburg Experience
Senior Keystone
Electives
Majors
Graduation Skills
•
Critical Thinking
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•
•
•
Quantitative Reasoning
Speaking
Writing
Entry Level Placement Tests
Prior to first-year registration, students will complete entry level skills assessments in:
•
•
•
•
•
Critical Thinking
Mathematics
Writing
Foreign Language Placement (French, German, or Spanish)
and, if applicable, English Language Learning
First-year students who begin at Augsburg in the fall of 2013 or later, who require developmental/entry-level courses,
must complete these courses by the end of their fourth term. Transfer students who begin at Augsburg in the fall of
2013 or later must complete all required developmental/entry-level courses by the end of their third term. The
developmental courses subject to this policy are:
•
•
•
•
•
GST 100
ENL 101
ENL 111 / HON 111 / ENL 112
ENL 217 / 218
MAT 103 / 105
Entry-Level Critical Thinking
Students identified as needing the entry-level critical thinking skill component, based on review of their past academic
work, are required to complete GST 100 with a minimum grade of 2.0 or better.
Entry-Level Mathematics
All students will have their math placement group (MPG) determined. In some cases, students who have transferred a
mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other
students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. Students are
required to take the Math Placement Exam before registering for the first term. Practice questions and other
information are available from Academic Advising. Students may retake the Math Placement Exam once during their
first term of enrollment.
Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for
retaking the Math Placement Exam. Students in Math Placement Group (MPG) 1 must take MAT 103 to advance to MPG
2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to
MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the
next math level.
Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite.
Entry-Level Writing
A writing sample is required of students to determine placement in an appropriate writing class. In some cases, students
who have transferred an equivalent English composition course from another college or Advanced Placement English
Language and Composition with a score of 4 or 5 may have placement determined by the Registrar’s Office. All other
students must take the Writing Placement Test, which is administered by Academic Advising.
Based on the writing sample, students are placed into the appropriate writing course. Students are required to complete
Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop
competence in composition skills are required to enroll in Developmental Writing (ENL 101) before taking Effective
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Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in
Effective Writing (ENL 111/112/HON 111).
Modern Language Assessment
Students with proficiency or experience in French, German, or Spanish will complete an assessment to determine
placement in Augsburg’s modern language courses. This assessment, administered by Academic Advising, determines
the appropriate starting point for satisfying the modern language requirement. Assessment to determine placement in
other languages taught at Augsburg is administered by faculty representing the specific language.
English Language Learners (ELL) Assessment
Students whose primary language is not English must take the ELL placement test. The placement test assesses
preparedness for classes taught in English. Students with 6 or more year of formal primary and/or secondary education
in an English speaking education system meet Augsburg’s definition of English as their primary language and therefore
are not required to take the ELL placement test. Students’ placement in ELL will be determined by their score on the
placement test. Students placing below the 85th percentile are required to enroll in ENL 217/218 - English for Language
Learners.
Near the end of each term of English for Language Learners, an objective test will be administered to all students in the
class. The score on this test will determine whether additional ELL coursework is required. A score of 85 to 100 fulfills
the student’s ELL requirement. All students who do not meet the definition of English as primary language must stay
enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course
can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL
requirement have completed the Modern Language Core Skill requirement for graduation.
Core Skills Requirements
Effective Writing
Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective
Writing with a grade of 2.0, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is
required.
Modern Language
For students who have not previously studied a modern language, completion of a two-course sequence in the same
language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement
into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement.
Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young
University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through
faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is
not guaranteed.
Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for
any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may override
assessment results as deemed appropriate.
Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the
requirement.
Students who have demonstrated competence in American Sign Language by passing an approved course sequence will
have fulfilled the Modern Language Core Skill.
Students whose first language is not English and whose score is below the minimum on the English Language Learners
(ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL
course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL
requirement will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the
English Department for additional information.
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Lifetime Fitness
Two lifetime fitness courses are required. HPE 001 - Foundations of Fitness is required of all students. The second course
may be chosen from a variety of different HPE 002 - Lifetime Activity courses. Students may test out of the activity
course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health
and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test.
Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement.
Foundations of Fitness and Lifetime Activity courses are noncredit courses and are not included in the 128 credit
graduation requirement.
The Augsburg Core Curriculum
The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens
through their engagement in a curriculum that:
•
•
•
Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills
Calls for common inquiry into questions of Christian faith and the search for meaning
Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a
diverse world
The curriculum has three major components:
•
•
•
The Augsburg Signature Curriculum
The Liberal Arts Foundation
The Graduation Skills Requirements
The Augsburg First Year
In order to help them make the transition to college and their new community, first-year weekday program students are
required to take courses containing the following components:
Augsburg Seminar
All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete
fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of
academic interest. AugSem’s purpose is to help first-year students embrace the expectations and benefits of being a
member of a learning community at Augsburg College by:
•
•
•
Encountering the community
Engaging the learning process
Exploring the self as scholar
AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps
them succeed in future college work.
Engaging Minneapolis
The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its
commitment to its urban location. Embedded in the AugSem experience, Engaging Minneapolis introduces students to
the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or servicelearning.
Many Voices Project
Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year
students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways
in which written communication can promote understanding and productive engagement among different cultures and
points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication
among diverse writers and readers.
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The Augsburg Signature Curriculum
Christian Vocation and the Search for Meaning
Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in
America. Two required courses (REL 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to this
identity and the College’s commitment to developing religious literacy and nurturing students to think critically about
the concept of vocation.
Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or
atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual
but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage
with the concept of vocation and an understanding that we are called to live and serve as neighbors. REL 100 explores
the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments
and actions we make in life.
The Liberal Arts Foundation
The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of
disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad
and solid foundation for their specialized study and professional preparation.
Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and
Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts.
The official list of approved LAF courses is found on the Registrar’s Office webpage.
Natural Sciences and Mathematics
Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab
science course.
Social and Behavioral Sciences
Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political
Science, Psychology, Sociology.
Humanities
Two approved courses from two different departments/programs: American Indian Studies, Communication Studies,
English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), Women’s
Studies.
Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts
Foundation requirements. If a student opts to take another upper-division REL course to fulfill the Search for Meaning II
requirement, it may not count toward a Humanities LAF.
Fine Arts
Two approved courses or approved activities from two different departments: Art, Film, Music, Theater Arts.
One fine arts LAF requirement can be met by participating in one of the following:
•
•
•
Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115)
Four semesters of orchestra (MUE 121)
Four semesters of concert band (MUE 141)
Augsburg Experience
All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg
Experiences highlight the College’s commitment to experiential education and active participation in the broader
community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as
Augsburg Experiences: internships and applied work experiences (including fieldwork, practicums, and student
59
teaching), faculty-student research, service-learning/community service, study abroad, and off-campus immersion
experiences.
An Augsburg Experience integrates experiential and academic learning and link on-campus learning to the goals,
mission, needs, or ideas of off-campus people, organizations, and/or communities, either through community partners,
professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the
regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time
required, credit/no-credit status, and grading options for approved Augsburg Experiences vary.
Senior Keystone
The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—
vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their
educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone
courses also meet major requirements.
The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills
and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place
in the world as leaders and servants.
ůĞĐƚŝǀĞƐ
A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major
requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach
the minimum credit requirement.
Majors
For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair.
Graduation Skills
An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative
reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements
typically are embedded in required courses in the major. Some departments, however, designate courses outside the
major or elective courses in the major that fulfill these requirements.
The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those
skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain
an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that
provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is
a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with
a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA
courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative
Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR,
departments may list this skill as embedded.
See the appropriate departmental page(s) in this catalog or consult the department chair for more information.
Core Curriculum Modifications
Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum
requirements in one of the following ways.
Bachelor of Science/Liberal Arts Foundation (LAF) Waiver
Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements,
provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses,
two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are
approved for the Bachelor of Science/LAF Waiver:
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•
•
•
•
•
•
•
•
•
•
•
•
Biology
Biopsychology
Chemistry
Elementary Education
Exercise Science
Health Education (teaching licensure only)
Mathematics
Medical Laboratory Science
Music Therapy
Nursing
Physical Education (teaching licensure only)
Physics
Bachelor of Science/Modern Language Waiver
Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language
courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language
Waiver:
•
•
•
•
•
•
•
•
Biology
Biopsychology
Chemistry
Mathematics
Medical Laboratory Science
Music Therapy
Nursing
Physics
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Majors and Minors
Majors, or concentrations of study, may be within one department, within one division, or may cross academic
disciplines.
Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details
of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the
Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a
bachelor’s degree is awarded are noted on the transcript.
Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day
Program and WEC. Listings indicated by asterisks are also offered through both the Day Program and WEC, and may
include completion of weekday evening courses for some requirements. Students are encouraged to discuss scheduling
rotation of major courses with their faculty advisor.
Weekend/Rochester students may choose a major offered in the Day program if they wish, but must adhere to
crossover registration policies and limitations. Students may also take as many courses as possible through the WEC,
then finish the major as a Day Program student. A change of program request is allowed once each academic year, and,
if approved, will take effect the following semester.
Majors and Areas of Emphasis
English*
Accounting
Communication Arts/Literature (teacher
American Indian Studies*
licensure major)
Art*
Creative Writing*
Art History
Literature, Language, and Theory*
Studio Art*
Media Writing*
Biology (BA or BS)
Environmental
Studies
Life Sciences (BA)
Exercise
Science
(BA or BS)
Biopsychology (BS)
Film
Business Administration
Finance
Economics/Business Administration
Health Education (BA or BS)
Marketing (WEC only)
History*
Music Business
International Business
Chemistry (BA or BS)
International Relations
Communication Studies
International Business Concentration
Computer Science (BA or BS)
Languages
and Cross-Cultural Studies 1
Computational Economics (BA)
Cross-Cultural Studies
Computational Philosophy (BA)
French
Economics
German
Applied Economics
Norwegian
Computational Economics
Spanish
Economics
Management
Economics/Business Administration
Economics/Political Science (teacher licensure major) Marketing
Mathematics (BA or BS)
Mathematical Economics (BS)
Medical Laboratory Science (BS)
Education
Medieval Studies
Education Studies (non-licensure)
Metro-Urban Studies
Elementary Education Studies (non-licensure)
Music
Kindergarten-Elementary (BA or BS- licensure)
Music (BA)
K-12 English as a Second Language
Music Business (BA)
Special Education: Academic Behavior
Music Education (BM)
Strategist (WEC only)
Music Performance (BM)
Secondary (non-major, licensure only)
2
Music
Therapy (BS)
Engineering
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Clinical Psychology
Psychology and Law
Social Psychology
Nordic Area Studies
Nursing (BS-Evening program offered through WEC
only)*
Philosophy
Computational Philosophy
Physical Education (BA or BS)
Physics (BA or BS)
Biophysics (BS)
Space Physics (BS)
Political Science
Political Science/Economics (teacher licensure
major)
Pre-Law
Public Policy and Political Change
Psychology
Religion*
Youth and Family Ministry
Social Work (BS)
Sociology
Student-Designed Major
Theater Arts
Design/Technical
Directing/Dramaturgy/Playwriting
Performance
Women’s Studies
Global Women's and Gender Studies
Sexuality Studies
Minors
Marketing
Mathematics
Medieval Studies
Metro-Urban Studies
Music
Music Business
Nordic Area Studies
Peace and Global Studies
Philosophy
Physical Education
Physics
Political Science
Pre-Law
Public Policy and Political Change
Psychology
Religion*
Youth and Family Ministry
Sociology
Social Welfare
Special Education
Theater Arts
Design/Technical
Film/Performance
Musical Theater
Performance
Theater History and Criticism Dramaturgy
Women’s Studies
Global Women's and Gender Studies
Sexuality Studies
Accounting
American Indian Studies*
Art
Architecture
Art History
Studio Art*
Biology
Business Administration
Chemistry
Communication Studies
Computer Science
Economics
English*
Literature, Language, and Theory
Writing
Creative Writing
Media Writing
Environmental Studies
Film
Health Education
History*
International Business
International Relations
Languages and Cross-Cultural Studies
French
German
Norwegian
Spanish
Leadership Studies
1
Cooperative program of the Associated Colleges of the Twin Cities (ACTC) and agreements with the University of
Minnesota. It is possible for students to take beginning/intermediate/advanced language courses not available at
consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC
office.
2
Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University.
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Student-Designed Major
Students may design their own major with the assistance and approval of three advisors from relevant fields and
subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows
flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with
approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should
seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design
without affecting the student’s proposed completion date. The deadline for initial submission of the program design to
AAC is the first term in which the student has achieved junior status; the final version must be approved the term before
the student achieves senior status.
Students wishing to design majors must:
1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together
constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of
approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the
validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The
advisors’ signatures and supporting letters represent their approval of the program, including the capstone course,
and their commitment to oversee the student’s progress.
2. Develop a student-designed major program proposal that includes:
•
•
•
•
A statement of learning goals and objectives
A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level
language course, and at least five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan
usually associated with a college major. Proposals must include research describing comparable programs of
study at a minimum of three other academic institutions. In addition, students should consult with the
Strommen Career and Internship Center for additional information regarding career objectives. The proposal
should provide information showing how the Augsburg Core Curriculum requirements (including graduation
skills) are to be fulfilled.
A description of the student-designed major capstone to be taken some time during the senior year. The student
should devise the capstone in consultation with advisors. It should require an integrative project/paper that
draws together the coursework up to that point and/or prepares one for further study. In addition, at least one
of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter,
though approval of the student-designed major program by all advisors presumes their approval of the capstone
course.
Submit the completed proposal and supporting documentation to the Dean’s Office.
If AAC approves the proposed major program, the student will be expected to complete the program designed and still
meet all of the other Augsburg degree requirements as stated in the college catalog.
Students who design their own majors will meet with their advisors regularly throughout the design and subsequent
evaluation of their program. Changes in the approved student-designed major may be made through the normal
petition process to the Student Standing Committee with advisor approval.
ACTC Majors
Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students
who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major
or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the
ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance
determined by the major department.
Weekend and Evening College is not part of the ACTC consortium, and WEC students may not register for ACTC courses
or complete ACTC majors under the terms of the ACTC consortium agreements.
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Other Study Programs
Teaching Licensure
Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary or K-6
license. A middle school endorsement is available in one of the following: mathematics, science, communication
arts/literature, social studies. A preprimary endorsement (3- to 5-year-olds) is also available.
Licensure is also available in the following middle school/high school fields: 5-8 general science, life sciences, chemistry,
communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in
grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete
secondary licensure coursework.
Specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), and physical education (K-12).
The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the
appropriate subject-area major and complete the secondary licensure coursework. (See Department of Education and
subject area departments for more information.)
A K-12 special education major or license in Special Education: Academic Behavioral Strategist (ABS) is available. A K-12
major and license in English as a Second Language (ESL) is also available. These two majors and licenses are offered only
through Weekend and Evening College. Students seeking elementary licensure, special education licensure, and ESL
licensure have Education Department advisors.
Students seeking 5-12 and K-12 licensure have advisors in their subject area major and in the Education Department. It is
important that students work closely with their advisors throughout their programs.
Certificate Programs
Augsburg offers undergraduate certificates through the Departments of Art and Business Administration (see
departmental pages for requirements). Certificates are available to non-degree-seeking students or students who are
completing a degree from a different academic department. A student may declare degree-seeking status after earning
a certificate.
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering
can profit from a liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of
study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning.
Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first
year to arrange for faculty advising.
List of Pre-Professional Programs:
•
•
•
•
Pre-Dentistry
o These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116, 351, 352; MAT 114 or 163 or 248;
PHY 121, 122; PSY 105. Requirements at other universities may vary.
Pre-Engineering
o See Engineering departmental page.
Pre-Law
o Students considering a career in law should examine the handbook published by the Association of American
Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance
requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School
Admission Test (LSAT) score.
Pre-Medicine
o Majors in chemistry and biology are not required in order to apply to medical schools, but many students with
an interest in the health sciences choose to major in these fields. The competitive candidate typically has
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•
•
•
•
substantially more training than the minimal course requirements. At this time, most medical schools list
prerequisite courses which are the equivalent of CHM 115, 116, 351, 352; BIO 151, 152, 253; MAT 145, 146 and
PHY 121, 122. Many also require the equivalent of BIO 369 and MAT 163 or 248. Students should take care to
examine closely the requirements of each program to which they intend to apply.
o The Medical College Admission Test (MCAT) is scheduled to be substantially altered in 2015. A new section in
social and behavioral sciences will be added and greater emphasis placed on advanced topics in biology.
Students planning to enter medical school in the fall of 2016 or later should work closely with health profession
advisors to learn how the exam will differ from the current format and what prerequisite coursework will be
required by medical schools at that time.
Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy
o Coursework in preparation for these programs should be discussed with a faculty member in the Department of
Biology.
Pre-Pharmacy
o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University
of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT
145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other
universities may vary.
Pre-Seminary
o A student may enter a theological seminary with any of several different majors, such as history, philosophy,
English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two
semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the
junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support,
including scholarship opportunities, for students considering seminary.
Pre-Veterinary Medicine
o To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the
following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116,
351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may
vary.
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Academic Organization and Departments
As a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into
a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the
academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to
students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general
education, and to give students the opportunity to study areas of particular individual interest.
Degrees Offered
Augsburg offers the following undergraduate degrees:
• Bachelor of Arts
• Bachelor of Music
• Bachelor of Science
Faculty
The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider
teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that
support their teaching. They are actively involved in an exciting faculty development program that introduces them to
current thought in many fields, but especially in teaching techniques and theories.
Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty
act as academic advisors and participate regularly in campus activities. Every incoming student receives an advisor. In
this close interaction, faculty act as both mentors and models for students.
Course Descriptions
Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course
descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of
content, approach, requirements, and evaluations for a particular course can be obtained from the instructor.
Internships and Independent Studies
Every department offers opportunities for internships and independent study. The course description and process for
registering for credit is normally the same for each department. Some departments have additional requirements that
are noted in the course description. Interdisciplinary internships are also available.
Internships
199 - Internship/Off-campus (4 credits)
A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and
site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the
departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and
permission to register.
396 - Internship/On-campus (4 credits)
397 - Internship/Off-campus (2 credits)
398 - Internship/On-campus (2 credits)
399 - Internship/Off-campus (4 credits)
A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site
supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities
inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the
beginning of the term/registration, interested students must consult with the departmental internship coordinator or a
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faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399
internships are one option for the Augsburg Experience graduation requirement.)
Directed and Independent Studies
299 - Directed Study (4 credits)
An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval
must be secured in writing from the instructor and the department chairperson before the term in which the study is
undertaken.
498 - Independent Study/Research (2 credits)
499 - Independent Study/Research (4 credits)
An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
Academic Calendar
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a
summer semester which follows the same format as both fall and spring semester.
In Augsburg’s Day Program full-time students normally take 16 credits per semester. The Day Program calendar is
coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities (ACTC), so that students
can take a course on another campus during fall or spring semester.
Weekend and Evening College (WEC) classes typically meet on alternate weekends. Some classes may meet weekly on
weekday evenings. There are seven to eight face to face class sessions supplemented by online instruction each
semester, and classes meet on weekends for 3.5 to 4 hours. Students may take up to 18 credits per semester.
Rochester campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight class
sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students may
take up to 18 credits per semester.
Courses and majors offered through Weekend and Evening College and on the Rochester campus are equivalent to their
Day Program counterparts. However, the curriculum is limited to selected liberal arts courses and majors.
Class Schedule
In general, courses are offered in both fall and spring semesters unless otherwise indicated.
Since some courses are offered alternate years, it is important that the student review major requirements and course
offerings with an advisor to ensure that all requirements can be met.
Note: Not all courses are offered in all schedules. Refer to AugNet Records and Registration for information on when
specific courses are offered.
Credits
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
Numbering
Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper
division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for
seniors.
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Prerequisites
Courses that must be taken before enrolling in a higher level course are listed in the online course description search as
prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the
professor teaching the course. Effective Writing (ENL111) and math placement prerequisites cannot be waived by the
instructor. Students may be dropped from a course if they do not earn a satisfactory grade in the prerequisite for that
course.
Divisions and Departments
The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and
instructional purposes:
Fine Arts and Humanities
American Indian Studies, Art, Communication Studies, English, History, Languages and Cross-Cultural Studies, Music,
Philosophy, Religion, Theater Arts, Women’s Studies, College librarians.
Natural and Social Sciences
Biology, Chemistry, Computer Science, Economics, Mathematics, Physics, Political Science, Psychology, Sociology.
Professional Studies
Business Administration, Education, Health and Physical Education, Nursing, Social Work.
Full explanation of departments and academic programs including major/minor requirements, graduation skills, and
other academic information is provided in the following pages, alphabetically by department.
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American Indian Studies
American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of
North America. Students will be provided with a multidisciplinary understanding of the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts,
philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of
study exposes students to the richness and beauty of North American Indian cultures.
Faculty
Eric Buffalohead (Chair), Roxanne Gould, Richard Gresczyk, Sophia Jacobson, Elise Marubbio, Jim Rock, Dale Weston
Degree and Major Requirements
American Indian Studies Major
Ten courses including:
AIS 105 ‐ Introduction to American Indian Studies
AIS 205 ‐ Contemporary American Indians
ENL 255 ‐ American Indian Literature
or AIS 264 ‐ American Indians in the Cinema
HIS 236 ‐ American Indian History
REL 370 ‐ American Indian Spirituality and Philosophical Thought
AIS 499 ‐ Senior Research Project
In addition, students must complete four electives. At least four of the courses toward the major must be upper division.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200 or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
American Indian Studies Minor
Five courses including AIS 105. At least two courses must be upper division.
For a complete list of courses and descriptions, see the Course Description Search.
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Art
Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves.
At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small campus in the heart of a major
metropolitan area. A solid foundation of drawing, design, and history is balanced with the development of technical
skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students
and professional artists. Small class sizes and an innovative faculty support creative curriculum in disciplines like
drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, architecture, and
digital media. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time;
service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from
all disciplines, and we graduate 25-30 majors annually with Bachelor of Arts degrees in art history, studio art, and art
education; we also offer an architecture minor and certificates in studio art and digital design.
For nearly half a century, students have been earning degrees in art and art history at Augsburg College. We’re excited
to be here in the center of the city. We think you will be, too.
Art Faculty
robert k. tom (Chair), Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney
Degree and Major Requirements
Note: All studio courses require significant work hours outside of class sessions. Some studio courses have lab fees.
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 - Design
ART 107 - Drawing
One course in two-dimensional art from:
ART118 - Painting I
ART 223 - Print Making I
ART 225 - Graphic Design I
ART 257 - Watercolor Painting I
One course in three-dimensional art from:
ART 221 - Sculpture I
ART 250 - Ceramics I
ART 280 - Hand Papermaking and Book Arts I
Five additional studio arts courses
ART 240 - Art History Survey
Two additional art history courses
ART 305 - Junior Exhibition and Faculty Review
ART 405 - Senior Exhibition and Faculty Review
Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show
with a faculty review, and the annual senior group exhibition.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the
following courses:
S: Choose from ART 102, 225, or upper division art history courses (ART 349, 352, 382, 385, 386, 387, 388, 389).
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W: Choose two of the following courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389.
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Art History Major
Eight art or architectural history courses including:
ART 240 - Art History Survey
ART 388 - Modern Art
Six other art or architectural history courses
Two studio courses:
ART 102 - Design
or ART 107 - Drawing
ART 118 - Painting I or ART 221 Sculpture I
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Speaking (S) and Writing (W) are embedded in the upper division art history courses and
are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following
courses:
QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a
department advisor to plan appropriately.
Departmental Honors
GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the
highest quality work, and Art Department-approved special projects and/or research. Application should be made to the
department chair before the last term of the senior year.
Studio Art Minor
Five courses including
ART 107 - Drawing
ART 240 – Art History Survey
Three additional studio courses.
Architecture Minor
Five courses including:
ART 105 - Introduction to Architectural Drawing
ART 210 - Drawing for Design in Architecture
ART 243 - History of Architecture to 1750
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ART 244 - History of Architecture after 1750
ART 249/349 - The Designed Environment
Art History Minor
Five art history courses including ART 240 - Art History Survey.
Certificate in Art
Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art
history.
Certificate in Digital Design
Eight art courses including:
ART 102 - Design
Four in digital design:
ART 215 - Web Design I
ART 225 - Graphic Design I
ART 320 - Typography
ART 340 - Digital Imaging
One art history
Two studio electives.
For a complete list of courses and descriptions, see the Course Description Search.
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Biology
We are in the midst of a revolution in biology. From the unraveling of information locked within the human and other
genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments,
biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing
on the core principles of biology, students are given the tools with which to interpret results coming out of the
revolution, and by early exposure to original independent research projects, given the opportunity to themselves
contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized,
paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become
amenable to the analytical tools of chemistry, physics, mathematics, and computer science, biology is increasingly a
multidisciplinary venture. Thus, a firm background in these sciences is also important for the successful study of biology.
Biological forces have many profound effects on society, and in turn humanity has strongly affected our biosphere. Thus,
service-learning opportunities are tightly integrated within the curriculum.
Augsburg has a strong commitment to undergraduate research. There are a variety of opportunities in the Biology
Department to work with faculty on individual research projects both during the academic year as well as during the
summer. Students at Augsburg also participate in research programs at other institutions.
For many, an undergraduate major in Biology serves as a springboard for further study. Augsburg graduates have gone
on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied
research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry.
Other graduates have gone directly into secondary education, biomedical and biotechnology industries, laboratory
research, natural resources, and environmental education.
Biology Faculty
Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew Beckman, Ralph Butkowski, William Capman, David Crowe,
Ann Impullitti
Degree and Major Requirements
Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or
Bachelor of Arts in life sciences.
Bachelor of Arts in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology, and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
BIO 361 - Plant Biology
or BIO 481 - Ecology
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
or PSY 215 - Research Methods and Statistics I
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
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or another keystone with departmental approval
Four electives from the following:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
Bachelor of Science in Biology
The total number of required courses in the department is nine courses. There are additional required supporting
courses that must be taken in other disciplines.
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 255 - Genetics
BIO361 - Plant Biology
or BIO 481 - Ecology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
PHY 121 - General Physics I
PHY 122 - General Physics II
MAT 145 - Calculus I
MAT 146 - Calculus II
BIO 490 - Biology Keystone
or SCI 490 - Integrated Science
or HON 490 - Honors Senior Seminar
or another keystone with departmental approval
Four electives from the following:
BIO 351 - Invertebrate Zoology
BIO 353 - Comparative Vertebrate Anatomy
BIO 361 - Plant Biology
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 473 - Animal Physiology
BIO 474 - Developmental Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 481 - Ecology
BIO 486 - Immunology
BIO 495 - Special Topics in Biology
PHY 317 - Biophysics
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General Education Accommodation
BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal
Arts Foundation (LAF) Waiver in the Academic Information section of the catalog.
Bachelor of Arts in Life Sciences
This major is appropriate for students also seeking secondary teaching licensure in biology.
BIO 151 ‐ Introductory Biology
BIO 152 ‐ Evolution, Ecology, and Diversity
BIO 253 ‐ Introductory Cellular Biology
BIO 255 ‐ Genetics
BIO 361 ‐ Plant Biology
or BIO 481 ‐ Ecology
MAT 114 ‐ Precalculus
or MAT 145 ‐ Calculus I
or MAT 163 ‐ Introductory Statistics
or MAT 248 ‐ Biostatistics
or PSY 215 ‐ Research Methods and Statistics I
CHM 115 ‐ General Chemistry I
CHM 116 ‐ General Chemistry II
PHY 116 ‐ Introduction to Physics
or PHY 121, 122 ‐ General Physics I, II
BIO 490 ‐ Biology Keystone
or SCI 490 ‐ Integrated Science
or HON 490 ‐ Honors Senior Seminar
or another keystone with departmental approval
Two science courses from the following:
PHY 101 ‐ Astronomy
SCI 106 ‐ Introductory Meteorology
An introductory geology course
Three electives from the following:
BIO 351 ‐ Invertebrate Zoology
BIO 353 ‐ Comparative Vertebrate Anatomy
BIO 369 ‐ Biochemistry
BIO 471 ‐ Advanced Cellular and Molecular Biology
BIO 473 ‐ Animal Physiology
BIO 474 ‐ Developmental Biology
BIO 475 ‐ Neurobiology
BIO 476 ‐ Microbiology
BIO 486 ‐ Immunology
BIO 495 ‐ Special Topics in Biology
PHY 317 ‐ Biophysics
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115
(preferred) or COM 111 or HON 130.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Transfer course policy for majors and minors
All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the
chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. At
least four upper division electives must be completed in residence (at Augsburg College).
Custom Biology Programs
Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with
their advisor, seek approval from the department to complete major requirements with as many as four upper division
courses from other institutions.
Departmental Honors
A GPA of 3.5 in biology and 3.0 overall is required. Additionally, students must successfully complete one of the
following: a) one course of approved independent study (BIO 499), b) a research internship combined with BIO 497, or c)
participation in the Mayo Innovation Scholars Program. BIO 497 and BIO 499 projects should be submitted to the
department for approval by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the
following December. BIO 497 and BIO 499 projects must include public presentation and a written report approved by
the department.
Minor
A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO
courses (200 level or above). The majority of courses in biology must be taken at Augsburg College.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology
majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO
151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry (when
appropriate) in the second year. Students should complete their math requirements early in their college careers.
Students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. A grade of 2.0 or above is
required for all supporting courses and biology courses (200 level and above) applied to the major. All biology courses
toward the major must be traditionally graded. A GPA of 2.5 in upper division biology courses is required for the life
sciences major.
*Students completing majors in biology or life science will be required to take the ETS Major Field Test in Biology. The
requirement will be transcripted as BIO 489 and students will be required to have earned a P in P/N grading in order to
fulfill one of the major options. The only requirement for earning a ‘P’ is completion of the exam, either online or on
paper.
Biology for Health Sciences
Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study
the requirements for every program well in advance of making application. In general, the pre‐medical curriculum
includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry,
statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical
College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such
typically have a more extensive list of prerequisites. Students considering a post‐baccalaureate program in these areas
should consult early and often with health science advisors Dixie Shafer, Dale Pederson, and Kelsey Richardson‐
Blackwell.
Graduate Training in Biology
Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus,
and physics. Also required is extensive involvement in research through Augsburg Experience, internships, and/or
independent study. Careful consultation with a biology advisor is recommended to select among coursework and
research options.
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Teaching Licensure Major
The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are
satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this
catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota
teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed
before beginning student teaching.
Post‐Baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher.
Required or elective courses are determined by the department following review of transcripts and prior to
matriculation.
Beta Beta Beta
Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at
least one upper division biology course and have a GPA of 3.0 in biology.
Cooperative Education and Service‐Learning
The department works with the Strommen Career and Internship Center in identifying and defining cooperative
education experiences in laboratories and other settings in the Twin Cities.
For a complete list of courses and descriptions, see the Course Description Search.
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Biopsychology
The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior.
Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of
theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and
psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental.
The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and
chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and
pharmaceutical or biotechnology industries.
Biopsychology Faculty
Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz
(Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon
(Psychology).
Degree and Major Requirements
Major
Thirteen Courses:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution and Diversity
BIO 253 - Introductory Cellular Biology
BIO 475 - Neurobiology
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
PSY 355 - Biopsychology
Two Psychology electives from the following:
PSY 299 - Directed Study (Research in Biopsychology)
or PSY 360 - Psychology Laboratory (two semesters)
PSY 354 - Cognitive Psychology
PSY 391 - Individual Differences
PSY 410 - Clinical Neuropsychology
PSY 491 - Advanced Research Seminar
PSYC 322 - Sensation and Perception (St. Thomas)
PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas)
PSYC 378 - Psychology of Language (Macalester)
PYSC 486 - Seminar in Neuropharmacology (Macalester)
Two Biology electives from the following:
BIO 255 - Genetics
BIO 369 - Biochemistry
BIO 471 - Advanced Cell and Molecular Biology
BIO 473 - Animal Physiology
BIO 495 - Special Topics in Biology: Animal Behavior (this topic only)
BIOL 356 - Cellular and Molecular Neuroscience (Macalester)
PHY 317 - Biophysics
Keystone (one required):
BIO 490 - Biology Keystone
PSY 400 - Keystone Internship
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SCI 490 - Integrated Science
Note: Students will need to take the CHM 115/116 sequence to complete the biology courses. A minimum of five
courses must be from Augsburg.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the
offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111
or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill
these skills. An average grade of 2.0, with no grade below a 1.0 is required for BIO 151 and 152. A grade of 2.0 or above
is required for all courses (200 level and above) applied to the major.
Transfer Course Policy for Majors
All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology
and psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general,
courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major.
Biopsychology Honors
GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and
evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior
year.
For a complete list of courses and descriptions, see the Course Description Search.
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Department of Business Administration
Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves
a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the
needs of the business community. The department fosters close ties with the corporate community that provide a
wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can
best serve both the student and the community by providing an education that is technically competent, ethically based,
and socially aware.
Faculty
Magdalena M. Paleczny-Zapp (Chair), William M. Arden, John C. Cerrito, David A. Conrad, George F. Dierberger, Jennifer
Grant, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor, Steven J. LaFave, Lori L. Lohman, Marc C. McIntosh, Fekri
Meziou, Milo A. Schield, Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller
General Requirements
Majors
The Department of Business Administration offers seven majors: Business Administration, Accounting, Finance,
International Business, Management, Management Information Systems, and Marketing. There is also a combined
business and economics major, which incorporates courses from both the Departments of Business Administration and
Economics.
Specializations
Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular
aspect of this major area. Within the Business Administration major there are two specializations: Marketing (WEC only)
and Music Business (Day only).
Minors
Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in
addition to their major. Minors are available to students majoring in fields outside the Department of Business
Administration, in addition to students majoring in other areas in the Department of Business Administration. The
Department of Business Administration offers six minors: Business Administration (for non-business majors only),
International Business, Music Business, Accounting, Management Information Systems, and Marketing.
Certificate Programs
Certificate programs in the Department of Business Administration are designed to meet the needs of working people
looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in
Information Technology, Business Management, and Business Finance through the WEC program, and are only available
to non-degree-seeking students. Certificate requirements are listed in Management, Finance, and Management
Information Systems sections of the catalog.
Transfer Students
Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at
least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by
the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN,
MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty
member in the student's designated major area. Suitable intervening work experience will also be considered.
Advising
Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who
teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising,
departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of
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recommendation for prospective employers or graduate programs. The business administrator is also available for
advising questions relating to degree progress, course selection, and international courses abroad.
Departmental Honors
To complete departmental honors in the Department of Business Administration, students need to consult with the
department chair. Students need to apply to the department and start the process during their junior year.
Internships
Students are strongly encouraged to work with the Strommen Career and Internship Center and department faculty to
obtain an internship during their junior or senior year. Internships can provide students with experience that may be
valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships.
Study Abroad
The Department of Business Administration faculty actively support international study. For additional details, see the
section on International Partners under International Programs in this catalog, or consult the departmental coordinator
and/or the department administrator for international business courses or other overseas opportunities.
Entrepreneurship
Students are encouraged to take BUS 254 - Entrepreneurship.
P/N Grades
Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits
with a P grade toward a minor. Please refer to the P/N and graduation requirements section of this catalog for specific
details regarding P/N grades.
For a complete list of courses and descriptions, see the Course Description Search.
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Business Administration
The major in Business Administration prepares students for professional careers in business administration or for
graduate studies. The two specializations within this major share a common business core. This common core provides
students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external
changes in circumstances and opportunities.
Degree and Major Requirements
Business Core
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Specialization in Music Business (Day students only)
Business Core* plus eight courses:
MUS 105 - The Music Business
MUS 245 - Arts Management and Concert Promotion
MUS/BUS 399 - Internship
ECO 112 - Principles of Macroeconomics
One additional music business elective (4.0 credits taken at Augsburg or MSCM)
12 semester credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in
residence at Augsburg) selected from:
MUS 101 - Materials of Music I
MUS 102 - Materials of Music II
MUS 111 - Aural Skills I
MUS 112 - Aural Skills II
MUS 130 - Introduction to Music in the Fine Arts
MUS 220 - Worlds of Music
MUS 241 - History of Jazz
(other MUS courses as approved by advisor)
*Music Business majors may substitute BUS 254 in place of BUS 242 or 200.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses.
The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either BUS 264 or
BUS 379 or COM 352 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
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Specialization in Marketing (WEC students only)
Business Core plus five courses:
ECO 112 ‐ Principles of Macroeconomics
BUS 264 ‐ Statistical Literacy for Managers
or BUS 379 ‐ Quantitative Methods for Business and Economics
MKT 352 ‐ Marketing Research and Analysis
MKT 355 ‐ Marketing Communications
or MKT 357 ‐ Advertising
MKT 450 ‐ Marketing Management
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the business administration major, marketing specialization.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Combined Major in Business Administration and Economics
Eleven courses including:
ACC 221 ‐ Introduction to Financial Accounting
ACC 222 ‐ Introduction to Managerial Accounting
BUS 242 ‐ Principles of Management
or BUS 200 ‐ Exploring Business as a Vocation
MKT 252 ‐ Principles of Marketing
BUS 379 ‐ Quantitative Methods for Business and Economics
or FIN 331 ‐ Financial Management
One other upper division BUS, ACC, FIN, MIS, or MKT course
ECO 112 ‐ Principles of Macroeconomics
ECO 113 ‐ Principles of Microeconomics
ECO 312 ‐ Intermediate Macroeconomics
ECO 313 ‐ Intermediate Microeconomics
One other upper division ECO course
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning
(QR) graduation skill is met by completing two courses: ECO 112 or 113 (QF) and either BUS 379 or ECO 318 (QA).
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 ‐ Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in Business Administration (open to non‐business majors only)
Six courses including:
ACC 221 ‐ Introduction to Financial Accounting
ACC 222 ‐ Introduction to Managerial Accounting
BUS 242 ‐ Principles of Management
or BUS 200 ‐ Exploring Business as a Vocation
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MKT 252 - Principles of Marketing
BUS 379 - Quantitative Methods for Business and Economics
or BUS 264 - Statistical Literacy for Managers
or FIN 331 - Financial Management
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
Other configurations may be permitted with approval of the department chair.
Minor in Music Business
The Music Business minor is a course of study designed both for the music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the music and business departments. See the Music department for requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Accounting
Accountants perform an important function in society by providing high-quality financial information. Augsburg
Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the
areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take
courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs
of business managers and others who rely on accounting information.
Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants,
management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to
work as accountants in business, government, and nonprofit organizations and to work in other positions requiring
engagement with financial information.
The Augsburg Accounting major also provides students with the accounting and business coursework required to take
the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their
Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have
completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant
work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified
Management Accountant (CMA) exam.
Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation.
Students interested in learning more can find information at the following websites:
CPA exam general information: www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx
State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules/?id=1105.1500
CMA exam: www.imanet.org/cma_certification.aspx
Degree and Major Requirements
Accounting Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Accounting Courses
Nine courses including:
ECO 112 - Principles of Macroeconomics
BUS 301 - Business Law
BUS 379 - Quantitative Methods for Business and Economics
ACC 322 - Accounting Theory and Practice I
ACC 323 - Accounting Theory and Practice II
ACC 324 - Managerial Cost Accounting
ACC 326 - Tax Accounting
ACC 423 - Auditing
ACC 425 - Advanced Accounting
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Joint Bachelor of Arts in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a
weekend schedule. Refer to the Graduate Studies Catalog for a complete list of courses.
It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion
of the five-year program.
Requirements:
1.
Students must apply for admission to the MAL program at the end of their junior year. The application process
includes submission of a completed application form, three letters of recommendation (two from professors and
one from an employer), a personal statement, an example of writing in an academic paper, a GPA of at least 3.30,
and an interview with a three-person panel from the MAL program.
2.
Students must also have faculty endorsement from the Accounting program.
3.
Students must complete at least one year of accounting work experience (either a job or internship) by the time
they graduate from the MAL program.
Program Coordinator: Stu Stoller
Minor in Accounting
This minor is recommended for majors in MIS and Finance.
Six courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
ACC 322 - Accounting Theory and Practice I
ACC 323 - Accounting Theory and Practice II
ACC 324 - Managerial Cost Accounting
One of the following:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
FIN 331 - Financial Management
or BUS 379 - Quantitative Methods for Business and Economics
For a complete list of courses and descriptions, see the Course Description Search.
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Finance
The Finance major prepares students for professional careers in corporate finance and the financial services industry.
Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and
portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance
majors take courses in other business areas necessary so that they have a broad understanding of how finance serves
the needs of business managers and others who rely on financial information.
Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking,
asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial
analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions
requiring engagement with financial information.
Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as
Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as
the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP).
Degree and Major Requirements
Finance Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Finance Courses
Eight courses including:
ECO 112 - Principles of Macroeconomics
BUS 301 - Business Law
BUS 379 - Quantitative Methods for Business and Economics
ACC 322 - Accounting Theory and Practice I
FIN 433 - Financial Theory: Policy and Practice
FIN 438 - Investment Theory
FIN 460 - International Finance
ECO 315 - Money and Banking
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
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Business Finance Certificate Program
The Business Finance Certificate provides students with the knowledge needed to pursue positions in the banking or
brokerage industry, provides basic background for Series 6, 7, 63 examinations, and will partially meet requirements for
the Level I CFA examination. It is designed for students who want to supplement a previously obtained Bachelor’s
degree or who are looking to enhance skills in their current job or to pursue a new career. The Business Finance
Certificate is available to non-degree-seeking students and is available through the WEC program. The certificate
consists of six courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO 315.
Students are required to be in Math Placement Group 3. They must also have a background in computer skills (especially
spreadsheets), or take MIS 260 before admission to the certificate program. Students must achieve a minimum 2.0
grade point average in all Business Finance Certificate courses.
For a complete list of courses and descriptions, see the Course Description Search.
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International Business
The objective of the International Business major is to prepare students for the increasingly competitive and
interdependent international business world with which they must cope. It is absolutely necessary for American
graduates to be fully informed about how to compete and do successful business outside the US as well as in the US
market where much of their competition is from foreign firms.
Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of
international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a
successful international business person. Besides your studies in business, finance, banking, and the like, you will also
learn about different cultures and societies. A major in International Business will lead you to exciting careers in a global
context.
Degree and Major Requirements
International Business Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required International Business Courses
Six courses including:
BUS 264 - Statistical Literacy for Managers
or BUS 379 - Quantitative Methods for Business and Economics
BUS 362 - International Business
BUS 465 - International Management
ECO 112 - Principles of Macroeconomics
MKT 466 - International Marketing
One additional upper division course in either International Business or International Economics. Options include:
ECO 360 - International Economics
ECO 370 - International Economic Development
FIN 460 - International Finance
Students must also complete three semesters of a foreign language (or equivalent). This does not include American Sign
Language. The language requirement may be waived for international students. Contact the International Business
coordinator for details on language equivalents or other configurations, including transfer equivalencies.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the international business major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
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Minor in International Business
Six courses including:
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
or MKT 252 - Principles of Marketing
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
Three courses in International Business (one may be in international economics). Options include:
BUS 362 - International Business
BUS 465 - International Management
ECO 360 - International Economics
ECO 370 - International Economic Development
FIN 460 - International Finance
Students should consult the area coordinator concerning acceptable alternatives in International Economics. For a
complete list of courses and descriptions, see the Course Description Search.
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Management
The major in Management prepares the student for a wide variety of careers in supervision and senior management.
Peter Drucker once commented that effective management is probably the main resource of developed countries and
the most needed resource in developing ones.
The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills
developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit
sectors.
In addition to the general Business core courses, students take courses in human resources, strategy, international
management, project management and/or quantitative methods of management.
Degree and Major Requirements
Management Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MKT 252 - Principles of Marketing
MIS 260 - Problem Solving for Business
Required Management Courses:
Six courses including:
ECO 112 - Principles of Macroeconomics
BUS 264 - Statistical Literacy for Managers
or BUS 379 - Quantitative Methods for Business and Economics
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
MIS 376 - Project Management
or ECO 318 - Management Science
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the Management major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Business Management Certificate Program
The Business Management Certificate Program is designed for students who want to add to a current degree, update
previously learned skills, change or explore a new career, or increase their value in the job market. It is available to nondegree-seeking students through the WEC program.
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The certificate consists of five courses:
BUS 242 - Principles of Management
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
BUS 465 - International Management
One of the following
BUS 254 - Entrepreneurship
ECO 318 - Management Science
MIS 376 - Project Management
For a complete list of courses and descriptions, see the Course Description Search.
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Management Information Systems
The major in Management Information Systems prepares students for professional careers in information systems such
as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems
as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design
and develop new systems. MIS is an extensive major (16 courses) and includes courses from Computer Science,
Mathematics, Economics, Business, Accounting, Finance, and Marketing as well as from MIS.
Degree and Major Requirements
Management Information Systems Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required MIS Courses
Six courses including:
BUS 264 - Statistical Literacy for Managers
or BUS 379 - Quantitative Methods for Business and Economics
MIS 270 - Data Management for Business
MIS 375 - Management Information Systems in the Organization
MIS 376 - Project Management
MIS 475 - Systems Analysis and Design
MIS 476 - Information Systems Projects
Three required supporting courses:
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
or CSC 240 - Introduction to Networking and Communications
MAT 171 - Discrete Mathematics for Computing
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone Requirement.
Minor in MIS
Six courses including:
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
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or BUS 200 - Exploring Business as a Vocation
or MKT 252 - Principles of Marketing
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
Two courses selected from:
MIS 270 - Data Management for Business
MIS 375 - Management Information Systems in the Organization
MIS 376 - Project Management
or ECO 318 - Management Science
Information Technology Certificate
The Information Technology (IT) Certificate program is comprised of six courses, which are part of the Management
Information Systems (MIS) degree program. Non-degree-seeking students can complete these six courses to earn the
certificate. The certificate is available through the WEC program. Students who do not have a degree are eligible to go
on with their studies to complete the BA in MIS.
The six certificate courses are:
MIS 260 - Problem Solving for Business
MIS 270 - Data Management for Business
MIS 375 - Management Information Systems in the Organization
MIS 376 - Project Management
CSC 160 - Introduction to Computer Science and Communication
CSC 240 - Introduction to Networking and Communications
Students can vary the order of courses taken. However, MIS 260 should be the first MIS course, and CSC 160 should be
the first CSC course taken. Students are required to meet a math proficiency level of MPG 3 prior to entering this
program.
For a complete list of courses and descriptions, see the Course Description Search.
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Marketing
The Marketing major prepares students for professional careers in a wide variety of marketing functions within both
business and nonprofit organizations. Career avenues include marketing research, product management, marketing
communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating
both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes
it easy for Marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities
companies and nonprofit organizations.
Degree and Major Requirements
Marketing Major
Business Core Requirements
Seven courses including:
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
or BUS 200 - Exploring Business as a Vocation
ECO 113 - Principles of Microeconomics
FIN 331 - Financial Management
MIS 260 - Problem Solving for Business
MKT 252 - Principles of Marketing
Required Marketing Courses
Eight courses including:
ECO 112 - Principles of Macroeconomics
BUS 264 - Statistical Literacy for Managers
or BUS 379 - Quantitative Methods for Business and Economics
BUS 301 - Business Law
MKT 352 - Marketing Research and Analysis
MKT 450 - Marketing Management
MKT 466 - International Marketing
MKT 350 - Consumer Behavior
or MKT 354 - Sales Management
MKT 355 - Marketing Communications
or MKT 357 - Advertising
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg
Core Curriculum Senior Keystone requirement.
Minor in Marketing
Five courses including:
MKT 252 - Principles of Marketing
MKT 352 - Marketing Research and Analysis
MKT 355 - Marketing Communications
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or MKT 357 - Advertising
Two additional Marketing courses.
This minor is recommended for anyone who wishes to further their knowledge of the marketing field.
For a complete list of courses and descriptions, see the Course Description Search.
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Chemistry
Chemistry is the science that examines and works toward understanding changes in matter. Chemistry has been
described as the central science because matter includes the entire physical world, such as the things we use, the food
we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology
opens vistas that excite and offer opportunities to benefit the entire world.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of
providing a public understanding of their work, including potential problems as well as benefits.
Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific.
Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major
that meets the chemistry background required by many fields.
Consonant with these ideals, the Chemistry Department has established the following objectives to help its students
develop into mature scientists:
•
•
•
•
To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry
major to compete successfully with their peers of similar ability in graduate school or research positions, as well as
professional goals other than traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining
competent in their field, however that may change after graduation, and be able to move into new areas as
opportunities arise.
To encourage students to take a broad view of their education and to integrate outside study areas with the
sciences.
To present the excitement of chemistry to non-science majors as an example of the methodology of the natural
sciences in examining the world around us. The presentation of major concepts underlying the changes in matter,
the opportunity to examine change in the physical world, and the reflection of the implications and limitations of
science in our society will enhance the ability of non-science persons to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Sandra L. Olmsted (Chair), Ron L. Fedie, Vivian Feng, Arlin E. Gyberg (emeritus), David R. Hanson, Joan C. Kunz, Michael
Wentzel
Degree and Major Requirements
Bachelor of Arts
Major in Chemistry
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
or CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 491 - Chemistry Seminar (four semesters)
SCI 490 - Integrated Science
or other approved Keystone
One course in Bio-Organic Chemistry or Biochemistry
MAT 145 - Calculus I
MAT 146 - Calculus II
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PHY 121 - General Physics I
PHY 122 - General Physics II
One additional course from:
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
CHM 367 - Properties of Polymers
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Advanced Analytical Chemistry
CHM 482 - Advanced Inorganic Chemistry
CHM 495 - Topics
CHM 499 - Independent Study/Research
PHY 317 - Biophysics
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Chemistry for Pre-Professional Students
Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc.—see pre-professional program listings in the
Academic Information section) should consult the Chemistry Department for assistance in course planning early in their
college careers.
Bachelor of Science (non-ACS-Approved)
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
One 4 semester credit course in Bio-Organic Chemistry or Biochemistry
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 - Calculus I
MAT 146 - Calculus II
PHY 121 - General Physics I
PHY 122 - General Physics II
SCI 490 - Integrated Science
or other approved Keystone
One of:
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics,
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
Three from these electives (12 semester credits)
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics,
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 464 - Advanced Organic Chemistry
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CHM 481 - Advanced Analytical Chemistry
CHM 482 - Advanced Inorganic Chemistry
CHM 367 - Properties of Polymers
CHM 470 - Principles of Medicinal Chemistry
CHM 495 - Topics in Chemistry
CHM 499 - Chemistry Research
PHY 317 - Biophysics
Bachelor of Science (American Chemical Society Approved Major)
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics,
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy,
CHM 464 - Advanced Organic Chemistry
CHM 481 - Advanced Analytical Chemistry
CHM 482 - Advanced Inorganic Chemistry
CHM 491 - Chemistry Seminar (four semesters)
CHM 490 - Keystone
One course in Bio-Organic Chemistry or Biochemistry
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 121 - General Physics I
PHY 122 - General Physics II
One course from:
CHM 367 - Properties of Polymers
CHM 470 - Principles of Medicinal Chemistry
CHM 495 - Topics in Chemistry
CHM 499 - Independent Study/Research
PHY 317 - Biophysics
Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency.
Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146
in the first year and PHY 121, 122 in the sophomore year.
General Education Accommodation
BS Chemistry majors are allowed a two-course reduction in the general education program. See Graduation
Requirements modification section of this catalog.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met
through COM 115 (or COM 111) and further developed in upper division chemistry courses.
Departmental Honors
Full ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; one course (4 semester credits) summer of
approved research; participation in seminar.
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Minor in Chemistry
Five courses that must include: CHM 115, 116, CHM 353, and any two other Chemistry courses above 300. At least one
of the 300-level courses must be taken at Augsburg.
Note: Other restrictions and prerequisites are in the course descriptions.
Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course
requirements for the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Communication Studies
Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative
choices that are artful, ethical, and effective. Students who major in Communication Studies are concerned with
interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and
intercultural dimensions of communication.
Prospective majors should meet with a departmental advisor as early as possible to design an approved major program,
preferably by the end of the sophomore year.
Faculty
Communication Studies
Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Daniel Hanson, Jenny Hanson, David
Lapakko
Film Studies
Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen,
Doug Green, Jenny Hanson, Martha Johnson, Elise Marubbio
Degree and Major Requirements
Communication Studies Major, BA
For transfer students, at least six of these courses must be taken at Augsburg.
Required of all Communication Studies majors:
COM 111 ‐ Public Speaking
or COM 112 ‐ Contest Public Speaking
or COM 115 ‐ Scientific and Technical Public Speaking
COM 120 ‐ Mass Media and Popular Culture
COM 254 ‐ Interpersonal Communication
or COM 355 ‐ Small Group Communication
COM 280 ‐ Introduction to Communication Studies
COM 281 ‐ Research Methods
COM 329 ‐ Intercultural Communication
COM 351 ‐ Argumentation
COM 352 ‐ Persuasion
COM 490 ‐ Keystone: Critical Conversations about Vocation
A total of 3 electives must be taken from following categories (one course must be from COM):
1 to 3 electives from the following (May not count the same course twice):
COM 243 ‐ Studio Production
COM 247 ‐ Documentary History and Theory
COM 299 ‐ Directed Study
COM 321 ‐ Business and Professional Speaking
COM 345 ‐ Organizational Communication
COM 399 ‐ Internship
COM 405 ‐ Nonverbal Communication
COM 415 ‐ Advanced Critical Media Studies
COM 480 ‐ Public Relations/Promotional Communication
COM 499 ‐ Independent Study
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0 to 2 approved outside electives from another major, for example:
ART 132 ‐ Photography I
ART 215 ‐ Web Design I
ART 225 ‐ Graphic Design I
BUS 242 ‐ Principles of Management
ENL 227 ‐ Journalism
ENL 228 ‐ Broadcast and Online Journalism
FLM 399 ‐ Internship
MKT 252 ‐ Marketing
Another course approved by Communication Studies department
Communication Arts/Literature Teacher Licensure Major
This major, which includes secondary education coursework and student teaching requirements in the Education
Department, offers students the preparation necessary to become teachers of communication arts and literature in
public schools and allows them to become licensed to teach at the middle school through the secondary level.
Recommendation for teacher licensure is granted only to students who complete the requirements for this program
with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All
requirements in the major must be completed prior to student teaching. The course requirements for this program are
listed in the English Department section of the catalog.
Departmental Honors
Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific
project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a
3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality
(COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a
proposal for the honors project.
Communication Studies Minor
Six courses including:
COM 111 ‐ Public Speaking
or COM 112 ‐ Contest Public Speaking
or COM 115 ‐ Scientific and Technical Speaking
COM 254 ‐ Interpersonal Communication
COM 280 ‐ Introduction to Communication Studies
COM 120 ‐ Mass Media and Popular Culture
or COM 243 ‐ Studio Production
or POL 342 ‐ Mass Communication in Society
COM 351 ‐ Argumentation
or COM 352 ‐ Persuasion
COM 355 ‐ Small Group Communication
or COM 345 ‐ Organizational Communication
Film Major
The Augsburg Film major reflects our belief that students are transformed through a well‐rounded curriculum that
encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between
theory and practice. The major explores the tension between art and commerce through dialogues with film industry
members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain
experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the
study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields
such as Art, English, Theater, Philosophy, Communication Studies, Women’s Studies, and American Indian Studies, to
name a few.
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Required of all Film Majors:
Nine Core Courses:
FLM 180 ‐ Film Sight and Sound
FLM 216 ‐ Film Production I
ENL 241 ‐ Intro to Cinema Arts
COM 247 ‐ Documentary History and Theory
FLM 260 ‐ Documentary Production I
ENL 371 ‐ History of Cinema
FLM 420 ‐ Issues in Contemporary Cinema
FLM 490 ‐ Film Studies Keystone: Critical Conversations about Film and Vocation
THR 232 ‐ Acting
or THR 233 ‐ Acting for Camera
Three electives must be chosen from the three defined tracks below in consultation with your advisor, who is designated
by the program director. Note that not all elective courses are offered every year, so alternatives within the track may
have to be chosen.
Track 1: Production
Students interested in producing films or videos choose from:
ART 132 ‐ Photography
ART 215 ‐ Web Design I
ART 315 ‐ Web Design II
ART 340 ‐ Digital Imaging
COM 243 ‐ Studio Production
ENL 228 ‐ Broadcast and Online Journalism
ENL 328 ‐ Screenwriting
FLM 312 ‐ Film Production II
FLM 348 ‐ Intermediate Video Production
FLM 399 ‐ Internship
FLM 499 ‐ Independent Study
MUS 130 ‐ Introduction to Music in the Fine Arts
PHY 119 ‐ Physics for the Fine Arts
THR 328 ‐ Theatrical Design
Track 2: Performance
Students interested in acting and directing choose from:
ENL 325 ‐ Playwriting I
ENL 328 ‐ Screenwriting
PHY 119 ‐ Physics for the Fine Arts
THR 233 ‐ Acting for Camera
THR 328 ‐ Theatrical Design
THR 350 ‐ Voice for Speech, Stage, and Screen
THR 366 ‐ Stage Direction
FLM 399 ‐ Internship
FLM 499 ‐ Independent Study
Track 3: Theory and Culture
Students interested in analysis of film, film genres, and cultural context choose from:
ART 240 ‐ Art History Survey
AIS 264 ‐ American Indian in the Cinema
AIS 364 ‐ Indigenous Filmmakers
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AIS 208/408 ‐ Native American Women and Film
ENL 221 ‐ Intermediate Expository Writing About the Arts
ENL 228 ‐ Broadcast and Online Journalism
ENL 328 ‐ Screenwriting
ENL 240 ‐ Introduction to Literary Study
ENL 430 ‐ Advanced Studies in Theory and Method
FLM 399 ‐ Internship
FLM 499 ‐ Independent Study
PHI 120 ‐ Ethics
PHY 119 ‐ Physics for the Fine Arts
SPA 248 ‐ Spanish and Latin American Culture Through Film
REL 309 ‐ Religion at the Movies
Film Minor:
COM 120 ‐ Mass Media and Popular Culture
COM 247 ‐ Documentary History and Theory
ENL 241 ‐ Introduction to Cinema Arts
ENL 371 ‐ History of Cinema
FLM 180 ‐ Film Sight and Sound
FLM 420 ‐ Issues in Contemporary Cinema
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and PHY 119 for Film majors.
Note: For transfer students, at least three of these six courses must be courses offered at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Computer Science
The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation
in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in
computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their
coursework by electing an internship, undergraduate research experience, or cooperative education experience. Our
location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to
add practical applications to their education.
Computer Science Faculty
Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters
Degree and Major Requirements
Computer Science Major, Bachelor of Arts
Twelve courses including:
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 240 - Introduction to Networking and Communications
CSC 320 - Algorithms
CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
CSC 450 - Programming Languages and Compilers I
CSC 451 - Programming Languages and Compilers II
MAT 114 - Precalculus (or MPG 4)
MAT 171 - Discrete Mathematics for Computing (recommended)
or MAT 145 Calculus I
Two electives from:
CSC courses above 200
PHY 261 - Electronics
MIS 475 - Systems Analysis and Design
MAT 355 - Numerical Mathematics for Computation
At least one elective must be an upper division course.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by COM 111 or 115 (115
recommended) or a sequence of courses and presentations approved in consultation with the Computer Science
department. Consult your faculty advisor for details.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computer Science Major, Bachelor of Science
Sixteen courses including:
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 240 - Introduction to Networking and Communications
CSC 320 - Algorithms
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CSC 345 - Principles of Computer Organization
CSC 385 - Formal Logic and Computation Theory
CSC 450 - Programming Languages and Compilers I
CSC 451 - Programming Languages and Compilers II
MAT 145 - Calculus I
MAT 146 - Calculus II
Two courses from:
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures (recommended)
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
And three electives from:
CSC courses above 200
PHY 261 - Electronics
MIS 475 - Systems Analysis and Design
MAT 355 - Numerical Mathematics for Computation
At least two electives must be upper division courses.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: COM 111 or 115 (COM
115 recommended), or a sequence of courses and presentations approved in consultation with the Computer Science
Department. Consult your faculty advisor for details.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Computational Economics
The Computational Economics major has been designed to serve students with need for some basic understanding of
computer science and economics. The major requires six courses from Computer Science, six from Economics, and a
required capstone independent study. Students interested in this major should consult with the faculty in Computer
Science, in Economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics
Noel Petit, Department of Computer Science
Major in Computational Economics
Major in Computational Economics
Thirteen courses including:
MAT 145 - Calculus I
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 240 - Introduction to Networking and Communications
or CSC 320 - Algorithms
or CSC 352 - Database Management and Design
CSC 345 - Principles of Computer Organization
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
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ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 318 - Management Science
ECO 315 - Money and Banking
CSC/ECO 499 - Independent Study
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Computational Philosophy
Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic,
artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven
courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this
major should consult with the faculty in computer science, in philosophy, or one of the coordinators.
Coordinators: David Apolloni, Department of Philosophy, and Noel Petit, Department of Computer Science
Major in Computational Philosophy
Fourteen courses including:
MAT 171 - Discrete Mathematics for Computing
or MAT 145 - Calculus I
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
CSC 210 - Data Structures
CSC 320 - Algorithms
CSC 373 - Symbolic Programming and Artificial Intelligence
CSC 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-Century Philosophy
PHI 365 - Philosophy of Science
PHI 410 - Topics in Philosophy
or CSC 495 - Advanced Topics in Computer Science
One upper division elective in philosophy
Graduation Skills
The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Departmental Honors
GPA of 3.50 in Computer Science major courses, GPA of 3.10 overall, and an independent study project.
Computer Science Minor
Six courses including CSC 160, 170, 210, 345, one additional upper division Computer Science course, and one of MAT
171 or MAT 145.
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A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course
must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science
course.
For a complete list of courses and descriptions, see the Course Description Search.
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Economics
The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and
an emphasis on national and international issues. Students who graduate with an economics major are well prepared to
continue their education in a variety of fields or to work successfully in business and government because of the strong
liberal arts emphasis within the major.
The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics,
Computational Economics, and Economics and Political Science (Education majors only).
The Economics major and the Applied Economics majors lead to careers in the business world or government. The
Mathematical Economics major is designed for students who intend to attend graduate school in economics or another
quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative
fields immediately upon graduation, e.g., research analysts or actuaries. Computational Economics provides a liberal arts
entry into the field of computer science. The combined Economics/Business Administration major allows students great
flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary
education licensure students to obtain a solid background for teaching economics.
The study of economics provides a firm foundation for confronting change because it presents a disciplined way to
analyze and make choices. An Economics major prepares students for community leadership and leads to a great
diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law
and potential Master of Business Administration students are especially encouraged to consider Economics as a major or
a minor.
Students are able to combine an Economics major with other disciplines such as Business Administration, International
Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs.
Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are
encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science.
Consult an advisor for specific course suggestions.
For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in
Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended.
Students must consult with the department chair and the Strommen Center before registering for an internship for
academic credit.
Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor.
Transfer classes must have been completed in the last 10 years with at least a 2.0 grade.
Economics Faculty
Keith Gilsdorf (Chair), Jeanne Boeh, Stella Hofrenning, Bernard Walley
Degree and Major Requirements
Major in Economics, BA
ECO 112- Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
Three upper division economics electives
BUS 379 - Quantitative Methods for Business and Economics
or MAT 163 - Introductory Statistics
MAT 114 - Precalculus
or MAT 145 - Calculus I
or MAT 146 - Calculus II
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about
potential adjustments to their course requirements to fulfill each of these skills.
Major in Applied Economics, BA
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
or ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
ECO 490 - Research Methods in Econometrics
ECO 360 - International Economics
ECO 318 - Management Science
ECO 350 - Labor Economics
ECO 399 - Internship Program
or ECO 499 - Independent Study
BUS 379 - Quantitative Methods for Business and Economics
or MAT 163 - Introductory Statistics
ENL 223 - Writing for Business and the Professions
PHI 120 - Ethics
or PHI 125 - Ethics and Human Identity
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Major in Computational Economics, BA
See Computer Science.
Combined Major in Economics and Business Administration, BA
Five Economics courses and supporting courses in other departments:
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
ACC 221 - Introduction to Financial Accounting
ACC 222 - Introduction to Managerial Accounting
BUS 242 - Principles of Management
MKT 252 - Principles of Marketing
FIN 331 - Financial Management
or BUS 379 - Quantitative Methods for Business and Economics
One upper division Economics course elective
One upper division Business elective
Major in Mathematical Economics, BS
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
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ECO 313 - Intermediate Microeconomics
ECO 416 - Mathematical Economics
ECO 490 - Research Methods in Econometrics
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 373 - Probability and Statistics I
MAT 374 - Probability and Statistics II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 324 - Analysis
or MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences
or MAT 377 - Operations Research
Two upper division economics course electives
Recommended Courses:
CSC 160 - Introduction to Computer Science and Communication
CSC 170 - Introduction to Programming
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting
the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Teacher Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Teaching Major in Political Science and Economics
See Political Science.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of
concentration.
Minor in Economics
ECO 112 - Principles of Macroeconomics
ECO 113 - Principles of Microeconomics
ECO 312 - Intermediate Macroeconomics
ECO 313 - Intermediate Microeconomics
One additional upper division economics course
Other configurations may be permitted by consulting with the department chair.
Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as
possible in order to carefully plan their program of study.
For a complete list of courses and descriptions, see the Course Description Search.
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Education
The Department of Education maintains liberal arts-based teacher education programs that are accredited by the
Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead
to recommendation for licensure to the State of Minnesota for:
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Elementary (grades K-6);
Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in
life science, chemistry, and physics;
K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the NEW special
education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in WEC
program only)
Optional endorsements for a K-6 elementary license include preprimary (ages 3-5), mathematics (grades 5-8),
general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8).
Program availability
Degree and/or licensure programs are available in both the Day and WEC programs. WEC degree and licensure programs
are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and ABS.
Additional licensure programs are available through the Day program and open to WEC students who can take courses
on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are
available on a weekend or weekday late afternoon/evening schedule. P-12 field service requirements associated with
courses and student teaching must be completed during regular P-12 school hours. All students must have some time
available each term for field service in P-12 educational settings.
Graduate Master of Arts in Education
A graduate level licensure option is available in the WEC program to those already holding a BA/BS degree. Graduate
courses taken for licensure can be applied to a Master of Arts degree in Education (MAE).
Licensure only
Students who have completed a BA/BS degree may complete a licensure only program within the day or WEC
undergraduate program. Contact the Education Department or the Office of Admissions for information.
Program Overview
Students in all degree and/or licensure programs must apply for acceptance into the Education Department prior to
beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). All students are required to take the
Minnesota Teacher License Exam (MTLE) in basic skills—reading, writing, and mathematics—prior to admission to the
department and must pass the MTLE basics skills tests before student teaching. Additional criteria for acceptance into
the Education Department are available through the department website. Students complete a semester of full-time
student teaching at the conclusion of their degree and/or licensure. State law requires passing appropriate exams
(MTLE, pedagogy, and content exams) prior to recommendation for licensure. Students who entered Augsburg College
under earlier catalogs must comply with the requirements of the new licensure programs.
The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the
department for details. The department also offers a Special Education minor which is described at the end of this
section.
Students are assigned an Education Department program advisor upon request or at the outset of EDU coursework. All
students are expected to become knowledgeable about programs and follow through with department policies.
Handbooks outlining programs and policies are available through the Education Department and website.
Student Teaching Abroad
Selected Education Department students may participate in an international student teaching program. Those interested
in further information should contact the Education Department at least one year prior to student teaching. Students
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who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty
supervision.
Education Faculty
Jeanine Gregoire (Chair), Kathy Accurso (Rochester), Elizabeth Ankeny, Chris Brown, Joseph Erickson, Gretchen Irvine,
Audrey Lensmire, Gregory Krueger, Cari MacGuire, Susan O’Connor, Vicki Olson, Donna Patterson, Barbara Short,
Christopher Smith, Diane Vodicka, Barbara West
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Elementary Education
Major and Licensure Requirements
Elementary Education majors are required to complete the following non-major and major courses. To be licensed they
must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts
Foundation requirements.
Non-departmental Core Courses
These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts
requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Math sequence for students
(Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite.
MAT 137 - Mathematics for Elementary Teachers I
MAT 138 - Mathematics for Elementary Teachers II
Science sequence for students
(Do NOT take if seeking 5-8 general science endorsement.)
Option A is for Day students who do not have college-level science courses in their background.
BIO 102 - The Biological World
or ENV 120 - Environmental Science
PHY 203 - Physics and Earth Science for Elementary Education Teachers
Option B is for weekday, weekend, and/or transfer students with at least one college-level science course accepted in
transfer, or for weekday students who have already started this sequence.
PHY 203 - Physics and Earth Science for Elementary Education Teachers
or EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary
Education Earth Science (summer session, Time 2)
BIO 102 - The Biological World
or ENV 120 - Environmental Science
Option C (Rochester only).
SCI 110 - Natural Science I (Physical Science)
SCI 111 - Natural Science II (Biological and Earth Science)
Major Courses
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting*
EDC 211 - Minnesota American Indians and EDC 110 - Teaching in a Diverse World or EDC 210 - Diversity in the School
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EED 225 - Foundations of Literacy
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting*
*Courses that require K-12 field service hours
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Methods Block I (Courses from this point on require admission to the department)
EED 311 - K-6 Methods: Health
EED 312 - K-6 Methods: Physical Education
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience*
EED 386 - K-6 Methods: Children’ Literature
Methods Block II
EED 341 - K-6 Methods: Art
EED 342 - K-6 Methods: Music
EED 350 - K-6 Methods: Mathematics*
EED 360 - K-6 Methods: Science*
EED 370 - K-6 Methods: Social Studies/Thematics
EED 380 - Kindergarten Methods*
EED 336 - Advanced Literacy Methods*
Capstone Block
EDC 410 - Learners with Special Needs*
EDC 490 - School and Society
Student Teaching Block
Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching
can graduate through the Elementary Education non-licensure major.
EED 481, 483, 485 - Student Teaching: Elementary K-6
EED 488: Topics in Education: Teaching Performance Assessment (TPA) and Student Teaching Seminar
*Courses that require K-12 field service hours.
Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics)
Communication Arts (5-8)
ENL 220 - Intermediate Expository Writing
ENL 240 - Introduction to Literary Study
COM 254 - Interpersonal Communication
or COM 329 - Intercultural Communication
or COM 351 - Argumentation
or COM 355 - Small Group Communication
EED 331 - Middle School Methods Writing
ESE 300 - Reading/ Writing in the Content Area*
ESE 350 - 5-12 Methods: Literature and Reading*
Student Teaching—five weeks
Social Studies (5-8th grade)
*Courses that require 5-8th grade field service hours
POL 121 - American Government and Politics
HIS 120 - America to 1848
or HIS 121 - 19th-Century United States
or HIS 122 - 20th-Century United States
ECO 113 - Principles of Microeconomics
HIS 103 - The Modern World
or HIS 104 - The Modern Non Western World
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or PSY 105 - Principles of Psychology
or SOC 121 - Introduction to Human Society
or ANT 141 - Introduction to Cultural Anthropology
ESE 220 - Introduction to Human Geography
ESE 300 - Reading/Writing in the Content Area*
ESE 311 - Middle School Methods: Social Studies*
Student Teaching—five weeks
Mathematics (5-8th grade)
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
MAT 163 - Introductory Statistics
or MAT - 248 Biostatistics
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 300 - Reading/Writing in the Content Area*
ESE 331 - Middle School Methods: Mathematics*
Student Teaching—five weeks
General Science (5-8th grade)
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
BIO 121 - Human Biology
BIO 102 - The Biological World
PHY 116 - Introduction to Physics
SCI 106 - Introductory Meteorology
Geology - (take elsewhere—see Education Department for suggestions)
ESE 300 - Reading/Writing in the Content Area*
ESE 341 - Middle School Methods: Natural Science*
Student Teaching—five weeks
Preprimary Teaching (age 3-5)
*Courses that require preschool field service hours.
PSY 250 - Child Development
SOC 231 - Family Systems: Cross Cultural Perspectives (Day)
or SPE 490 Parent and Professional Planning (WEC)
ECE 345/545 - Foundations of Preprimary Education (fall)*
ECE 346/546 - Learning Environments for Preprimary-aged Children (spring)*
ECE 347/547 - Immersion and Teaching Competence (summer)*
ECE 488, 489 - Student Teaching: Preprimary (7 weeks in preprimary or kindergarten, 7 weeks in a grade 1-6)
Graduation and Licensure/ Endorsement Requirements
A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses
are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The
equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the Elementary
Education major requirements.
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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For a complete list of courses and descriptions, see the Course Description Search.
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K-12 English as a Second Language
The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an
endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a
second language across a range of subject areas. A prerequisite to program admissions is two years of high school level
or one year of college level language instruction.
The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the
semester. Program courses are offered in a weekend framework during the academic year and summer semester to
make them accessible to working adults.
Major and Licensure Requirements
Required Non-major Courses:
HPE 115 - Chemical Dependency Education
ENL 111 - Effective Writing
Modern language pre-requisites (2 years high school or 1 year college language)
Required Education Courses for ESL:
EDC 200 - Orientation to Education in an Urban Setting*
EDC 211 - Minnesota American Indians and EDC 110 - Teaching in a Diverse World or EDC 210 - Diversity in the School
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting*
ESE 325 - Creating Learning Environments *
EDC 410 - Learners with Special Needs*
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience*
ESL Major Courses
ESL 310 - Second Language Acquisition
ESL 320 - Introduction to Linguistics
ESL 330 - History and Structure of the English Language
ESL 340 - ESL Literacy*
ESL 410 - ESL Testing and Evaluation
ESL 420 - ESL Methods *
ESL 490 - Language, Culture, and Schools (Keystone requirement)
ESL 481, 483 - Student Teaching: Elementary
ESL 485, 487 - Student Teaching: Secondary
*Course has a 20 hour field service requirement within K-12 schools attached to it.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Secondary Education
It is the responsibility of each student to meet all specific requirements of the Education Department and the subject
area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in
the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary
licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary
licensure program is available in life science, chemistry, and physics with an additional general science endorsement for
grades 5-8.
Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg
College Education Department licensure program. These requirements are: bachelor’s degree, academic major in an
approved teaching area, and completion of an approved licensure program.
Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative
Reasoning (QR), Speaking (S), and Writing (W).
Major and Licensure Requirements
Non-Departmental Requirements
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
Program Requirements
Foundations Block I
EDC 200 - Orientation to Education in an Urban Setting*
EDC 211 - Minnesota American Indiansand EDC 110 - Teaching in a Diverse World or EDC 210 - Diversity in the School
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
*Courses that require K-12 field service hours.
Foundations Block II
EDC 310 - Learning and Development in an Educational Setting*
Courses from this point and on require admission to the Education Department.
Methods Block I
ESE 300 - Reading/Writing in the Content Area*
ESE 325 - Creating Learning Environments*
Methods Block II
ESE 3XX - K-12 or 5-12 Methods in Content Area*
Capstone Block
EDC 410 - Learners with Special Needs*
EDC 490 - School and Society
Student Teaching Block
ESE 481, 483, 485 - Student Teaching: Secondary
ESE 488 - Topics in Education: Teaching Performance Assessment (TPA) and Student Teaching Seminar
*Courses that require P-12 field service hours.
A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are
required for licensure. All required major, non-departmental requirements, and education program courses must have a
grade of 2.0 or better.
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Art, Music, and Physical Education Licensure (K-12)
Students preparing for licensure in one of these areas follow the Secondary Education program even though they may
plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four
courses in student teaching and do some student teaching at both the secondary and elementary levels. Note:
Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements
for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to
licensure for grades K-12. Students may no longer license in a minor field of study.
A graduate level licensure option is available through the WEC program. Licensure is obtained through a combination of
graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate
Admissions Offices for information.
*Courses that require K-12 field service hours.
For a complete list of courses and descriptions, see the Course Description Search.
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Special Education: AcademicBehavioral Strategist
The special education ABS major is available only through the WEC program. This major is ideally suited to people who
are currently working in schools with K-12 special education students. Students must complete field service
requirements in K-12 special education and general education mainstreamed settings as part of course and program
requirements; field service requirements are during the regular school times and calendar year.
A graduate-level licensure option is available through WEC. Licensure is obtained through a combination of graduate and
undergraduate credits.
Special Education Coordinator: Susan O’Connor
Major and Licensure Requirements
Special Education Major
Non-departmental core courses - These requirements should be taken during freshman/sophomore year; many of these
courses will also fulfill liberal arts requirements:
ENL 111 - Effective Writing
HPE 115 - Chemical Dependency Education
MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite)
Required Education Courses for ABS:
EDC 200 - Orientation to Education in an Urban Setting*
EDC 211 - Minnesota American Indians and EDC 110 Teaching in a Diverse World or EDC 210 - Diversity in the School
or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EED 225 - Foundations of Literacy
EDC 310 - Learning and Development in an Educational Setting*
(Students must be admitted to Education Department to take courses beyond this point)
EED 325 - K-6 Methods: Literacy
EED 326 - Elementary Reading K-6 Field Experience*
EED 336 - Advanced Literacy Methods*
EED 350 - K-6 Methods: Mathematics*
EED 360 - K-6 Methods: Science*
EDC 410 - Learners with Special Needs*
EDC 330 - Building the Public Good: Public Achievement and Organizing
EDC 331 - Practicum in Public Achievement*
SPE 410 - Implementing Assessment Strategies
SPE 411 - Etiology and Theory of Mild to Moderate Disabilities
SPE 415 - Theory to Practice
SPE 425 - Transition and Community
SPE 430 - Instructional and Behavioral Practices
SPE 490 - Parent and Professional Planning
*Courses that require K-12 field service hours.
SPE 481, 483 - Student Teaching: Elementary Special Education
SPE 485, 487 - Student Teaching: Secondary Special Education
SPE 488 - Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar
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Graduation Skills
Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Special Education Minor
The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an
interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various
disciplines interested in disability issues. This minor is available through the weekday program.
Required courses:
EDC 410 - Learners with Special Needs*
EDU 491 - Practicum and Seminar in Special Education*
SOC 231 - Family Systems: A Cross-Cultural Perspective
PSY 105 - Principles of Psychology
Choose one from the following:
PSY 250 - Child Development
PSY 252 - Adolescent and Young Adult Development
PSY 253 - Aging and Adulthood
Choose one from the following:
SOC 265 - Race, Class and Gender
SWK 301 - History and Analysis of Social Policy
PSY 357 - Behavior Analysis
PSY 359 - Assessment
Interested students should contact the director of Special Education at the outset of coursework
*Courses that require K-12 field service hours.
For a complete list of courses and descriptions, see the Course Description Search.
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Engineering
Augsburg College has cooperative arrangements with two universities to allow students to earn a Bachelor of Arts
degree from Augsburg College and an Engineering degree from either the University of Minnesota College of Science
and Engineering, Minneapolis, or Michigan Technological University, Houghton, Michigan. Because of the special
requirements and opportunities of these programs, early consultation with the Augsburg Engineering advisor is
necessary. Applications for these programs require the recommendation of the Augsburg Engineering advisor.
Contact Jeff Johnson, Physics Department, johnson9@augsburg.edu or 612-330-1070.
University of Minnesota
The College of Science and Engineering and Augsburg cooperative arrangement provides for two dual degree
engineering programs:
Bachelor of Arts/Bachelor of Engineering (BA/BE)
This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering
degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the
College of Science and Engineering.
Students may apply for the program after completing the sophomore year. At that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into the program. Formal application to
the College of Science and Engineering may be completed during the second semester of the junior year at Augsburg.
Bachelor of Arts/Master of Engineering (BA/ME)
This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering
degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the
College of Science and Engineering.
The curriculum is the same as the BA/BE curriculum with the addition of several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at
the university before proceeding through the graduate curriculum. The number of such courses varies by IT department
and area of emphasis within a department.
Application for admission into the BA/ME program should be initiated during the second semester of the junior year at
Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive
special counseling from the College of Science and Engineering staff regarding courses that should be taken during the
senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of Science and
Engineering.
Michigan Technological University
This program enables students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree
from Michigan Technological University in a five-year period.
The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the
program will be considered for admission to the engineering school if they complete course requirements, have the
requisite cumulative grade point average, and are recommended by the Engineering advisor of Augsburg College.
Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further
information on these and other graduate programs is available from the Augsburg Engineering advisor.
Financial Aid
Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the
engineering school of their choice for continuing support. Their applications will be evaluated using need and academic
performance as criteria.
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Degree and Major Requirements
Minimum course requirements for admission to the dual degree or three-two programs:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CSC 170 - Introduction to Programming
ENL 111 - Effective Writing
PHY 121 - General Physics I
PHY 122 - General Physics II
Four mathematics courses are required:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 369 - Modeling and Differential Equations
or PHY 327 - Special Functions of Mathematical Physics
Additional courses to meet general education requirements and a total of 24 courses at Augsburg.
Normally MAT 145, 146, and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also
should take CHM 351, 352.
For a complete list of courses and descriptions, see the Course Description Search.
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English
Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the
world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to
frame human events within diverse world views. Those who study English typically believe that an intense concern for
words, ideas, and images helps people understand who they are and who they can become. At the same time, the
English Department’s emphasis on writing helps our students to clarify and share their thoughts.
English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from
artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with
individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and
language. Like science, English is interested in discovering order and determining structures. Like speech and
communication, English studies the effective use of language. Like history and the other social sciences and humanities,
English studies the way people have acted and thought at different times and in various cultures.
Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area.
Plays, films, and readings are available near the campus, often within walking distance. English majors also have
opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language
Learner (ELL) students, or tutoring in the writing lab.
Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education,
journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing,
and other professions and businesses.
English Faculty
John Schmit (Chair), Stephan Clark, Robert Cowgill, Cass Dalglish, Douglas Green, Colin Irvine, Dallas Liddle, Kathryn
Swanson, Mzenga Wanyama, Cary Waterman
Degree and Major Requirements
Choosing a Concentration
Students majoring in English have the opportunity to choose one of four concentrations: literature, language, and
theory; media writing; creative writing; and secondary licensure in communication arts/literature.
While some of our courses explicitly address theoretical approaches to literature, especially those that examine race,
class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry,
creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and
are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of
aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills
of the educated and employable citizen.
English Major with a Literature, Language, and Theory Concentration
The Literature, Language, and Theory concentration provides students various approaches to the study of the written
word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new
literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures
reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are
organized by historical periods and provide a classically structured framework of study. Courses in literary theory
demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and
Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies,
Film, Theater Arts, and Women’s Studies.
This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including:
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
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At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200level literature courses may count for the major.
At least five 300-level courses, with one each in British literature, American literature, and world literature.
At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level.
Minor in Literature, Language, and Theory
Five courses above ENL 111, or HON 111, or ENL 112 are required, including:
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
Four literature, language, and theory courses, three of which must be upper division courses.
English Major with a Creative Writing Concentration
The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in
the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major,
students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of
established writers. The creative writing concentration expands competencies in observation, research, and analysis that
enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends
particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative
Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance
their appreciation of the aesthetic possibilities inherent in the writing life.
Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing
concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts.
To complete this concentration students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three
literature, language, and theory courses. At least one of these must be at the 300-level or higher.
ENL 220 - Intermediate Expository Writing
or ENL 221 - Intermediate Expository Writing About the Arts
ENL 226 - Introduction to Creative Writing
ENL 320, 321 - Fiction One, Fiction Two
or ENL 322, 323 - Poetry One, Poetry Two
ENL 420 - Advanced Studies in Writing (Keystone)
ART 215 - Web Design I
or ART 225 - Graphic Design I
One elective from:
ENL 227 - Journalism
ENL 228 - Broadcast and Online Journalism
ENL320 - Fiction One
ENL 322 - Poetry One
ENL 324 - Creative Non-Fiction
ENL/FLM 328 - Screenwriting
ENL/THR 325 - Playwriting I
ENL 396 - Internship in Teaching Writing
ENL 397/399 - Internship
An approved ACTC creative writing course
English Major with a Media Writing Concentration
The English Media Writing concentration helps students develop professional skills in nonfiction writing for
contemporary media. Over the course of their study, students master terminology; understand historical, legal and
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writing concentration emphasizes expanding competencies in observation, research and analysis that enable writers to
gather and interpret material from a variety of sources and perspectives for their work. English majors in the Media
Writing concentration engage the interdisciplinary demands inherent in creative and media writing, including issues of
graphic and web design, and enhance their appreciation of the aesthetic possibilities inherent in the writing life. Media
Writing courses are taught by dedicated professors, who are themselves practicing writers. This writing concentration
offers courses of study cross‐listed with Art, Communication studies, and Theater Arts.
To complete this concentration students must take 11 courses above ENL 111, or HON 111, or ENL 112, including three
literature, language, and theory courses. At least one of these must be at the 300‐level or higher.
ENL 220 ‐ Intermediate Expository Writing
or ENL 221 ‐ Intermediate Expository Writing About the Arts
ENL 227 ‐ Journalism
or ENL 228 ‐ Broadcast and Online Journalism
ENL 327 ‐ Advanced Reporting
ENL 427 ‐ Advanced Studies in Media, Ethics, and Theory (Keystone)
ART 215 ‐ Web Design I
ART 225 ‐ Graphic Design I
Two electives from:
ENL 226 ‐ Introduction to Creative Writing
ENL 227 ‐ Journalism
ENL 228 ‐ Broadcast and Online Journalism
ENL 324 ‐ Creative Non‐Fiction
ENL/FLM 328 ‐ Screenwriting
ENL/THR 325 ‐ Playwriting I
ENL 396 ‐ Internship in Teaching Writing
ENL 397/399 ‐ Internship
An approved ACTC creative writing course
Minors in Writing
A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least
one course from the 200‐level and two from the 300‐level.
A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include
ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two‐course writing
sequence.
A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227
or 228, ENL 427, one design course, and three upper division media writing courses.
Communication Arts/Literature Teacher Licensure Major
The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach in
Minnesota in communication arts/literature. Students are encouraged to take courses toward their major during the
first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year.
Students in both programs must work with advisors in the English Department and the Education Department in order
to meet the professional requirements within the Education Department as well as the requirements for the major.
Should licensure not be possible, graduation can be achieved through an English major, which requires at least two
additional, specific courses, or through a communication studies major.
Prerequisite: ENL 111, or HON 111, or ENL 112
Major Requirements (eight courses in English):
ENL 220 ‐ Intermediate Expository Writing
ENL 240 ‐ Introduction to Literary Study
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ENL 240 - Introduction to Literary Study
ENL 365 - Contemporary Post Colonial Fiction
ENL 380 - Introduction to the English Language
ENL 396 - Internship in Teaching Writing
Three upper-division ENL Literature courses, one each in British, American, and world literature.
Experiential Requirement (no credit):
One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to
departmental approval)
Additional Courses (outside the English Department):
COM 112- Contest Public Speaking
COM 243 - Studio Production
COM 254 - Interpersonal Communication
COM 352 - Persuasion
Special Methods (two courses):
ESE 350 - 5-12 Methods: Literature and Reading
ESE 351 - 5-12 Methods: Speaking and Listening
Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of secondary
education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education
Department advisor for information about education courses.
Graduation Skills
Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
The Quantitative Reasoning (QR) graduation skill is met by completing the following courses:
Concentrations in English Literature, Language, and Theory and in Creative Writing:
QR/QFA: GST 200 or PHY 119;
or
QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT
173, or PHY 116; and completion of QA: ENL 327
Concentration in Media Writing:
QR:- QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163,
MAT 173, or PHY 116; and completion of:
QA: ENL 327
Communication Arts/Literature Teacher Licensure:
QR:--QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163,
MAT 173, or PHY 116; and completion of:
QA: COM 352
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for
department approval. Submit and defend paper before faculty committee. Honors project may receive independent
study credit (refer to departmental guidelines).
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Transfer Students
Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer
students who minor in English must take at least two of their English courses at Augsburg.
Transfer English education students with a BA in English from another college must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken before the department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of students to determine their placement in an appropriate writing class. Students having
completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop
competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing
paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more
individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing
(ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111).
Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111
should be completed, if possible, during the first year.
Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional
grading system or P/N grading in consultation with their instructor up through the last week of class (without special
permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one
time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or
higher will receive a grade of 0.0.
Service ŽƵƌƐĞƐ
The department offers these service courses for students as required by a placement test.
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course.
Literature, Language, and Theory Courses
The 200-level courses in the literature, language, and theory track of the English major develop foundational
competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These
courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite.
Spotlight Courses
Offered alternating terms. Content for each will vary by term—check online course descriptions.
Upper Level Courses
The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts.
These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research
methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise
indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory
course, or gain consent of the instructor as a prerequisite.
The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to
write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a
prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement.
Writing Courses
Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course.
For a complete list of courses and descriptions, see the Course Description Search.
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Environmental Studies
Environmental Studies is the interdisciplinary investigation of human relations with the natural world. The program
pursues a multifaceted examination—across the natural sciences, social sciences, humanities, and professional studies—
of the interdependence shared by people and nature. It provides an understanding of the material world as well as the
ecological, social, and cultural processes and problems that bind that world together. Through the study of politics,
biology, literature, chemistry, social work, economics, and history, Environmental Studies students focus on the most
pressing local, regional, national, and global issues of our day.
Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban
environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents
shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and
industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in
mind, Augsburg’s Environmental Studies program fosters the simultaneous study of ecological quality and social justice.
The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of
the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature
in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences
in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple
disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as
the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue
vocations in nonprofit organizations, government policy and planning positions, law, education, ministry, and corporate
settings.
Environmental Studies Faculty
Christina Erickson (Social Work, Director), Matthew Beckman (Biology), Ralph Butkowski (Biology), Kristen Chamberlain
(Communication Studies), Lars Christiansen (Sociology), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology), Keith
Gilsdorf (Economics), David Hanson (Chemistry), Ann Impullitti (Biology), Colin Irvine (English), Joan Kunz (Chemistry),
Michael Lansing (History), Kevin Potts (Biology), Joseph Underhill (Political Science), John Zobitz (Mathematics).
Degree and Major Requirements
Environmental Studies Major
Standard Track Requirements (14 courses):
Core courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
SWK 210 - Environmental Justice and Social Change
POL 241 - Environmental and River Politics
or ENV 310 - Environmental Politics Field Seminar
or POL 325 - Politics and Public Policy
or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
or SOC 381 The City and Regional Planning
ENL 270 - Themes: Literature and Landscape
or REL/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - US Urban Environmental History
ECO 365 - Environmental Economics
ENV 399 - Internship
ENV 490 - Environmental Studies Independent Project (Keystone)
or ENV 492 - The City and Environment Keystone
Biology requirements:
BIO 151 - Introductory Biology
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BIO 152 - Ecology, Evolution and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II (depends on MPG score)
HECUA Track Requirements (14 courses):
ENV 100 - Environmental Connections
SWK 210 - Environmental Justice and Social Change
ENL 270 - Themes: Literature and Landscape
or REL/WST 313 - Environmental Theology and Ethics (CGE)
HIS 316 - US Urban Environmental History
INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem
Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and
Integration Seminar)
ENV 490 - Environmental Studies Independent Project (Keystone)
or ENV 492 - The City and Environment Keystone
Biology requirements:
BIO 151 - Introductory Biology
BIO 152 - Ecology, Evolution, and Diversity
BIO 481 - Ecology
Chemistry requirements:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II (depends on MPG score)
Environmental Studies Minor
Seven courses:
ENV 100 - Environmental Connections
ENV 120 - Environmental Science
CHM 115 - General Chemistry I
BIO 151 - Introductory Biology
SWK 210 - Environmental Justice and Social Change
HIS 316 - US Urban Environmental History
or ENL 270 - Themes: Literature and Landscape
or REL/WST 313 - Environmental Theology and Ethics (CGE)
POL 241 - Environmental and River Politics
or ENV 310 - Environmental Politics Field Seminar
or POL 325 - Politics and Public Policy
or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE)
or ECO 365 - Environmental Economics
or SOC 381 - City and Regional Planning
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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For a complete list of courses and descriptions, see the Course Description Search.
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Health, Physical Education, and Exercise Science
All students at Augsburg College will interact at some point during their college experience with the Department of
Health, Physical Education, and Exercise Science. Goals of the department are to provide quality experiences,
preparation for the professions, and an education that leads to lifelong participation in physical activity. Recreational
participants as well as student athletes will find ample opportunity for developmental activities.
The Physical Education program prepares students for careers in physical education endeavors in the schools and in
allied professions. It also provides general education in physical activity for all Augsburg students.
The Health Education program prepares students for careers in school health education, wellness, and allied
professions. This program offers a comprehensive view that examines prevention and promotion needs for individuals,
schools, and the community.
The Exercise Science program prepares students with practical application of the knowledge needed to become a health
fitness or community health professional. Interested students will also be prepared to move on to graduate or
professional school in allied health fitness professions.
All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix.
Health, Physical Education and Exercise Science Faculty
Eileen Kaese Uzarek (Chair), David Barrett, Jane Becker, Chris Brown, Anthony Clapp, Carol Enke, Aaron Griess, Melissa
Lee, Mike Navarre, Patrice Salmeri, Missy Strauch, Ted Vickerman
Degree and Major Requirements
Health Education Major
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 215 - Health and Exercise Psychology
HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 357 - Measurement in Health, Physical Education and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 390 - Instructional Methods and Materials in Health Education
HPE 410 - Administration and Supervision of the School Health Program
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
PSY 250 - Child Development
or PSY 252 - Adolescent and Young Adult Development
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Health Education Minor
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
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HPE 316 - Human Sexuality
HPE 320 - School Health Curriculum
HPE 390 - Instructional Methods and Materials in Health Education
HPE 450 - Current Health Issues
BIO 103 - Human Anatomy and Physiology
(The Minnesota Board of Teaching does not license minors in teaching.)
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
Physical Education Major:
HPE 104 - Components of Fitness Training
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 220 - Motor Learning and Development
HPE 254 - Introduction to Developmental/Adapted Physical Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 335 - Outdoor Education
HPE 340 - Organization and Administration of Physical Education Programs
HPE 350 - Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 358 - Assessment in Health and Physical Education
HPE 473 - Physical Education Curriculum
BIO 103 - Human Anatomy and Physiology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physical Education Minor
HPE 104 - Components of Fitness Training
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 324 - K-6 PE Games and Activities
HPE 334 - 7-12 Sport Skills and Activities
HPE 351 - Physiology of Exercise
(The Minnesota Board of Teaching does not license minors in teaching.)
Coaching Certification
The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for
those interested in coaching in Minnesota public schools:
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HPE 114 - Safety Education
HPE 275 - Prevention and Care of Athletic Injuries
HPE 280 - Coaching Theory
The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete
a coaching effectiveness program offered through the MSHSL.
Teaching Licensure
The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after
the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department
to identify current Minnesota teacher licensure requirements.
A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty
advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option.
Exercise Science Major, BA
HPE 104 - Components of Fitness Training
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Health and Exercise Psychology
HPE 275 - Prevention and Care of Athletic Injuries
HPE 300 - Nutrition for Exercise Science
HPE 305 - Stress Management
HPE 350 - Kinesiology
HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship in Exercise Science
HPE 450 - Current Health Issues
HPE 490 - Exercise Science Seminar and Keystone
BIO 103 - Human Anatomy and Physiology
HPE 315 - Exercise Testing and Prescription
HPE 430 - Epidemiology (HLTH 400 - Epidemiology at Univ. of St. Thomas)
or HPE 304 - Advanced Fitness Training
Exercise Science Major, BS
Pre-Health Science Track:
This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science allied
professions such as physical therapy, occupational therapy, athletic training, and chiropractic.
HPE 104 - Components of Fitness
HPE 110 - Personal and Community Health
HPE 114 - Health and Safety Education
HPE 115 - Chemical Dependency Education
HPE 205 - Introduction to Health, Physical Education, and Exercise Science
HPE 215 - Exercise and Health Psychology
HPE 275 - Prevention and Care of Athletic Injuries
HLTH 345 - Nutrition for Health (St. Thomas)
HPE 304 - Advanced Fitness Training
HPE 305 - Stress Management
HPE 315 - Exercise Testing and Prescription
HPE 350 - Kinesiology
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HPE 351 - Physiology of Exercise
HPE 357 - Measurement in Health, Physical Education, and Exercise Science
HPE 397/399 - Internship
HPE 450 - Current Health Issues
HPE 490 - Exercise Science Seminar and Keystone
Supporting courses:
BIO 151 - Introductory Biology
BIO 152 - Evolution, Ecology and Diversity
BIO 253 - Introductory Cellular Biology
BIO 353 - Comparative Vertebrate Anatomy
BIO 473 - Animal Physiology
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
EXSS 3650 - Methods for Fitness Professionals (St. Catherine)
EXSS 4300 - Advanced Biomechanics (St. Catherine)
FSNU 3250 - Sports Nutrition (St. Catherine)
MAT 114 - Precalculus
INDI 2220 - Medical Terminology (St. Catherine)
INDI 4900 - Intro to Physical Therapy (St. Catherine)
HPE 220 - Motor Learning and Development
PHYS 1080 - Physics for Health Science I (St. Catherine)
PHYS 1090 - Physics for Health Science II (St. Catherine)
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 262 - Abnormal Psychology
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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History
History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The
distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that
we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered
individuals into a community.”
The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of
an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as
anticipating the future. History majors are prepared to be active and contributing members of their society. The study of
history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate
study in many fields, and a wide range of employment opportunities that require abilities in communication,
conceptualization, and processing of information.
History Faculty
Michael Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, Bill Green, Don Gustafson
Degree and Major Requirements
History Major
Nine courses, including HIS 280 and HIS 480. At least four of these courses must be upper division. A major must have at
least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe,
United States, and non-Western.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in
the following courses (both required for majors):
S: HIS 480
W: HIS 280 and HIS 480
The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146, MAT
163, or PHI 230.
Teaching Licensure
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Minor
Five courses, at least three of which must be upper division.
Departmental Honors
GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the
junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to four
credits) to be defended before a faculty committee.
Medieval Studies
The History Department also hosts the major in Medieval Studies. For more information, refer to Medieval Studies in
this catalog.
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Other Requirements
First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for
sophomore or upper division students. Upper division courses are numbered 300 and above.
Prerequisites
Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper
division course (300- and 400-level). See instructor for permission to waive prerequisites.
Transfer Students
Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and
480. A minor normally requires two courses taken at Augsburg.
For a complete list of courses and descriptions, see the Course Description Search.
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Honors Program
The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their
best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education.
Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources
and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit
and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an
Honors House, and learn through small reading groups, research projects, and travel around the world.
Each Honors course has been specifically created for Honors students and includes a challenging “signature experience”
such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses
bring in professors from several different departments so students can learn from talented professors teaching their
specialties.
For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu.
Honors Program Recognition
Students who complete the Honors Program requirements satisfy all general education requirements, except those for
physical education and modern language.
Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and
special access to academic advising and career options.
Honors Admission Requirements and Academic Scholarships
Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective
students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT
score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However,
students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity
or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online
application at www.augsburg/honors.edu.
Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the
President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships.
Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses
may satisfy Honors Program requirements, and/or be granted College credit. Contact Academic Advising or the Honors
program director for further information.
Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or
first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all
remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120.
Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may
substitute REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation courses for HON
130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120.
Scholars Program for Advanced Transfer Students
Students with more than 64 credits in transfer work may enter the Scholars Program but may not enter the Honors
Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all
Honors Program activities. In order to graduate with the Scholars Program transcript designation, students must join an
Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take HON 340, HON
490, and two other full-credit Honors courses.
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Honors Co-Curricular Activities
Honors Houses
All Honors students must belong to an Honors House for the purpose of receiving academic advising and program
information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses.
These meetings are necessary for advising, information, and governance. When students enter the Honors Program they
choose to join one of the four Honors Houses:
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•
•
•
The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and
graduate school placement for all Honors students. Crockett House also organizes events related to scholarship,
such as College scholarship events.
The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors
students. Pike House also organizes events for alumni and fundraising.
The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the
Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and
socializing, such as banquets, parties, and high school recruiting trips.
The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity
opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and
Augsburg experiences.
Augsburg Honors Review
Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts
submissions from students at Augsburg and other colleges and universities around the nation.
Student Leadership Opportunities
Students elected to leadership within their Honors House may serve as house presidents or serve in other program
leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions
about program courses and resources.
Student-Created Learning Experiences (SCLE)
Honors students may learn through established courses or through student-created learning experiences. These
student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s
education. Such student-created experiences may count toward requirements in majors and satisfy Honors
requirements, or simply be an elective course.
Student-created learning experiences may take almost any form. Some possible forms include:
•
•
•
•
•
Student-created courses (created in collaboration with faculty)
Full course (10-20 students)
Reading Groups (2-9 students)
Individual Reading and Examination (individual study)
Student/Faculty Research (may be one or many students)
Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or
staff person. The interested student should speak with either an Honors Council member or the Honors Program
director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally,
the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the
Honors Council for review.
Honors Established Curriculum
These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts
require it.
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First Year: Fall
•
•
•
•
First-year students select Honors House membership.
First-year students are not permitted to join Augsburg Honors Review.
HON 100 - Christian Vocation and the Search for Meaning I
HON 120 - Scholar Citizen (includes theater lab, satisfies speech skill and critical thinking skill requirements)
First Year: Spring
•
•
HON 130 - Liberating Letters (humanities LAF and speaking skill)
HON 111 - Effective Writing for Liberating Letters (satisfies effective writing requirement)
Second Year: Fall
•
•
•
Students write and research as staff writers in HON 450: Augsburg Honors Review (0.0 credit, pass/no credit)
HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill
requirements)
HON 200 - Christian Vocation and the Search for Meaning II
Second Year: Spring
•
•
HON 450 - Augsburg Honors Review (0.0 credit, P/N grading) - Students write and research as staff writers
HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF)
Third Year: Fall
•
•
•
•
Students eligible to become editors and managers in HON 450: Augsburg Honors Review
HON 250 - Social Scientist (satisfies social and behavioral sciences LAF)
HON 200 - Christian Vocation and the Search for Meaning II
HON 340 - Junior Colloquium (taught by the President or Dean of the College; 0.0 credit, P/N grading)
Third Year: Spring
•
•
•
Students eligible to become editors and managers in HON 450: Augsburg Honors Review
HON 230 - Arts and the City (satisfies fine arts LAF)
HON 340 - Junior Colloquium (continues from fall semester; 0.0 credit, pass/no credit)
Fourth Year: Fall
•
•
Students may join HON 450 - Augsburg Honors Review and HON 460 - Honors Disputation League in their fourth
year
HON 490 - Honors Senior Seminar (offered fall and spring)
Fourth Year: Spring
•
HON 490 - Honors Senior Seminar (offered fall and spring)
Research Requirement
At some point before graduating, students must satisfy the Honors Research Requirement as detailed in the Research
Requirement document available in the Honors Suite or online. In addition, students must register for at least two
semesters of the following to document the research experience on their transcript:
HON 450 - Augsburg Honors Review
HON 470 - Student/Faculty Research Collaboration
Summary Notes
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The Honors recommended sequence satisfies all general education requirements except foreign language and
physical education.
Students past first year may take courses out of the recommended sequence without prior permission.
Residency: All Honors students must complete seven full-credit courses in the Augsburg Honors Program to meet
the Honors residency requirement for graduation.
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For a complete list of courses and descriptions, see the Course Description Search.
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Interdisciplinary Studies
Interdisciplinary Studies programs draw upon and combine coursework from multiple academic disciplines to provide
both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses,
students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg
offers a number of majors that are interdisciplinary in nature. They include:
•
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American Indian Studies
Environmental Studies
International Relations
Metro-Urban Studies
Nordic Area Studies
Women’s Studies (ACTC)
Information about these majors and their requirements can be found in their respective departmental pages. Other
interdisciplinary course offerings are listed under International Programs.
Coordinator: Alan Tuchtenhagen
Leadership Studies Minor
The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good
manager. One needs leadership skills. The Augsburg curriculum offers a minor in Leadership Studies, drawing on a wide
variety of courses across disciplinary lines. A minor in Leadership Studies can enhance your major in a wide variety of
disciplines including Business, Sociology, Political Science, Communication, Computer Science, Economics, and
Psychology.
Four required courses:
BUS 242 - Principles of Management
SOC 349 - Sociology of Organizations
COM 345 - Organizational Communication
POL 371 - Topics: Becoming a Leader
Two required electives from the following list. (No more than one per department)
BUS 340 - Human Resource Management
BUS 440 - Strategic Management
HIS 122 - 20th-Century United States
PSY 373 - Industrial/Organizational Psychology
COM 321 - Business and Professional Speaking
COM 355 - Small Group Communication
Peace and Global Studies Minor
See International Relations’ departmental page.
For a complete list of courses and descriptions, see the Course Description Search.
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International Programs
Study abroad at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected
world. The College’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional
studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong
commitment to a global perspective provides the foundation to include study abroad in every student’s degree program.
Augsburg’s programs, the Center for Global Education, and HECUA provide study abroad opportunities for students in all
majors. Using an experiential education model that focuses learning on social justice issues, these programs challenge
students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and
responsible leaders.”
In addition to the following programs, students have 300 programs in nearly 90 countries from which to choose the best
opportunity for their curricular and personal needs. Augsburg Abroad is the front door for students and faculty
interested in study abroad, and provides advising on programs, finances, and academics. More information about study
abroad is located in Augsburg Abroad, in the Special Programs section of this catalog.
Center for Global Education Programs
Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall
This program is an experientially-based intensive semester of study and travel designed to introduce students to the
important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the
United States. Students will improve Spanish language skills, as well as develop intercultural communication skills.
Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the
interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse
women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists
and scholars, government representatives, politicians, and political activists.
Spanish courses range from beginning to advanced, including courses for bilingual students.
The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the
Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semesterlong homestays are available for Spanish majors and others upon request. Although students may select courses from
several different disciplines, they may meet several AugCore requirements while in Mexico and/or take courses in the
following four concentrations: Business, Religion, Spanish, and Women’s Studies.
Prerequisite: One college-level Spanish course or its equivalent
Migration and Globalization: Engaging Our Communities (Mexico)—Spring
This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who
are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish
language classes, an internship or independent research opportunity, and courses that help students understand the
connections between globalization and migration while learning from diverse communities that are organizing for
positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the
environment.
Credit is available in Spanish, History, Women’s Studies, Political Science, and Religion. Students spend most of the
semester living in Augsburg housing and approximately six weeks living with Mexican host families.
Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2
Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Lifetime
Activity course (Latin Dance) is also available for no credit.
Prerequisite: One college-level Spanish course or its equivalent
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Social Work in a Latin American Context (Mexico)—Spring
This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal
is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a
semester of transformative, experiential learning focused on social and economic justice.
All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field
placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which
meet the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit.
Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent. Students
may choose to study Spanish in Mexico during the month of January prior to the start of the semester.
Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, and
Nicaragua)—Fall or Spring
This multi-country program, defined by an experiential methodology and unique approach to community engagement,
offers students a provocative and inspiring experience that develops Spanish language skills while immersing
participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work
on issues related to conflict, US foreign policy, gender, and economic and social justice.
Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua.
All students will take the following four courses: one Spanish course, REL 366, HIS/WST 355, and POL 310.
Nation Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—Fall or Spring
This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the
perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of
apartheid in South African colonization. South Africa had its first democratic election in 1994. As these nations struggle
to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by
the rapid process of globalization in today’s world; the challenges posed by under- and unequal development; and the
long-term project of decolonizing the mind. Courses offerings include: HIS 327, POL 353, REL 346, and INS 312.
Internships are also available in eight different departments, and a Lifetime Activity course (Yoga) is also available for no
credit.
History, Culture and Politics of Cuba—Fall or Spring
Learn about decision making processes and citizenship rights by exploring the impact of paternalism, centralism,
bureaucracy, autonomy, the role of mass organizations, collective rights, and the meaning of community. Students will
also explore social justice as it relates to wealth production, including discussion of market mechanisms, socialization,
and material versus moral incentives. The program will also delve into race, class, gender, and sexual orientation in the
Cuban context and students will be challenged to examine issues of equity, the impact of a classless society, and the
historical context of today's social relations. Course offerings include History of Cuba, Cuban Politics, Special Topics in
Sociology: Cuba Today, and Intermediate Spanish. Prerequisite: at least one year of Spanish or the equivalent.
HECUA Programs
The New Norway: Globalization, National Identity and the Politics of Belonging (formerly Scandinavian Urban Studies
Term/SUST)
In less than 50 years, Norway has become one of the richest nations in the world and increasingly multicultural. Twentyfive percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in
Northern Europe by analyzing the development of the Norwegian welfare state through a wide range of topics such as
globalization theories, nation-building and national identity, governance and political party systems, European
integration, racial thinking, histories of racialization, international aid politics, sexuality, and environmentalism. Students
study Norwegian language or do an independent research project, and also intern with a leading NGO.
INS 372 - Norwegian Language
INS 377 - Challenges of Globalization to the Scandinavian Welfare State
INS 393 - Scandinavian Art, Film and Literature
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INS 394 - Urbanization and Immigration
INS 499 - Independent Study (Students may choose either INS 372 or 499)
Community Internships in Latin America: Ecuador (CILA)—Fall or Spring
The Community Internships in Latin America program offers a semester of study experience with a focus on community
participation and social change. A hands-on internship designed to meet the learning goals of the student is combined
with a seminar, independent project, and a homestay for an intensive immersion into Latin American daily life and
culture. Models of community participation, organization, development, and social change are compared and
contrasted. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which
communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions
in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish.
INS 366 - Community Participation and Social Change
INS 399 - Internship (8 credits)
INS 499 - Independent Study
Democracy and Social Change: Northern Ireland—Spring
The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of
conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship,
students get hands-on experience with organizations working for social change. Field seminars focus on human rights,
conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of
Ulster in Coleraine.
INS 316 - Building a Sustainable Democracy
INS 317 - Politics of Conflict and Transformation
INS 399 - Internship (8 credits)
New Zealand Culture and the Environment: A Shared Future—Fall
Based in Auckland, this new program examines how social and environmental factors shape political and ecological
dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and
creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty
and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key
strategies used to address sustainability, and many more economic and environmental issues.
Maori Perspectives, Pluralism, and National Identity
Sustainability, Ecology, and New Zealand Environmental Policy
Internships, Field Work, and Integration
Independent Study Project
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International Relations
International Relations is an interdisciplinary major which provides students with the basis for informed global
citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international
business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven
courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to
consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg.
Competency in one foreign language is required, and some students study two languages. All majors complete a
significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution,
economic development, or climate change.
The goal of the program is to give students a broad exposure to international studies with considerable freedom to
choose options for specialization. Students often combine this major with a second major in History, Political Science,
International Business, or a foreign language. Numerous combinations of majors and minors are possible with the
international relations major.
Director: Joseph Underhill
Degree and Major Requirements
International Relations Major
Required core courses:
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
HIS 103 - The Modern World
or HIS 104 - The Modern Non-Western World
POL 158 - Political Patterns and Processes
or POL 160 - World Politics
POL 490 - International Relations Keystone
or KEY 480 - Topics in Global Interdependence
Four terms (or equivalent) of college work in a modern language other than English
One of the following lower division electives:
INS 225 - Introduction to Islam
POL 241 - Environmental and River Politics
ANT 141 - Introduction to Cultural Anthropology
SWK 230 - Global Peace and Social Development
WST 250 - Global Perspectives on Gender and Sexuality
or one additional upper division course from the list of required electives listed below.
Two of the following:
HIS 332 - History of United States Foreign Relations
POL 368 - Model United Nations
POL 459 - Topics: Comparative Politics
POL 461 - Topics: International Politics
Five of the following (not more than three from any one discipline may be counted toward the major):
BUS 362 - International Business
BUS 465 - International Management
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
ENV 310 - Environmental Politics Field Seminar
FIN 460 - International Finance
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HIS 323 - Modern China
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 352 - The Holocaust in German History
HIS 354 - Modern Britain and Ireland
HIS 440 - Topics in World History
HIS 474 - World and the West
MKT 466 - International Marketing
POL 350 - Topics: European Politics
POL 459 - Topics: Comparative Politics
POL 483 - Political Statistics and Methodology
REL 356 - World Religions
COM 329 - Intercultural Communication
FRE 332 - French Civilization Today
GER 332 - German Civilization and Culture II
NOR 331 - Norwegian Civilization and Culture
SPA 331 - Spanish Civilization and Culture
SPA 332 - Latin American Civilization and Culture
Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the
approval of the program director, as well as a fourth term or higher of college work in a second foreign language.
Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies
cannot be credited toward the 13 required courses. Students should confer with the program director about regional
and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of
the major disciplines in the program.
Graduation Skills
The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met
by completing the major. The graduation skill in Speaking (S) is met by completing one of the following IR electives: ECO
365 or HIS 350
The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
International Relations Major with International Business Concentration
Required core courses of the International Relations major, three of the following courses:
BUS 362 - International Business
BUS 465 - International Management
FIN 460 - International Finance
MKT 466 - International Marketing
One of the following:
ECO 360 - International Economics
ECO 365 - Environmental Economics
ECO 370 - International Economic Development
One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing
courses.
Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before
registering for one of the advanced courses.
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Departmental Honors
GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in
an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must
defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by
the end of their junior year.
International Relations Minor
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
HIS 103 - The Modern World
or HIS 104 - The Modern Non-Western World
POL 158 - Political Patterns and Processes
or POL 160 - World Politics
HIS 332 - History of United States Foreign Relations
or POL 461 - Topics: International Politics
One year of modern language
Three courses from the list of required electives for the major
Not more than two courses from any department can count toward the minor.
Peace and Global Studies Minor
The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in
moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted
each year by Augsburg College), the Center for Global Education, and the international diversity of our surrounding
neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community
members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and
environmental sustainability. Students in the program draw on study abroad in taking local actions to address global
issues.
The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad
requirement, and participation in local peace-related activities. See International Relations program director for full
program description.
POL 160 - World Politics
SWK 230 - Global Peace and Social Development
Two upper division electives from:
ECO 365 - Environmental Economics
ECO 495 - Topics
ENL365 - Contemporary Post Colonial Fiction
HIS 332 - History of United States Foreign Relations
HIS 346 - Namibia and South Africa: A Historical Perspective
HIS 350 - Latin American History
INS312 - The Politics of Development in Southern Africa
POL/WST 341 - Globalization, Social Struggles and the Environment
POL 353 - Political and Social Change in Namibia REL 313 - Environmental Theology and Ethics
REL346 - The Church and Social Change in Southern Africa
REL 366 - Latin American Liberation Theologies
SOC 240 - Protest and Social Change: The Sociology of Social Movements
Other topics or study abroad courses with approval of program director
For a complete list of courses and descriptions, see the Course Description Search.
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Languages and Cross-Cultural Studies
The Department of Languages and Cross-Cultural Studies at Augsburg College contributes in many ways to realizing the
College’s mission of providing liberal arts education for service in today’s world. The department is committed to the
view that education should go beyond career preparation and that familiarity with the language and culture of another
people is an essential step in the development of a truly global perspective.
The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and
Spanish, as well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Ojibwe, Farsi, and
American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to
Augsburg students through the five-college Associated Colleges of the Twin Cities (ACTC) consortium.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation, but also represents a valuable special qualification in many other
professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health
professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a
valuable research tool for those intending to pursue graduate study in most academic disciplines.
Languages and Cross-Cultural Studies Faculty
Michael Kidd (Chair), Brian Duren, Anita Fisher, Richard Gresczyk, Diane McDonagh, Peter Morales, Pary PezechkianWeinberg, Kate Reinhardt, Frankie Shackelford, Joseph Towle, Dann Trainer, John van Cleve
Degree and Major Requirements
Language Major
10 courses above 211 (Norwegian only: 211 and above) including:
Two courses in culture
Two courses in language
Two courses in literature
KEY 480 - Topics in Global Interdependence
And three electives (from any of the three areas above)
At least seven of these courses must be taught in the target language of the major, and at least four of them must be
taken on the Augsburg campus. A semester of study abroad (15 weeks) is also required.
Cross-Cultural Studies Major
The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement,
and three electives, as specified below.
Core courses:
LCS 100 - Introduction to Cultural Studies
LCS 399 - Internship
KEY 480 - Topics in Global Interdependence
Language requirement:
Minor in French, German, Norwegian or Spanish
or completion of the 212 level in two different languages (in Norwegian only: 211).
Study-abroad requirement (consult Augsburg Abroad for offerings):
One semester (15 weeks) on an approved study abroad program
or two short-term international study experiences approved by the department
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Electives:
Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic
advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics
courses, and courses at other colleges and universities can be considered here. No more than two courses may be
counted from a single department.
Graduation Skills
For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by
completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French,
German, Norwegian, or Spanish (W) and KEY 480 (W and S).
The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, MAT 145 or 146, or
PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Minor
Four courses above 211 (Norwegian only: 211 and above) including:
One in language
One in literature or culture approved by the department
All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg
campus.
Departmental Honors
Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year.
Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language.
Prerequisite
Any prerequisite must be completed with a minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or minor in languages must take a minimum of one upper division course per year
at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been
taken within the past seven years.
Study Abroad
A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly
recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in
Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences
approved by the department.
Internships
An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language
skills with community service and career exploration, is strongly encouraged, pending faculty availability.
For a complete list of courses and descriptions, see the Course Description Search.
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Mathematics
Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems.
Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging
in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly
expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the
development of civilization, it is an important part of a liberal arts education.
Students majoring in Mathematics acquire the skills necessary to serve society through a variety of careers. In addition
to acquiring computational and problem solving skills, Mathematics majors at Augsburg develop their abilities to reason
abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended
problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to
experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business,
industry, or nonprofit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines
find it helpful to acquire a minor or a second major in Mathematics.
Students may choose coursework supporting the study of Mathematics as a liberal art (through the BA degree) or
choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics,
statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science,
computing, business, or economics. Augsburg’s urban location allows students to gain experience working with
mathematics through internships, service learning, and the colloquium course.
Mathematics Faculty
Jody Sorensen (Chair), Pavel Bělík, Tracy Bibelnieks, Suzanne Dorée, Richard Flint, Matthew Haines, Kenneth Kaminsky,
John Zobitz
Degree and Major Requirements
Mathematics Major, BA
Nine courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
A “theoretical structures” course from:
MAT 304 - Graph Theory
MAT 314 - Abstract Algebra
MAT 324 - Analysis
Other courses approved by the department.
Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above
300. Note that PHY 327 counts as a 300 level MAT course.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the
MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met
by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course
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approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their faculty advisor about potential additional skills courses needed.
Mathematics Major, BS
Twelve courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
MAT 246 - Linear Algebra
MAT 271 - Discrete Mathematical Structures
MAT 491 - Mathematics Colloquium (to be taken during junior and senior years)
Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note
that PHY 327 counts as a 300 level MAT course.
Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or
substitutes with departmental approval); BIO 355, BIO 473, BIO 481, BUS 379, CHM 353, CHM 362, CHM 368, CSC 160
(recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO
416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362,
SOC 363. (Not more than one of MAT 163, MAT 248, BUS 379, PSY 215, SOC 362 may count).
These seven electives must include a(n):
•
•
•
“Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department.
“Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department.
“Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, BUS 379, PSY 215, SOC 362, or other courses
approved by the department.
At least five of the seven electives must be chosen from a focus area approved by the department.
Sample focus areas:
•
•
•
•
•
•
•
Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT
369, MAT 373
Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, BUS 379, ECO 318, ECO 416, ECO
490, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of BUS 379, MAT
163 and MAT 248 may count).
Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT
363, MAT 377.
Physical Sciences: two of PHY 121, PHY 122, CHM 353, CHM 362, CHM 368; two of MAT 324, PHY 327, MAT 355,
MAT 369; a fifth course from this list.
Statistics: One of MAT 248, BUS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374; one of ECO 490, MKT 352, PSY
315, SOC 363, or another applied statistics course approved by the department.
Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324
Theoretical Mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or
regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II,
Abstract Algebra II, Combinatorics.
In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work
experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the
department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate
research project, the work may build upon a course-based project, but significant work beyond the course is expected.
Students must earn a grade of 2.0 or better in each course that applies toward the major.
At least two MAT courses numbered above 250 must be taken at Augsburg.
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the
MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met
by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course
approved by the department, or completion of another major that includes the speaking skill. Students transferring in
mathematics course(s) must consult their MAT advisor about potential additional skills courses needed.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change
after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify
current Minnesota teacher licensure requirements.
At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in
grades 5-12 are the same as the BS major, but the electives must include:
ESE 330 5-12 - Methods: Mathematics
MAT 252 - Exploring Geometry
MAT 287 - History of Mathematics
MAT 314 - Abstract Algebra
MAT 324 - Analysis
an “Applied Project” course
One of the following:
MAT 163 - Introductory Statistics
MAT 248 - Biostatistics
MAT 373 - Probability and Statistics I
At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8
under elementary education licensure are:
MAT 114 - Precalculus (or MPG 4)
MAT 145 - Calculus I
One of the following:
MAT 163 - Introductory Statistics
MAT 248 - Biostatistics
or MAT 373 - Probability and Statistics I
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
ESE 331 - Middle School Methods: Mathematics
Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a
Mathematics faculty advisor before enrolling in the 200 level MAT courses.
Departmental Honors in Mathematics
To be considered for departmental honors, a student must be involved with Mathematics beyond the classroom, have a
GPA of at least 3.50 in MAT courses numbered above 2.0, have an overall GPA of at least 3.0, complete a project with
significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics
Department. The project may build upon a course-based project, but significant work beyond the course is expected.
The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics
should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements
are available from the department.
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Pi Mu Epsilon
Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered,
students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall.
Mathematics Minor
Five courses including:
MAT 145 - Calculus I
MAT 146 - Calculus II
Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327 counts as a
300 level MAT course.
Alternatively students may complete a minor by taking the six courses:
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 163 - Introductory Statistics
or MAT 248 - Biostatistics
MAT 252 - Exploring Geometry
MAT 271 - Discrete Mathematical Structures
MAT 287 - History of Mathematics
Students must earn a grade of 2.0 or better in each course that applies toward the minor.
At least one MAT course numbered above 250 must be taken at Augsburg.
Math Placement Group (MPG)
Before enrolling in any Mathematics course, students must have the required Math Placement. All students are required
to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics
course taken at another college may have their MPG determined by the Registrar’s Office. Students who have passed
the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other
students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given
during College registration sessions and at other announced times during the year. Practice questions and other
information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students
in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other
MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first
term of enrollment at Augsburg College.
Prerequisites
A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a Mathematics course.
For a complete list of courses and descriptions, see the Course Description Search.
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Medieval Studies
The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and
beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study.
The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the
liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the
pursuit of a liberal arts degree in the modern world.
As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college.
Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in
Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that
require abilities in communication, critical and abstract thinking, and processing information.
Medieval Studies Faculty
Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green
(English), Martha B. Johnson (Theater Arts), Michael Kidd (Languages and Cross‐Cultural Studies), Merilee Klemp (Music),
Philip A. Quanbeck II (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion)
Degree and Major Requirements
Major
Eleven courses, including:
Six core requirements:
HUM 120 ‐ Medieval Life in 12th‐Century Europe
LAT 101 ‐ Beginning Latin I
LAT 102 ‐ Beginning Latin II
HIS 369 ‐ The Early and High Middle Ages
HIS 370 ‐ The Late Middle Ages to 1648
HUM 490 ‐ Keystone: Medieval Studies Project
One of the following literature courses:
ENL 330 ‐ Shakespeare
ENL 332 ‐ British Literature: Renaissance and Reformation
ENL 360 ‐ The Classical Tradition
ENL 361 ‐ The Medieval World
SPA 352 ‐ Survey of Spanish Literature I
One of the following religion or philosophy courses:
HIS 378 ‐ Medieval Church
PHI 242 ‐ History of Philosophy II: Medieval and Renaissance Philosophy
REL 362 ‐ Martin Luther and the Reformation
One of the following history of arts courses:
ART 386 ‐ Medieval Art
ART 387 ‐ Renaissance and Baroque Art
MUS 231 ‐ History and Literature of Music I
THR 361 ‐ Theater History and Criticism I
Two electives from the following courses:
HIS 374 ‐ Medieval Crusades
HIS 440 ‐ Topics in World History: Monks and Heretics
POL 380 ‐ Western Political Thought
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SPA 331 - Spanish Civilization and Culture
Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives.
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language Requirement
Students must take one year of college-level Latin as part of the major.
In addition, students must take one year of a college-level, modern language in which medieval scholarship is published
(e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the
Modern Language Core Skills requirement.
Augsburg Experience
As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include
study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript
Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related
to Medieval Studies.
Minor
Five courses, including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history,
literature, religion/philosophy, and history of arts).
For a complete list of courses and descriptions, see the Course Description Search.
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Metro‐Urban Studies
Metro‐Urban Studies is the study of cities as social, political, economic, and cultural entities. Metro‐Urban Studies brings
many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of
sociology, political science, history, environmental studies, and architecture to understand metropolitan areas in terms
of complex relationships that contribute to both opportunities and challenges. The major is designed to utilize the city as
our classroom, demonstrating the interplay of theory, policy, and lived experience. Coursework often includes walking
tours, field trips, and field research. Augsburg College’s Metro‐Urban Studies program emphasizes the theme of
planning metro areas to be more environmentally sustainable and promotes the health and civic engagement of citizens.
The Metro‐Urban Studies major helps prepare students for careers and graduate work in urban planning, public
administration, environmental studies, government, community organizing, social welfare and non‐profit work, and
architecture. All students participate in internships that reflect their career interests as part of the keystone experience.
Many students who major in Metro‐Urban Studies double‐major in related disciplines such as Environmental Studies,
Political Science or Sociology. If you’re interested in double‐majoring, please consult the director of Metro‐Urban Studies
about how to best plan your academic schedule to accommodate both majors.
Metro‐Urban Studies Faculty:
Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Kevin Bowman (Economics),
Lars Christiansen (Sociology), Keith Gilsdorf (Economics), Michael Lansing (History), and Joseph Underhill (Political
Science).
Degree and Major Requirements
Metro‐Urban Studies Major
A total of 11 courses, with the following required courses. A minimum GPA of 2.0 in the core courses is required for the
major.
Core Courses:
SOC 111 ‐ City & Community: intro to Urban Sociology
POL 122 ‐ Metropolitan Complex
ECO 113 ‐ Principles of Microeconomics
SOC 381 ‐ City and Regional Planning
SOC/URB 399 ‐ Internship
ENV/URB 492 ‐ The City and the Environment Keystone
SOC 362 ‐ Statistical Analysis
or POL 483 ‐ Political Statistics and Methodology
SOC 363 ‐ Research Methods
or POL 484 ‐ Political Analysis
ART/HIS 249/349 ‐ The Designed Environment
or HIS 316 ‐ US Urban Environmental History
or SOC 380 ‐ Disaster and Resilience
And two additional urban‐related electives, approved by the Program Director. For electives, please see the following
list, which is not exhaustive. Please consult the Director of Metro‐Urban Studies for other elective possibilities that suit
your career interests, including off‐campus study, ACTC courses, or study abroad.
ART 243 ‐ History of Architecture to 1750
ART 244 ‐ History of Architecture after 1750
ART/HIS 249/349 ‐ The Designed Environment
ECO 365 ‐ Environmental Economics
ENV 100 ‐ Environmental Connections
HIS 225 ‐ History of the Twin Cities
HIS 316 ‐ US Urban Environmental History
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HIS 335 ‐ American Urban History
POL 241 ‐ Environmental and River Politics
POL 325 ‐ Politics and Public Policy
SOC 265 ‐ Race, Class and Gender
SOC 349 ‐ Sociology of Organizations
URB 199 ‐ Internship
URB 295 ‐ Special Topic in Urban Studies
URB 299 ‐ Directed Study in Metro‐Urban Studies
URB 395 ‐ Special Topic in Urban Studies
Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information
Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221,
321 and 322).
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded
throughout the core courses and are met by completing the Metro‐Urban Studies major.
Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course
requirements to fulfill these skills.
Metro‐Urban Studies Minor
A total of five courses including:
Core Courses:
SOC 111 ‐ City & Community: intro to Urban Sociology
POL 122 ‐ Metropolitan Complex
SOC 381 ‐ City and Regional Planning
One of the following:
HIS 316 ‐ US Urban Environmental History
ART/HIS 249/349 ‐ The Designed Environment
SOC 380 ‐ Disaster and Resilience
URB 492 ‐ The City and Environment Keystone
And an approved Metro‐Urban Studies Elective (see list above).
Off‐Campus Study and Study Abroad
Off‐campus study is highly recommended for Metro‐Urban Studies majors. The Higher Education Consortium for Urban
Affairs’ (HECUA) Programs are particular recommended. These semester‐length and summer programs include:
Inequality in America, The New Norway, and Environment and Agriculture, and Art for Social Change Programs
(www.hecua.org). Other study abroad programs that are particularly useful to Metro‐Urban Studies majors include: IES
Metropolitan Studies program in Berlin, Germany (www.iesabroad.org) ; and the Danish Institute of Study Abroad’s
Urban Studies in Europe Program in Copenhagen, Denmark (www.disabroad.org). Metro‐Urban Studies students have
participated in programs in other countries as well.
Please see the program websites, Augsburg Abroad and the Director of the Metro‐Urban Studies Program for
completing Metro‐Urban Studies coursework in off‐campus programs.
For a complete list of courses and descriptions, see the Course Description Search.
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Music
The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum
through three degrees and five music majors. It also offers a variety of music courses and ensemble experiences that are
available to non-music majors, and meet Augsburg’s Liberal Arts Foundation requirements.
Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the Music faculty
seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow
students to explore the links between theory and applied knowledge and may take many forms, including internships;
community performances; music therapy practica; community-based learning projects; required off-campus
performance and concert attendance assignments; or travel and study within and outside the United States.
The Music Department is an institutional member of the National Association of Schools of Music (NASM) and the
American Music Therapy Association (AMTA).
Faculty
Full-time
Robert Stacke (Chair), Michael Buck, Jill Dawe, Douglas Diamond, Susan Druck, Annie Heiderscheit, Peter Hendrickson,
Roberta Kagin, Merilee Klemp, Sonja Thompson
Part-time Faculty
Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Marv Dahlgren, Bridget Doak, Lynn Erickson, Janet Fried,
Jennifer Gerth, Nancy Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Mark Kausch, Kathy Kienzle, Rena Kraut,
Dale Kruse, Steve Lund, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan Milenkovic, Rick Penning, O. Nicholas
Raths, Shannon Sadler, Andrea Stern, William Webb, Matthew Wilson
Fine Arts Coordinator
Cathy Knutson
Fine Arts Facilities Manager
Karen Mulhausen
Degrees/Majors
Bachelor of Arts
Music Major
Music Major/Music Business Concentration
Bachelor of Music
Music performance major
Music education major
Bachelor of Science
Music therapy major
Music Therapy Equivalency Certificate
Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming
a Board Certified Music Therapist.
Music Minors
Music
Music Business
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Degree and Major Requirements
Students intending to pursue a Music major in any of the three Music degree programs must declare their major,
perform a sophomore/transfer Music major jury qualifying jury, and complete the Music Department degree application
by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted
on the Music Students site on Moodle.
Because of the heavy curricular demands inherent in any single Music Department degree program, students are
strongly encouraged to avoid declaring double majors entirely within the department, i.e. attempting two music degree
programs simultaneously. In those rare cases where such a scenario seems both warranted and feasible, students are
required to petition the department for acceptance of their proposed degree plan prior to formally declaring their
double majors.
Music Core:
MUS 101 - Materials of Music I
MUS 111 - Aural Skills I
MUS 102 - Materials of Music II
MUS 112 - Aural Skills II
MUS 201 - Materials of Music III
MUS 211 - Aural Skills III
MUS 202 - Form and Analysis
MUS 212 - Aural Skills IV
MUS 231 - History and Literature of Music I
MUS 232 - History and Literature of Music II
MUS 331 - Music of the Baroque Era
or MUS 332 - Music of the Classical Era
or MUS 333 - Music of the Romantic Era
or MUS 334 - Music of the 20th Century
MUS 458 or 459 - Senior Recital
One to four semester(s) Performance Study on the major instrument in accordance with degree requirement
Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement
Large Ensemble Options:
MUE 111 - Augsburg Choir
MUE 112 - Riverside Singers
MUE 114 - Masterworks Chorale
MUE 115 - Cedar Singers
MUE 121 - Augsburg Symphony Orchestra
MUE 141 - Augsburg Concert Band
Chamber Music Options:
MUE 113 - Vocal Chamber Music
MUE 122 - String Chamber Music
MUE 125 - Guitar Chamber Music
MUE 131 - Woodwind Chamber Music
MUE 142 - Brass Chamber Music
MUE 144 - Percussion Chamber Music
MUE 145 - Piano Chamber Music
Additional Requirements (refer to the Music Department Student Handbook for detail)
•
•
Pass a piano proficiency test
Pass a sophomore/transfer music major qualifying jury
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•
•
Complete the Music Department degree application
Pass 3 music repertoire tests
Graduation Skills
Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance:
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 341
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Bachelor of Science in Music Therapy
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the
following courses:
S: MUS 363
QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372
Bachelor of Arts in Music with Music Business Concentration
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the
following courses:
QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146
Transfer Students
Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their
course requirements to fulfill each of these skills.
Music Major, BA
Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and
professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of
the many music-related business fields most often choose this course of study.
Faculty advisor: Douglas Diamond
Music Core, Additional Requirements and the following:
MUS 341 - Basic Conducting
MUS 458 - Senior Recital
Eight credits of MUS electives
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice from:
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Music Major with Music Business Concentration, BA
The Music Business major prepares students to enter today’s music industry and to pursue career opportunity where
the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and
internships. These experiences prepare students for careers in fields such as arts management, promotion, the record
industry, and general music business. The program affords both the performing artist and the business student the
opportunity to pursue music business studies. The Music Business major has two tracks: the Bachelor of Arts in Music
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with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business
Administration with Specialization in Music Business (designed with business emphasis).
Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music
providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for
the music business major is available in the Augsburg music office. McNally Smith courses cannot be used as a substitute
for any required Augsburg course specifically listed within a degree program. This program is open to sophomores
through seniors. There is no additional fee for this program.
Faculty advisor: TBA
Music Core, Additional Requirements and the following:
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
ACC 221 - Introduction to Financial Accounting
BUS 242 - Principles of Management
or BUS 254 - Entrepreneurship
or BUS 200 - Exploring Business as a Vocation
MUS 105 - The Music Business
MUS 245 - Arts Management and Concert Promotion
MUS 399 - Internship
or BUS 399 - Internship
MUS/BUS - Elective (Augsburg or MSCM course)
MUS 458 - Senior Recital
MUP 1xx - Performance Studies - four semesters of 1 credit lessons in major instrument/voice
MUP 3xx - Performance Studies - four semesters of 2 credit lessons in the major instrument/voice
Large Ensemble - eight semesters on the major instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Business Administration with Specialization in Music Business, BA
See Business Administration for requirements.
Music Education Major, Bachelor of Music
A fully accredited program (National Council for Accreditation of Teacher Education and Minnesota Board of Teaching),
the Music Education major offers students the preparation necessary to become music teachers in public schools. This
coursework and preparation includes certification to teach at the elementary through secondary levels, with either a
vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music
Education major candidates must apply to the Minnesota Department of Education for acceptance to the Music
Education licensure program which is granted only to students who successfully complete the requirements for the
Bachelor of Music Education major. All Music requirements must be completed prior to student teaching. A cumulative
GPA of 2.50 in all Music courses is necessary for the Music Education licensure program.
Faculty advisor: Michael Buck
Music Core, Additional Requirements and the following:
MUS 311 - Composition I
MUS 341 - Basic Conducting
MUS 358 - Junior Recital
MUS 459 - Senior Recital
HPE 115 - Chemical Dependency Education
EDC 200 - Orientation to Education in an Urban Setting
EDC 210 - Diversity in the School
or EDC110 - Teaching in a Diverse World
EDC 211 - Minnesota American Indians
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or EDC 206 - Diversity/Minnesota American Indians
EDC 220 - Educational Technology
EDC 310 - Learning and Development in an Educational Setting
ESE 300 - Reading/Writing in the Content Area
ESE 325 - Creating Learning Environments
ESE 370 - K-12 Methods: Music
EDC 410 - Learners with Special Needs
EDC 490 - School and Society
EED 481, 483 - Student Teaching: Elementary K-6
ESE 485, 487 - Student Teaching: Secondary
MUS 355 - Music Methods: Strings
MUS 356 - Music Methods: Brass and Percussion
MUS 357 - Music Methods: Woodwinds
MUS 359 - Music Methods: Vocal
Choose one of the following areas of emphasis:
Vocal Emphasis:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 342 - Choral Conducting
MUS/THR 235 - Skills of Music Theater
Instrumental Emphasis:
MUS 344 - Instrumental Conducting
Music elective or approved courses
Performance Studies and Ensembles:
Students should choose the following courses in accordance with their area of emphasis*.
MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice)
MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice
Chamber Music - two semesters of chamber music/small ensemble courses on the major
*A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four
additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement.
Music Performance Major, Bachelor of Music
This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of
the individual musician. This degree best prepares students who are interested in graduate school, professional
performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition
and interview (see the Music Department Student Handbook).
Faculty advisor: Jill Dawe
Requirements:
Music Core, Additional Requirements and the following:
MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice)
MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
MUS 358 - Junior Recital
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MUS 459 - Senior Recital
Large Ensemble - eight semesters on the major instrument or voice*
Chamber Music - four semesters of chamber music/small ensemble courses on the major instrument/voice
*For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and
four additional semesters of chamber music or other assignment in consultation with advisor.
Voice Majors:
MUS 251 - English Diction
MUS 252 - Italian Diction
MUS 253 - German Diction
MUS 254 - French Diction
MUS 435 - Voice Repertoire
MUS 359 - Music Methods: Vocal
*MUS Elective (2 credits)
*Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera
Workshop.
Keyboard Majors:
MUS 436 - Piano Repertoire
MUS 456 - Piano Pedagogy
MUS Elective (2 credits)
Instrumentalists:
MUS 356 - Music Methods: Brass/Percussion
or MUS 357 - Music Methods: Woodwinds
or MUS 355 - Music Methods: Strings
MUS Elective (4 credits)
Additional requirements:
BM performance major candidates must pass an extended performance audition and interview that is scheduled after
completion of the sophomore/transfer music major qualifying jury.
Music Therapy Major, BS
Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination.
The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a
clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students
who wish to become professional music therapists. A minimum grade of 2.5 in all music therapy courses is required.
Faculty Advisor: Roberta Kagin
Requirements:
Music Core, Additional Requirements and the following:
MUS 271 - Introduction to Music Therapy
MUS 274 - Music Therapy Practicum
MUS 275 - Music Therapy Practicum
MUS 363 - Expressive and Creative Arts in Healing
MUS 372 - Psychological Foundation of Music I
MUS 373 - Psychological Foundation of Music II
MUS 374 - Music Therapy Practicum
MUS 375 - Music Therapy Practicum
MUS 480 - Music Therapy Senior Seminar
MUS 474 - Music Therapy Practicum
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MUS 475 - Music Therapy Practicum
MUS 481 - Music Therapy Clinical Internship
MUS 458 - Senior Recital
EDC 410 - The Learner with Special Needs
PSY 105 - Principles of Psychology
PSY 262 - Abnormal Psychology
BIO 103 - Human Anatomy and Physiology
MUS 340 - Music Therapy Techniques and Materials I
MUS 345 - Music Therapy Techniques and Materials II
SOC 362 - Statistical Analysis
or PSY 215 - Research Methods and Statistics I
MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice)
MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice)
Large Ensemble - eight semesters on the major instrument or voice*
Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice
Pass guitar proficiency test
Music Therapy Equivalency/Certification Program
The Music Therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet
the requirements set by the American Music Therapy Association to become professional music therapists. This
equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination.
Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music
Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four
terms and successful completion of a two-year music theory equivalency test. Acceptance to the degree program
requires the following:
•
•
Pass the sophomore/transfer music major jury and Music Department degree application
Pass guitar proficiency
Music Minor
Requirements:
MUS 101 - Materials of Music I
MUS 102 - Materials of Music II
MUS 111 - Aural Skills I
MUS 112 - Aural Skills II
MUS 341 - Basic Conducting
MUS 231 - History and Literature of Music I
or MUS 232 - History and Literature of Music II
One additional course (2 credits or above) in music history or conducting
Other music courses may be approved by departmental petition
MUP 1xx - Performance Studies (four semesters of 1 credit performance studies in the major instrument/voice)
Large Ensemble - four semesters in a large Augsburg ensemble
Additional requirements:
Pass one music repertoire test
Submit a Music Department application for minor by spring semester, sophomore year
Music Business Minor
The Music Business minor is a course of study designed both for the Music major desiring additional preparation in
business and for the non-music major interested in pursuing a career in the music industry. With the Music Business
minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that
address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program
between the Music and Business departments.
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Requirements:
MUS 105 - The Music Business
ECO 113 - Principles of Microeconomics
MIS 260 - Problem Solving for Business
ACC 221 - Introduction to Financial Accounting
MUS/BUS 399 - Internship (approved for the music business minor)
One of the following:
MUS 245 - Arts Management and Concert Promotion
BUS 301 - Business Law
BUS 254 - Entrepreneurship
All of the above courses plus eight additional music credits beyond MUS 105 and MUS 245 (maximum of four credits in
MUE and/or MUP courses)
Departmental Honors
Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors
by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the
following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a
program, presenting a research paper, or some combination of any of the above.
Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and
a brief music résumé to be submitted to the music faculty by November 1 of the senior year.
Piano Proficiency
All Augsburg Music majors are required to have basic piano skills that meet the standard required by the Piano
Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training
and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in
several ways. Students with extensive training may be able to simply pass the test; those with some training may
register for private piano lessons; the majority of students are advised to take a piano placement test that determines
their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach
the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is
started during the first year, when piano study will complement and strengthen the student’s experience in the music
theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major
requirements and test dates.
Music Repertoire Tests
These four tests are intended to encourage students to become lifelong listeners by requiring students to familiarize
themselves with many of the masterpieces of the classical music repertory from the Middle Ages to today. Consult the
Music Student Handbook for the lists of pieces required by all four repertoire tests and the call numbers for the
repertoire test CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the end of
the fall semester, and again at the end of the spring semester. Music majors are required to pass three music repertoire
tests, transfer students must pass two, and Music minors must pass one.
For a complete list of courses and descriptions, see the Course Description Search.
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Natural Science Teaching Licensure
The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching
preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background
in science and allow for specialization in an area. The following programs assume that the student will meet the
distribution/general education requirements of the College, the requirements for appropriate majors, required
education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of
calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete
undergraduate major and licensure requirements on a timely basis.
Content Liaisons
Dale Pederson (Biology), Sandra Olmsted (Chemistry), Ben Stottrup (Physics)
Degree and Major Requirements
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Education Department to identify current licensure requirements.
All upper division courses required for the Biology major must be completed before student teaching.
Licensure Requirements
General Science Endorsement (for grades 5-8):
Introductory Geology (taken off campus, offered through ACTC program)
SCI 106 - Introductory Meteorology
BIO 121 - Human Biology
BIO 102 - The Biological World
PHY 116 - Introduction to Physics
or PHY 121, 122 - General Physics I, II
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Biology Major—BA in Life Sciences (for licensure in biology 9-12)
Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: only four
(rather than five) upper division Biology courses are required. Upper division Biology requirements must be traditionally
graded. A GPA of 2.50 in upper division Biology courses is required for all Natural Science majors.
Chemistry Major (for licensure in chemistry 9-12)
Broad base requirements, plus undergraduate major in chemistry:
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
CHM 351 - Organic Chemistry I
CHM 352 - Organic Chemistry II
CHM 353 - Quantitative Analytical Chemistry
CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics
CHM 491 - Chemistry Seminar (four semesters)
MAT 145 - Calculus I
MAT 146 - Calculus II
Two courses from:
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
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CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Advanced Analytical Chemistry
CHM 482 - Advanced Inorganic Chemistry
BIO 369 - Biochemistry
PHY 121 - General Physics I
PHY 122 - General Physics II
Physics Major (for licensure in physics 9-12)
Broad base requirements, plus undergraduate major in physics:
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
PHY 351 - Mechanics I
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
Two additional physics courses above 122; PHY 261 recommended
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
Post-baccalaureate Teaching Licensure
Students who have earned a bachelor’s degree elsewhere and seek Natural Science teaching licensure at Augsburg are
required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher.
For a complete list of courses and descriptions, see the Course Description Search.
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Nordic Area Studies
Nordic Area Studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway,
and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values,
and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic
regional identity as a context in which to appreciate the differences between the five individual countries and to
understand the complexity of their interactions among themselves and the global community.
Coordinator: Frankie Shackelford
Nordic Area Studies Major
Eight courses, six of which must be upper division - by approval of program director.
Nordic Area Studies Minor
Four upper division courses - by approval of program director.
Other Requirements
At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits
included in the major with approval of the program coordinator. Students graduating with a major or minor must also
present the equivalent of intermediate level competence in a Scandinavian language.
Recommended supporting preparation: Study abroad through International Partners or SUST (See International
Programs, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland, or Iceland; and elective courses or a second major such as Norwegian, History, Political Science, Urban
Studies, Business Administration, International Relations, Sociology, or Social Work.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses
and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing one of
the following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
For a complete list of courses and descriptions, see the Course Description Search.
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Nursing
The Augsburg Department of Nursing is designed exclusively for registered nurses who want to advance their education
and increase their career opportunities, and to address changing health needs in a variety of rapidly changing care
settings. No longer do nurses practice only in hospitals. They are moving into communities, corporations, parishes, and
schools, as well as into their own private practices. Wherever they work, nurses are making a difference in community
health and well-being by providing comprehensive health care for diverse groups of persons across the life span.
The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of
nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they
increase skills in critical thinking, community assessment, leadership, and decision-making. Classes that combine shortterm immersion models of study both at home and abroad are woven into the BSN curriculum, and students are invited
to participate in these exciting endeavors as they are able.
Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the
program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of
Nursing.
Nursing Faculty
Cheryl Leuning (Chair), Pauline Abraham (Coordinator, BSN program in Rochester), Marty Aleman, Katherine
Baumgartner (Coordinator, BSN program in Minneapolis/St. Paul), Kathleen Clark (Coordinator, Augsburg Central Health
Commons and the Dar Ul-Quba Health Commons at Cedar Riverside), Virginia McCarthy, Joyce Miller, Joyce Perkins,
Kaija Sivongsay, Kris Stellon, Lisa Van Getson
Degree and Major Requirements
Nursing Major, BSN
Seven courses including:
NUR 300 - Trends and Issues in Nursing
NUR 305 - Communication
NUR 306 - Paradigms in Nursing
NUR 403 - Families and the Life Cycle
NUR 410 - Community Health Nursing I
NUR 411 - Practicum: Community Health Nursing II
NUR 490 - Leadership/Management
A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.5 are required. Students also must
complete Augsburg’s residence and general education requirements.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the required courses in the Nursing major and are met by completing the major.
Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the
nursing major at Augsburg must consult an advisor about potential adjustments to their course requirements to fulfill
each of these graduation skills.
Other Information
The program has been planned so that courses in the Nursing major can be completed over 16 months (full-time study,
two courses per semester); however, students may pursue their studies at a slower and more flexible pace.
Courses in the Nursing major are generally offered on weekday evenings with practicum courses (NUR 410 and 411)
requiring additional weekday time. More time may be required to complete the total course of study depending on the
number of liberal arts (general education) courses individual students need to complete the BSN degree and the number
of credits each student transfers to Augsburg College from other colleges or universities. Students in Nursing may take
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non-nursing courses in both the Day and WEC program. Students interested in pursuing the Nursing major should
consult with BSN admissions staff in the Admissions Office for assistance applying.
Admission to the Nursing Major
In addition to meeting admission requirements for Augsburg College, admission to the Nursing major requires the
following:
•
•
•
•
•
•
Completed application
Cumulative GPA of 2.5 or higher in the basic nursing program
Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice
in Minnesota prior to beginning the Nursing major
Evidence of HIPAA training
Up-to-date immunization records
Criminal background check (details provided in application process)
Special conditions:
•
•
Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg due to a
cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to
achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg.
Students may apply to Augsburg College prior to completion of their degree program provided all admission
requirements are met prior to enrolling at Augsburg.
Credit for Previous Nursing Courses
Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will be granted 28 semester
credits in recognition of their previous lower division nursing coursework if the following standards are met:
•
•
Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in
nursing program. Both must be state board-approved programs.
Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Services
(WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to
Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates
of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational
credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must
apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have
passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all
students.
Students who change their major and transfer out of the BS in Nursing completion program will lose the 28 semester
credit block grant and their transfer credit evaluation will be reassessed. The 28 semester credit block grant will be
applied toward a Bachelor of Science degree in Nursing only.
Options for Completing the Degree
Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that
must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and
part-time sequential alternatives for pursuing a Nursing degree.
Courses at Augsburg are available evenings and weekends. Generally, Nursing classes meet on alternate weekday
evenings for four-hour time blocks. Online activities will occur between face-to-face class time. Clinical practicum
requirements usually occur on weekdays. Optional immersion courses and practicums at home and abroad are
scheduled throughout the year. Check with the Department of Nursing for details.
It is recommended that most liberal arts courses be taken before starting the Nursing major. Nursing majors can
complete courses toward the bachelor’s degree at the Minneapolis and at the Rochester campuses.
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Transfer of Upper Division Nursing Courses
BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to
three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in
the MAN program. Note that these graduate courses may not transfer into another college or university as graduate
courses if they have been used to complete the BSN; Augsburg College, however, accepts the courses as also fulfilling
requirements in the MAN. The three graduate Nursing courses plus a one-credit practicum include the following:
NUR 500 - Transcultural Health Care
NUR 500 - Practicum: Transcultural Health Care in the City or in Oaxaca, Mexico
NUR 532 - Transcultural Healing and Self Care
NUR 532 - Practicum: Transcultural Healing Practices and Self Care
NUR 541 - The Politics of Health Care
NUR 541 - Practicum: Politics of Health Care in the City
(see current class schedule for practicum offerings)
Note: If NUR 411 is not taken immediately following NUR 410 or concurrently with NUR 411, students are required to
consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more
than five years may be asked to audit courses already taken. There is a fee to audit courses.
Departmental Honors
Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the
department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be
presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement.
Latin Honors
To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 14
traditionally-graded credits at Augsburg and have no more than two elective pass/no credit graded credits at Augsburg
(classes offered only as P/N by the department will not be counted, nor will N grades). For further information, see the
Latin Honors section in Academic Information.
For a complete list of courses and descriptions, see the Course Description Search.
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Philosophy
Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines
arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most
basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the
best? What is knowledge and what are its sources?
Students learn to ask and answer these and other similar questions for themselves through the development and use of
critical reasoning, assisted by the study of philosophers from the past and present.
The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy
majors continue on to graduate school in philosophy, while others use the major to prepare for other professional
studies such as law, medicine, religious ministry, or journalism.
Philosophy Faculty
David Apolloni (Chair), Markus Führer, Eric Helleloid, Michael Lotti, Marit A. Peterson
Degree and Major Requirements
Philosophy Major
Eight courses including:
PHI 230 - Logic
or PHI 385 - Formal Logic and Computation Theory
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
A 400-level course (other than PHI 499)
Two elective courses in Philosophy
Four courses must be upper division
Graduation Skills
Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses
and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Language requirement
The Philosophy Department has no specific language requirement besides the one of the College, but it recommends for
Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor.
Major in Computational Philosophy
In addition to a major and minor in Philosophy, the Philosophy department also offers a cross-disciplinary major in
conjunction with the Computer Science department emphasizing areas of interest in which philosophy and computer
science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The
purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts
perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent
logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science
for more information.
Departmental Honors
Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations
will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the
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student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the
department.
Philosophy Minor
Five courses, including two from:
PHI 241 - History of Philosophy I: Ancient Greek Philosophy
PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy
PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy
PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy
For a complete list of courses and descriptions, see the Course Description Search.
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Physics
Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and
govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of
controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic
particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics
plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as
energy, weather, medical science, and space exploration. A good background in physics (and the associated problem
solving skills obtained therein) will prepare you well for a multitude of careers.
Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological
advances, the department strives to give students not only an understanding of basic concepts, but also insights into
recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It
also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering,
materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the
medical and health-related fields. The department serves the liberal arts by offering courses for non-science students
that enable them to attain a general understanding of a particular area of science. These courses provide the basis for
further study and enable students to follow new fdevelopments in science with heightened awareness and
comprehension.
The department supervises the pre-engineering program, with degree programs available at cooperating universities at
both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the
Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its
Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National
Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these
efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research
programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in
industrial, governmental, and academic settings.
Faculty
Jeffrey Johnson (Chair), Stuart Anderson, Mark Engebretson, David Murr, Ben Stottrup, David Venne
Physics Research Staff: Jennifer Posch
Degree and Major Requirements
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Thirteen courses including:
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
PHY 351 - Mechanics I
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY396 - Comprehensive Laboratory II
Two elective physics courses above PHY 122
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
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Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the
offered courses and are met by completing the major.
The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, or MAT 201
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major, BS
Eighteen courses including:
PHY 121 - General Physics I
PHY 122 - General Physics II
PHY 245 - Modern Physics
PHY 261 - Electronics
PHY 351 - Mechanics I
PHY 352 - Mechanics II
PHY 362 - Electromagnetic Fields I
PHY 363 - Electromagnetic Fields II
PHY 395 - Comprehensive Laboratory I
PHY 396 - Comprehensive Laboratory II
PHY 486 - Quantum Physics
One Physics course above PHY 122
CHM 115 - General Chemistry I
CHM 116 - General Chemistry II
MAT 145 - Calculus I
MAT 146 - Calculus II
MAT 245 - Calculus III
PHY 327 - Special Functions of Mathematical Physics
or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Physics Major with Concentration in Space Physics, BS
72 credits. It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 Plasma Physics, and the omission of the elective Physics course.
Departmental Honors
A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral
presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year.
Other Requirements
In planning their courses of study, students are encouraged to work closely with members of the Physics faculty.
Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY
327) during the sophomore year.
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It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM, BIO,
or MAT 499), and one elective from the following (in place of one elective above PHY122):
BIO 253 - Introductory Cellular Biology
BIO 355 - Genetics
BIO 369 - Biochemistry
BIO 471 - Advanced Cellular and Molecular Biology
BIO 475 - Neurobiology
BIO 476 - Microbiology
BIO 486 - Immunology
CHM 353 - Quantitative Analytical Chemistry
CHM 367 - Properties of Polymers
CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy
CHM 464 - Advanced Organic Chemistry
CHM 470 - Principles of Medicinal Chemistry
CHM 481 - Advanced Analytical Chemistry
MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences
PHY 327 - Special Functions of Mathematical Physics
PHY 430 - Introduction to Solid State Physics
Graduation Skills
Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by
completing the major. Consult your department chair or academic advisor for requirements for meeting the
Quantitative Reasoning (QR) graduation skill.
The graduation skill in Speaking (S) is met by completing the following course—COM 115
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Physics Minor
Seven courses including:
PHY 121 - General Physics I
PHY 122 - General Physics II
MAT 145 - Calculus I
MAT 146 - Calculus II
Three elective physics courses above PHY 122
Society of Physics Students
The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a
national physics society and of participating in the physics community on a professional basis. Membership in the society
is open to all students interested in physics.
Sigma Pi Sigma
Membership in the Augsburg chapter of this national physics honor society is open to those students who have
completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of
their class.
For a complete list of courses and descriptions, see the Course Description Search.
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Political Science
Students studying Political Science at Augsburg College are provided with the intellectual tools for understanding and
taking effective action in regard to the pressing political issues of the day. The role and significance of authority and
power in human affairs establish the focus of political science. Augsburg Political Science students have the benefit of
experienced faculty who teach courses in all major areas of political science, and also possess special expertise in
campaigns and elections, immigration and ethnic politics, urban and environmental politics, economic development,
comparative and international politics, mass communications and other information technology, and American public
law. Grounded in the diverse and international community around our college, the department directly engages the
world and issues around us.
Political scientists use systematic inquiry and analysis to shed light on the dynamics of a whole range of phenomena,
including elections, wars, poverty, human rights, regime change, and migration. Our majors explore political ideas and
values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives
on international relations. In the process, our students are encouraged to relate insights from other liberal arts
disciplines such as Philosophy, Psychology, Economics, History, and Sociology to the study of politics.
Providing work in several subfields of political science, the major supplies the breadth appropriate for graduate work in
political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation
on which to develop careers in public service, business, communications, and other fields. Legislative and other
internships, as well as significant independent research projects, are within easy reach of Augsburg Political Science
students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special
opportunities enhance the student’s potential for graduate study and a successful career.
Faculty
Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom, Elizabeth Klages, Norma Noonan (emerita), Joseph
Underhill
Degree and Major Requirements
Political Science Major
Ten courses:
POL 158 - Political Patterns and Processes
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
One elective from the following:
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 160 - World Politics
POL 170 - Law in the United States
At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may
be counted for that area. Only one internship may count for an upper division area.
One other Political Science course in any area, upper or lower division
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the
offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of
the following courses: POL 325, POL 326, or POL 380
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Pre-Law Concentration in Political Science
11 required courses including:
POL 121 - American Government and Politics
POL 170 - Law in the United States
POL 483 - Political Statistics and Methodology
POL 484 - Political Analysis
Two of the following three courses:
ENL 220 - Intermediate Expository Writing
or ENL 223 - Writing for Business and the Professions
PHI 230 - Logic
COM 111 - Public Speaking
Electives (five total):
Three courses from the choices below:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 - Topics
POL 380 - Western Political Thought
POL 381 - Topics: Democratic Theory
And two additional upper level courses in Political Science (can come from the list above, or be any other upper level
Political Science course).
Public Policy and Political Change Concentration in Political Science
11 required courses including:
ECO 112 - Principles of Macroeconomics
or ECO 113 - Principles of Microeconomics
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
or POL 326 - Political Parties and Behavior
POL 399 - Internship
ECO 490 - Research Methods in Econometrics
or POL 483 - Political Statistics and Methodology
or SOC 362 - Statistical Analysis
POL 484 - Political Analysis
One Course from the Following:
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 124 - American Women and Politics
POL 158 - Political Patterns and Processes
POL 160 - World Politics
POL 170 - Law in the United States
Four Courses from the Following:
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL 326 - Political Parties and Behavior
POL 342 - Mass Communication in Society
POL 370 - Constitutional Law
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POL 371 - Topics
POL 381 - Topics: Democratic Theory
POL 421 - Topics: American Politics
POL 461 - Topics: International Politics
ECO 312 - Intermediate Macroeconomics
or ECO 313 - Intermediate Microeconomics
SOC 381 - City and Regional Planning
Notes
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•
•
•
POL 140 can be substituted for POL 122, with advisor approval.
If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot
fulfill requirements in both sections.
Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III.
Political Science Areas
(I)
(II)
(III)
(IV)
(V)
American Government and Politics
Comparative Politics and Analysis
International Politics
Public Law
Political Theory and Analysis.
Any course listed in more than one area may be counted in only one area toward major or minor requirements.
Departmental Honors
The honors major in Political Science includes the requirements listed above, plus the following:
The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors
independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee.
Students may work with any member of the department on their honors thesis. For specific requirements, consult the
department chair. Students should apply for the honors major no later than the junior year.
Political Science Minor
Five courses, including:
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
or POL 170 - Law in the United States
POL 158 - Political Patterns and Processes
And at least three upper-division courses in three out of five political science areas
POL 483 may not usually be used for a minor.
Pre-Law Minor
Four Required Courses:
POL 121 - American Government and Politics
POL170 - Law in the United States
Two of the following:
ENL 220 - Intermediate Expository Writing
or ENL 223 - Writing for Business and the Professions
PHI 230 - Logic
COM 111 - Public Speaking
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Two elective from the following:
POL 350 - Topics: European Politics
POL 370 - Constitutional Law
POL 371 - Topics
POL 380 - Western Political Thought
When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled).
Public Policy and Political Change Minor
Core courses:
POL 121 - American Government and Politics
or POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
or POL 326 - Political Parties and Behavior
POL 399 - Internship
Three of the following:
POL 241 - Environmental and River Politics
POL 325 - Politics and Public Policy
POL 326 - Political Parties and Behavior
POL 342 - Mass Communication in Society
POL 381 - Topics in Democratic Theory
POL 421 - Topics in American Politics
POL 461 - Topics in International Politics
ECO 312 - Intermediate Macroeconomics
or ECO 313 - Intermediate Microeconomics
SOC 381 - City and Metro-Urban Planning
Notes
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•
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POL 140 can be substituted for POL 122, with advisor approval.
If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot
fulfill requirements in both sections.
Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II.
Teaching Major in Political Science and Economics
Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure
requirements for secondary education.
Economics Courses:
ECO 112 - Principles of Macroeconomics (elective for social science core)
ECO 113 - Principles of Microeconomics (elective for social science core)
ECO 312 - Intermediate Macroeconomics
or ECO 315 - Money and Banking
ECO 313 - Intermediate Microeconomics
One other upper division Economics course
Education Courses:
EDC 200 - Orientation to Education in an Urban Setting (required for licensure)
ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure)
Political Science Courses:
POL 121 - American Government (social science core course)
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Two upper-level political science courses (must be in two different areas)
Two other Political Science courses
In addition, in order to graduate with this major, a student must have been admitted into the Department of Education.
To be licensed in social studies, additional education courses and the social studies core are required.
Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics
and Political Science. Either option requires that the student also take courses required for the social studies core. For
more information, see the department chair.
For a complete list of courses and descriptions, see the Course Description Search.
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Psychology
Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology
contributes to the understanding of individual and group behavior. The study of psychology equips students to
understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students
for graduate study and work in psychology, the major emphasizes the complementary components of a strong
foundation in research and theoretical work with the application of knowledge and skills in coursework, research
experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of
learning and the integration of liberal arts and professional domains prepares students for careers in many settings
including business, education, social services, research, law, government, church, and medicine.
Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in
psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning
experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams.
Faculty
Stacy Freiheit (Chair), Ben Denkinger, Grace Dyrud, O. Evren Guler, David Matz, Bridget Robinson-Riegler, Nancy Steblay,
Henry Yoon
Degree and Major Requirements
Psychology Major
The major is 10 courses including:
PSY 105 - Principles of Psychology
PSY 215 - Research Methods and Statistics I
PSY 315 - Research Methods and Statistics II
At least one course from the following:
PSY 325 - Social Behavior
PSY 354 - Cognitive Psychology
PSY 355 - Biopsychology
At least one course from the following:
PSY 491 - Advanced Research Seminar
PSY 493 - Seminar: Contemporary Issues
Professional Perspectives:
PSY 400 - Keystone Internship
At least one course from the following:
PSY 201 - Health Psychology
PSY 235 - Psychology and Law
PSY 263 - Sports Psychology
PSY 357 - Behavioral Analysis
PSY 359 - Assessment
PSY 373 - Industrial/Organizational Psychology
PSY 385 - Counseling Psychology
PSY 410 - Clinical Neuropsychology
Electives (three courses in psychology)
Majors are encouraged to take more than the minimum 10 required psychology courses.
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Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299,
399/396, 400 and 499 may be counted.
Graduation Skills
Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded
throughout the offered courses and are met by completing the major.
Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
All psychology majors must have an advisor in the Psychology department.
Transfer Students
Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the
chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In
general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Biopsychology Major
The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the
departmental pages of this catalog.
Concentration in Clinical Psychology
The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental
health care fields. Students will learn about the biological, psychological, and social factors related to defining,
understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both
the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student
research projects and completing an internship in a real-world mental health setting. See the department chair for
specific requirements.
Concentration in Psychology and Law
The field of psychology and law involves the application of scientific and professional aspects of psychology to questions
and issues relating to law and the legal system. This field encompasses contributions made in a number of different
areas—research, clinical practice, public policy, and teaching/training among them—from a variety of orientations
within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this
concentration will participate in at least three experiential learning venues: laboratory research, a community-based
internship, and study tours to Hennepin County courts. See the department chair for specific requirements.
Concentration in Social Psychology
Both the Sociology and Psychology Departments offer courses relevant to students with interests in social psychology.
The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with
specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize
research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law,
consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is
ideal for graduate school preparation. See the department chair for specific requirements.
Departmental Honors
GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be
made during the junior year. Consult the department chair for more detailed requirements.
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Minor
Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than
two courses from among PSY 199, 299, 399/396, 400, and 499 may be counted.
For a complete list of courses and descriptions, see the Course Description Search.
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Religion, Youth and Family Ministry
In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values. The
study of religion at Augsburg College invites students on a search for meaning, challenging them to explore their own
religious beliefs and those of their neighbors, to gain a broader view of the role of faith in public life, and to better
understand our global context.
As an academic discipline, religion probes many of life’s critical questions:
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Who are we as human beings and where did we come from?
Why do bad things happen?
How can we live meaningful lives?
What happens after we die?
How do our values shape our choices?
What is our responsibility to others?
What texts are sacred and how should we read them?
How can we encourage cooperation and respect among people of different faiths?
Students begin their search for meaning in the Core Curriculum courses, REL 100, 200, or 300. Here they learn to
articulate their own beliefs and to understand that what they believe really matters. Students engage in a close reading
of the Bible and other sacred texts, study their historical contexts, and apply these insights to contemporary social
issues. They also explore their own gifts and how these might be used in service of the broader community as they
pursue a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a major or minor in
Religion, which offers a wide range of courses in theology, biblical studies, and world religions.
As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff are eager to engage in
dialogue with Christians from all denominations, with people who practice other faith traditions, and with those who
claim no particular beliefs. Faculty in the Religion Department represent several Christian denominations and model
respectful dialogue with students from a variety of faith perspectives. We challenge all of our students to respect and
learn from one another and to think critically about matters of faith and reason in our lives together.
Faculty
Russell Kleckley (Chair), Lori Brandt Hale, Karl Jacobson, Mary Lowe, Matthew Maruggi, Jeremy Myers, Philip Quanbeck
II, Beverly Stratton, Marty Stortz, Mark Tranvik, and Hans Wiersma
Majors
The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM).
Prerequisites
REL 100 (or 300 for advanced transfer students) is prerequisite to all other courses.
Transfer Courses
All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only
courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet
the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved
introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the College REL
100 and 200 requirement; consult the Registrar’s Office.
Advising
All majors must have an advisor in the department.
Departmental Honors
GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the
department. Application must be received by the department by December 30 of the student’s senior year.
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Religion
A Religion major provides a strong foundation in the liberal arts and prepares students for professional work and
graduate studies in a wide range of fields. Since the major requires only eight courses, students are encouraged to
double-major in a related field. Students considering seminary should take two Bible courses and one course in theology
or church history. Students planning on graduate studies in religion ought to complete one Bible course, a world
religions course, and the Philosophy of Religion course. A Religion major also provides strong preparation for graduate
studies in theology, religious studies, sacred scripture, church history, and related fields. The major prepares students to
think critically, read analytically, write clearly, and speak confidently—skills that make our graduates attractive to
graduate schools.
Degree and Major Requirements
Religion Major, BA
Eight courses including:
REL 200 - Christian Vocation and the Search for Meaning II
or REL 300 - Bible, Christian Theology, and Vocation
REL 210 - Research Methods in Religion
REL 495 - Religion Keystone
Five additional electives
Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course
may be applied to the major.
Graduation Skills
The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the
major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the
following courses:
QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second major
S: REL 302, 386 or consult with advisor for an approved course outside the major
W: REL 495 and one of the following: REL 362, 370, or 481
Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements
to fulfill each of these skills.
Religion Minor
Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.)
Note for majors and minors: Students are required to have at least a 2.0 GPA in courses counted toward the major or
minor. One or two courses in Youth and Family Ministry (YFM) may count toward the Religion major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Youth and Family Ministry
In keeping with Augsburg’s mission to nurture future leaders in service to the world, the major in youth and family
ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry
settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting
coursework in the social sciences. A distinctive element of the major is the combination of practical and theological
training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry
contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before
participating in off‐site fieldwork. A Youth and Family Ministry minor is also offered.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult a YFM advisor about potential adjustments to their course requirements to fulfill each of
these skills.
Associate in Ministry (AIM)
Coursework completed with the major fulfills part of the requirements for Associate in Ministry (AIM) status within the
Evangelical Lutheran Church in America. Students interested in AIM certification should consult with their home synod
and with a YFM advisor no later than their second year.
Youth and Family Ministry Major
Eighteen courses including:
Theology core (six courses):
REL 210 ‐ Research Methods in Religion
REL 301 ‐ Interpreting the Old Testament
REL 302 ‐ Interpreting the New Testament
REL 362 ‐ Martin Luther and the Reformation
REL 481 ‐ Contemporary Theology
REL 495 ‐ Religion Keystone
Youth and family ministry core (six courses):
YFM 208 ‐ Vocational Formation I [required non‐credit experience]
YFM 209 ‐ Vocational Formation II [required non‐credit experience]
YFM 235 ‐ Foundations for Ministry with Youth and Families
YFM 305 ‐ Ministry Practices
YFM 358 ‐ Life and Work of the Church
YFM 399 ‐ Internship
Youth and family ministry electives (Two courses):
YFM 205 ‐ Exploring Topics in Youth and Family Ministry (choose two topics course from a list of 2 credit courses)
One REL or YFM course from the following list:
YFM 232 ‐ Peer Ministry: Principles and Leadership
YFM 316 ‐ Church and Culture in Context
REL 343 ‐ Theology of Marriage and Family
REL 345 ‐ The Lutheran Heritage (required for AIM certification)
REL 353 ‐ Finding Your Religion/Spirituality
REL 356 ‐ World Religions
REL 357 ‐ Giants of the Christian Faith
REL 425 ‐ Christian Spiritual Practices
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And three supporting courses:
SOC 231 - Family Systems: Cross Cultural Perspective
PSY 105 - Principles of Psychology
PSY 250 - Child Development
or PSY 252 - Adolescent and Young Adult Development
Note: A student with a youth and family ministry major or minor may not also major or minor in religion.
Youth and Family Ministry Minor
The minor consists of the following five courses:
YFM 235 - Foundations for Ministry with Youth and Families
One youth and family ministry course from:
YFM 305 - Ministry Practices
YFM 358 - Life and Work of the Church
One Bible survey course from:
REL 301 - Interpreting the Old Testament
REL 302 - Interpreting the New Testament
One theology course from:
REL 362 - Martin Luther and the Reformation
REL 481 - Contemporary Theology
One course from the theology core, YFM core, or YFM electives as listed in the major.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Studies Teaching Licensure
Students preparing to teach social studies at the secondary level must complete a broad foundation program in the
social sciences and professional requirements within the Education Department.
Coordinators
Michael Lansing, History, Content Liaison
Chris Brown, Secondary Education Social Studies Coordinator
Social Studies Teaching Licensure
Core requirements:
ECO 113 - Principles of Microeconomics
ESE 220 - Introduction to Human Geography
HIS 120 - America to 1815
or HIS 121 - 19th-Century United States
or HIS 122 - 20th-Century United States
POL 121 - American Government and Politics
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Human Society
ANT 141 - Introduction to Cultural Anthropology
Plus a major in one of six fields—Economics, History, Political Economics, Political Science, Psychology, or Sociology.
Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg
campus.
An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only.
Consult with Chris Brown for details.
Students considering a career in social studies education should consult the Augsburg Education Department and the
Social Studies coordinator by the beginning of their sophomore year.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current
Minnesota teacher licensure requirements.
For a complete list of courses and descriptions, see the Course Description Search.
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Social Work
Professional social work is for students who have the desire to better the lives of people. Social work is for students who
want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working
with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social
work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, and political
science. The curriculum will prepare you for internships in human service agencies, schools, hospitals, community
centers, food shelves, women’s centers and a number of other settings in your junior and senior year. The BSW program
believes in social justice and teaches students how to engage the system to achieve it. The program addresses
multicultural awareness through a required course and also a special elective course on Intergroup Dialogue.
The generalist practice degree awarded will allow you to be successful in your chosen areas of social work practice and
prepared to work multicultural settings. Students graduating with a Social Work major receive a Bachelor of Science
degree in social work and are eligible to apply for licensure as a generalist social worker. Over ninety-five percent pass
the exam on the first try.
Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work
program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program,
reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by
the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog.
Social Work Faculty
Nancy Rodenborg (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Mauricio
Cifuentes, Ankita Deka, Christina Erickson (Field Education Coordinator), Annette Gerten (BSW Field Coordinator),
Melissa Hensley, Ericka Kimball, Bibiana Koh, Barbara Lehmann (BSW Program Director), Terrence Lewis, Michael Schock
Degree and Major Requirements
The Bachelor of Science degree consists of ten upper level courses and a total of seven supporting courses. Social Work
courses that are open to non-majors are designated with an asterisk.
The Supporting Courses
Select one of these three courses:
SWK 100 - Introduction to Professional Social Work*
SWK 210 - Environmental Justice and Social Change*
SWK 230 - Global Peace and Social Development*
Select one of these four courses:
ECO 112 - Principles of Macroeconomics
POL 121 - American Government and Politics
POL 122 - Metropolitan Complex
POL 325 - Politics and Public Policy
Take these four courses:
BIO 121 - Human Biology
PSY 105 - Principles of Psychology
SOC 121 - Introduction to Human Society
SWK 280 - Diversity and Inequality in Professional Practice*
Select one of these two courses:
SOC 362 - Statistical Analysis
MAT 163 - Introductory Statistics
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GPA Requirements for degree completion
The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to the program, a minimum
grade of 2.0 is required for each upper level course and a 2.2 cumulative GPA is required in the supporting program.
Graduation Skills
The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and
are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT
163 or SOC 362.
Pass/No Credit Maximums for Majors
All Social Work majors must take their upper level courses with traditional grading. Social Work majors are allowed to
apply up to six credits with a grade of Pass (P) toward graduation. Students seeking Latin and Department Honors may
only take two P/N credits. (See Latin Honors in Academic Information for additional details.)
Social Work Major
Ten upper level courses:
SWK 301 - History and Analysis of Social Policy*
SWK 303 - Human Development and the Social Environment*
SWK 306 - Social Work Practice 1: With Individuals
SWK 307 - Field Work 1: Integrative Seminar
SWK 316 - Social Work Practice 2: With Families and Groups
SWK 317 - Field Work 2: Integrative Seminar
SWK 401 - Social Work Research and Evaluation
SWK 406 - Social Work Practice 3: With Communities and Policies*
SWK 407 - Field Work 3: Integrative Seminar
SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course)
Social Welfare Minor (for non-social work majors)
The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to
incorporate some social welfare perspectives to their chosen career.
Six courses including:
SWK 100 - Introduction to Professional Social Work
SWK 303 - Human Development and the Social Environment
SWK 301 - History and Analysis of Social Policy
SWK 406 - Social Work Practice 3: With Communities and Polices
SOC 265 - Race, Class and Gender
And one course from:
POL 121 - American Government and Politics
POL 158 - Political Patterns and Processes
POL 325 - Politics and Public Policy
No credit for non-academic work
In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or
previous work experience.
Admission to the Major
Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall
semester of the sophomore year at Augsburg or in the summer months for junior transfer students. Each Social Work
major must complete the application materials and be officially admitted to the Social Work program before beginning
the first field practicum in the junior year. Social Work majors must have a cumulative 2.20 GPA to enter the program.
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Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be
considered for conditional admission. Admission to the program is required as a prerequisite for those 300- and 400level courses restricted to Social Work majors only. Contact the Social Work Department for details.
Departmental Honors
The Social Work Department offers students the opportunity to earn departmental honors through the completion of an
applied or scholarly project. Students may apply for departmental honors if they have earned and maintain an overall
GPA of 3.3 and maintain a cumulative GPA of 3.6 in all Social Work classes at the 300-level and above. Honors applicants
may take up to two courses as P/N (pass/no credit) and must complete a minimum of 14 traditionally-graded Augsburg
courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical
understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on
this paper or project. Please consult with the advisor or program director for complete details and deadlines.
Social Work Study Abroad Opportunities
The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study
abroad at some point in their college career. Through The Center for Global Education the BSW program offers an
award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring semester of their junior
year go to Mexico to study social work and finish their degree on time. A similar option is offered for study in Norway.
The Social Work department also offers a rotating selection of faculty-led, short courses to foreign countries such as
China, Slovenian, South Africa and India.
Social Work Course Sequence
Social Work Entry Level Courses, SWK 280, and SWK 240
The Social Work major offers three ways to begin the BS degree: SWK 100 is for those students interested in the breath
of the profession; SWK 210 is for students whose focus is policy and advocacy; and SWK 230 is for students interested in
international social work and global issues. All three courses are equal as introductions to the major.
All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency,
program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by
agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK
280, that is to be taken after the entry level courses.
A special elective course SWK 240: Intergroup Dialogue is offered for students who want a more direct interaction in
issues of diversity.
Social Work upper level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The
senior keystone is SWK 417: Field Work 4: Integrative Seminar. Consult the BSW Program Manual for the degree courseschedule flowchart.
For a complete list of courses and descriptions, see the Course Description Search.
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Sociology
Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization
provides the opportunity to improve the world we have created and in which we live. The sociological perspective
provides an important way to critically understand how human beings come to think and act as they do in a variety of
social contexts.
The goal of the department is to guide students in gaining knowledge of social processes and the social order, how it
affects them in their daily lives, and how it can be applied to their lives and vocations. Sociology majors develop an
understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and
practice the application of sociological concepts to the solution of social problems.
The department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning.
Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives.
Students also may take an independent study, special topics course, or field study toward that end.
The major in Sociology has equipped our alumni to understand and function more effectively in the social world as
professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking
skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research
positions, human resources positions in both government and private corporations, criminal justice field, and as
professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human
services, social work, urban planning, and the ministry.
Sociology Faculty
Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James Vela-McConnell
Degree and Major Requirements
Sociology Major
Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from
human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it
provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and
reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic
research, integration of theory and data, and the connection of the individual and collective perspectives in the unique
way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives
allow students to choose courses that add other skills related to areas of career interest.
The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper
division courses from the specified list below:
Core courses:
SOC 121 - Introduction to Human Society
SOC 362 - Statistical Analysis
SOC 363 - Research Methods
SOC 485 - Sociological Theory
SOC 490 - Senior Seminar and Keystone
At least three of the following upper division courses (Prerequisite: SOC 121):
SOC 320 - Sociology of Law
SOC 349 - Sociology of Organizations
SOC 375 - Social Psychology
SOC 377 - Organizational Crime and Deviance
SOC 380 - Disaster and Resilience
SOC 381 - City and Regional Planning
SOC 387 - Juvenile Delinquency
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SOC 390 - Social Problems Analysis
SOC 399 - Internship
Two additional sociology electives
Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in
the major.
Graduation Skills
The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded
throughout the offered courses and are met by completing the major.
Transfer students must consult an advisor about potential adjustments to their course requirements.
Interest Tracks
In order to focus preparation for careers and further study, the Department offers interest tracks within the major.
These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. The
Interest Tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and
skills. Working with an advisor and following the guidelines and recommendations provided at the links below, Sociology
majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice,
law, organizational development, public relations, social services, and urban studies.
Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology
Department chair. A full description of each interest track may be found at the Sociology Department website,
www.augsburg.edu/sociology.
Teaching Licensure Major
The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the
Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog.
Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher
licensure requirements.
Departmental Honors
To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall.
See department chair and website for specific requirements. An application for departmental honors/graduation with
distinction must be completed by spring of the junior year.
Minor
Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required
to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor.
For a complete list of courses and descriptions, see the Course Description Search.
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Theater Arts
Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses,
productions, recitals, and artist series, the study of theater embraces both classical and new forms, examines global and
local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical
thinking abilities and to master professional skills while also exploring new approaches to theater through their studies
in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation and
diversity as they find and express their own creative visions. The program prepares them well to continue with their
education and/or become leaders in the field of theater and performance studies.
The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and
artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality
curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and
the campus, while providing a solid base in classical, modern, contemporary, and multicultural theater. In order to
encourage non-majors to become involved in our department, we offer six theater arts minors and welcome all
Augsburg students to become involved in our productions.
Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater.
At Augsburg we seek to create every opportunity for students to grow both as theater artists and scholars by
encouraging connections between our campus and the greater arts community, while also exploring connections
between theory and application. Students have the opportunity to make these connections through course study,
theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater
professionals from the local community who work closely with students), and attendance at numerous professional
productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into
creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a
critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of
the profession.
Many of the skills acquired by Theater majors or minors are highly valuable and transferable to other professions:
collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater arts can help prepare students for successful careers in law, education, business,
communication, journalism, and many other fields, as well as in professional or academic theater, television, or film.
Theater Arts Faculty
Darcey Engen (Chair), Michael Burden, Martha Johnson, Sarah Myers, Barbra Berlovitz, Warren C. Bowles, Tessie
Bundick, David DeBlieck, Christina Ham, Karen Mulhausen, Sandra Schulte, Dario Tangelson, Randy Winkler
Degree and Major Requirements
Bachelor of Arts
The Theater Arts Department currently has three concentrations within the major: performance,
directing/dramaturgy/playwriting, and design/technical. Each concentration consists of the theater core curriculum
supplemented by one concentration requirement, one concentration elective, plus two Theater major electives. Each
concentration requires 10 production units taken as THP practicum courses.
Graduation Skills
The Theater Arts Department addresses the graduation skills using the embedded model. Every course within the core
curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking
(CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200,
MAT 145, MAT 146, or PHY 119.
Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of
these skills.
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Theater Arts Major
Nine core courses for each concentration:
THR 228 - Introduction to Stagecraft
THR 232 - Acting
THR 245 - Introduction to Asian and Asian American Theater
THR 250 - Script Analysis: Foundations of Theater
THR 270 - Introduction to Black Theater
THR 328 - Theatrical Design
THR 361 - Theater History and Criticism I
THR 362 - Theater History and Criticism II
THR 366 - Stage Direction
Theater Major Electives
For each of the three concentrations, students may choose two electives from the following pool of courses. Within a
single concentration, a course can count as a theater major elective only if NOT taken to satisfy a concentration
requirement or concentration elective:
THR 233 - Acting for the Camera
THR 226 - Movement for Theater
THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application
THR 235 - Skills of Musical Theater
THR 237 - Dance for Musical Theater
THR 255 - Introduction to Musical Theater
THR 265 - Computer Drafting for the Stage and Architecture
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
THR 295 - Topics
THR/ENL 325 - Playwriting I
THR/ENL 326 - Playwriting II
THR 350 - Voice for Speech, Stage and Screen
THR 365 - Advanced Acting
THR 425 - New Methodologies of Stage Direction and Dramaturgy
THR 495 - Topics
ENL 221 - Expository Writing about the Arts
ENL 330 - Shakespeare
ENL 338 - British and Commonwealth Drama
ENL 358 - Readings in American Drama
ENL 368 - Readings in World Drama
NAS 352 - Modern Nordic Drama
Performance Concentration
Students choosing this concentration will enroll in the nine core theater major courses taken by all theater majors plus
the electives and requirements listed below. Students in the performance concentration are encouraged to consult with
their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses
are offered. Students are strongly encouraged to also complete a professional internship at a local Twin Cities theater.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one performance concentration requirement, one performance
concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP courses.
Performance Concentration Requirement:
THR 365 - Advanced Acting
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Performance Concentration Electives:
Select and complete one of the following:
THR 226 - Movement for Theater
THR 350 - Voice for Speech, Stage and Screen
Theater Major Electives:
Select and complete two of the courses listed above under general Theater Major Electives. Within the performance
concentration, a course can count as a Theater major elective only if NOT taken to satisfy a performance concentration
requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Directing/Dramaturgy/Playwriting Concentration
Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus
the requirements and electives listed below. Students in the directing/dramaturgy concentration are encouraged to
consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester
elective courses are offered.
To fulfill this concentration:
Thirteen THR courses—nine required core courses, one directing/dramaturgy/playwriting concentration requirement,
one directing/dramaturgy/playwriting concentration elective, two Theater major electives, plus 10 Theater practicum
units taken as THP courses.
Directing/Dramaturgy/Playwriting Concentration Requirement:
THR/ENL 325 - Playwriting I
Directing/Dramaturgy/Playwriting Concentration Electives:
Select and complete one of the following:
THR/ENL 326 - Playwriting II
THR 425 - New Methodologies of Stage Direction and Dramaturgy
ENL 221 - Expository Writing about the Arts
Theater Major Electives:
Select and complete two of the courses listed above under general theater major electives. Within the
directing/dramaturgy/playwriting concentration, a course can count as a theater major elective only if NOT taken to
satisfy a directing/dramaturgy/playwriting concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Specific practicum requirements:
Serve as stage manager on main-stage show
Dramaturg one main-stage show
Design/Technical Concentration
Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus
the requirements and electives listed below. Students in the design/technical concentration are encouraged to consult
with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective
courses are offered.
To fulfill this concentration:
Thirteen THR courses--nine required core courses, one design/technical concentration requirement, one
design/technical concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP
courses.
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Design/Technical Concentration Requirement:
Select and complete one of the following:
THR 275 - Lighting and Sound for the Stage
THR 280 - Costumes and Makeup for Performance
Design/Technical Concentration Electives:
Select and complete one of the following:
THR/FLM 230 - Scenic Painting: Paint for Stage, Film and Faux Application
THR 265 - Computer Drafting for the Stage and Architecture
Theater Major Electives:
Select and complete two of the courses listed above under general Theater major electives. Within the
design/technology concentration, a course can count as a Theater major elective only if NOT taken to satisfy a
design/technology concentration requirement or elective.
Ten production practicum units (THP)--See Practicum Units
Curricular Planning Information
First-years planning to major in theater arts should complete THR 228, 232, and 250 during their first year. Students who
are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their
concentration and courses offered: THR 226, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater
majors who are juniors or seniors may take THR 326, 328, 350, 361, 362, 365, 366, 425, and 495. Note: While many
courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional
basis.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to
the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and, as part
of their major, complete a substantial independent project of honors quality. Honors candidates should meet with their
departmental advisor early spring semester of their junior year to develop a proposal for the honors project to be
submitted by the first week of April. The theater department will assign an honors project advisor to students submitting
successful proposals.
Transfer Students
Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another
institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg.
Additionally, transfers are required to take a minimum of three upper division theater arts courses at Augsburg.
Students should complete ten practicum units to fulfill their major requirements. Students transferring with sophomore
standing should complete a minimum of seven practicum units within the department. Students transferring with junior
standing should complete a minimum of five practicum units within the department.
Theater Arts Minors
The Theater Arts Department offers six minors: Musical Theater, Performance, Design/Technical, Film/Performance,
Theater History and Criticism Dramaturgy, and a general Theater Arts minor.
Please note: ALL Theater Arts minors are required to complete five Theater practicum units (THP credits) in any of the
three areas (acting/performance, production, or artistic/production management).
Musical Theater Minor (5 courses):
Four Required Courses:
THR 232 - Acting
THR/MUS 235 - Skills of Musical Theater
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THR 255 - Introduction to Musical Theater
THR 237 - Dance for Musical Theater
Take one of the following:
THR 365 - Advanced Acting
MUE 294/494 - Opera Workshop
Plus 5 THP (practicum) credits
Performance Minor (5 courses):
Two Required Courses:
THR 232 - Acting
THR 250 - Script Analysis
Take three of the following:
THR 116 - Creative Drama: Acting and Improvisation
THR 222 - Introduction to Theater
THR 226 - Movement for Theater
THR 350 - Voice for Stage, Speech and Screen
THR 365 - Advanced Acting
THR 495 - Topics
Plus 5 THP (practicum) credits
Design/Technical Minor (5 courses):
One Required Course:
THR 328 - Theatrical Design
Take four of the following:
THR 228 - Introduction to Stagecraft
THR 250 - Script Analysis: Foundations of Theater
THR/FLM 230 - Scenic Painting: Paint for Stage, Film, and Faux Application
THR/FLM 275 - Lighting and Sound for the Stage
THR/ART 280 - Costumes and Makeup for Performance
Plus 5 THP (practicum) credits
Film/Performance Minor (5 courses):
Two Required Courses:
THR 232 - Acting
THR 233 - Acting for the Camera
Take three of the following:
THR 226 - Movement for Theater
ENL 241 - Introduction to Cinema Arts
THR 350 - Voice for Stage, Speech, and Screen
THR 365 - Advanced Acting
Plus 5 THP (practicum) credits
Theater History and Criticism Dramaturgy Minor (5 courses):
Four Required Courses:
THR 250 - Script Analysis: Foundations of Theater
THR/ENL 325 - Playwriting I
THR 361 - Theater History Criticism I
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THR 362 - Theater History Criticism II
Take one of the following
THR 299 - Directed Study: Dramaturgy
THR 299 - Directed Study: Theater History and Criticism
Plus 5 THP (practicum)) credits
Theater Arts Minor (5 courses):
Four Required Courses:
THR 250 - Script Analysis: Foundations of Theater
THR 232 - Acting
THR 362 - Theater History Criticism II
THR 366 - Stage Direction
Take one of the following:
THR 228 - Introduction to Stagecraft
THR 328 - Theatrical Design
Plus 5 THP (practicum) credits
Theater Practicum Courses
THP courses involve practicum teaching and learning in the context of play productions and are required for the Theater
Arts major/minor. All THP Theater practicum courses are taken for noncredit with pass/no credit grading. Evaluation by
the faculty mentor will be based on: 1) successful and timely completion of practicum area for which student is
registered; 2) positive and professional attitude and work ethic demonstrated by the student; and 3) demonstrated
competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a P grade.
THP courses require:
•
•
•
•
•
Consent and signature of instructor
Supervision by theater faculty
A minimum of 30 hours of assessed participation by the student
Registration for THP course for semester when practicum is completed
Registration for practicum before deadline dates set by the Registrar’s Office
Please note:
•
•
•
•
•
•
•
All majors will complete at least one THP 123 unit in costumes.
All majors will complete one THP 133 in lighting.
THP courses may be repeated.
Crew work required for classes/coursework does not count towards practicum credit.
Work-study hours do not count towards practicum credit.
Completion of THP 115 and 116 counts as two and three practicum units respectively because of the extraordinary
amount of time required of the student. All other THP courses count as one practicum unit each.
THP requirements for transfer students are explained under “Transfer Students,” above.
Theater Practicum Courses–Areas
All Theater Arts majors in all three concentrations are required to complete 10 practicum units (THP) from the three
established areas below.
Area 1: Performance
Each major will complete between one and five THPs from the performance area.
THP 111/121/131/141/151 - Theater Practicum: Acting/Performance
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Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may
be given one THP 151 credit.
Area 2: Production
Each major will complete between four and eight THPs from the production area.
THP 112/122/132 - Theater Practicum: House Management
THP 113 - Theater Practicum: Sets
THP 123 - Theater Practicum: Costumes
THP 133 - Theater Practicum: Lights
THP 114/124/134 - Theater Practicum: Running Crew
THP 115/125/135 - Theater Practicum: Stage Management–small project
THP 116/126/136 - Theater Practicum: Stage Management–large project
Area 3: Artistic/Production Management
Each major will complete one THP from this area.
THP 117/127/137 - Theater Practicum: Artistic Assistance
For a complete list of courses and descriptions, see the Course Description Search.
204
Women’s Studies
The Women’s Studies program provides students with the opportunity to examine critically women’s contributions and
experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg
College, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus not only on gender, but also
acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Women’s Studies
program offers both a major and a minor, and provides students with academic preparation for careers in human
services, education, and social work as well as graduate study.
Faculty
Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Cass
Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom,
Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Ann Lutterman-Aguilar, M. Elise
Marubbio, Kathleen McBride, Sarah Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J.
Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama
Degree and Major Requirements
Major
Ten courses that must include:
WST 201 - Foundations in Women’s Studies
A mid-level course in feminist theory or feminist philosophy selected from an approved list
WST 485 - Senior Seminar
WST 199/399 - Internship*
*WEC majors may take WST 499 (Independent Study) with a practical application in lieu of WST 199/399; interested
students should speak with the WST director.
The remaining six electives are to be selected from approved Women’s Studies courses, and should include one course
with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three courses must be upper
division courses. Students may take courses at any of the colleges participating in the Women’s Studies program.
However, at least three courses must be completed at Augsburg.
Each student’s program must have the written approval of the Women’s Studies program coordinator.
Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs
offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies
credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and
Globalization: Engaging Our Communities (offered spring semester).
Graduation Skills
The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by
completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200. Transfer
students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills.
Minors and Concentrations
Students majoring in Women’s Studies can pursue a concentration in Sexuality and/or Global Women’s and Gender
Studies. A concentration will be noted on the transcript at the point of graduation, not a minor.
Women’s Studies Minor
Five courses that must include WST 201; three electives, one of which must be upper division; and WST 485 or 499.
Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written
approval of the Women’s Studies Program Coordinator.
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Sexuality Studies Minor or Concentration
The 20‐credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social
construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual
practice on a global level. Students are required to take three core courses plus two electives (one of which must be
upper division), as follows:
Core Courses in Sexuality Studies:
WST 201 ‐ Foundations in Women’s Studies
SOC 266 ‐ Sociology of Sexualities
WST 305 ‐ Introduction to Queer Studies
Elective Courses in Sexuality Studies:
WST 250 ‐ Global Perspectives on Gender and Sexuality
WST 315 ‐ Margins as Center: Feminist Theory
HPE 316 ‐ Human Sexuality
WST 281/481 ‐ Topics
Global Women’s and Gender Studies Minor or Concentration
The 20‐credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on
women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus
two electives (one of which must be upper division), as follows:
Core Courses in Global Women’s and Gender Studies:
POL 359 – Topics: Women in Comparative Politics
WST 201 ‐ Foundations in Women’s Studies
WST 315 ‐ Margins as Center: Feminist Theory
Elective Courses in Global Women’s and Gender Studies:
WST 250 ‐ Global Perspectives on Gender and Sexuality
WST 281/481 ‐ Topics
WST 313 ‐ Environmental Theology and Ethics (CGE)
WST 362 ‐ Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa
WST 341 ‐ Globalization, Social Struggles and the Environment (CGE)
WST 357 ‐ Mexican History, Culture and Cosmovision (CGE)
WST 366 ‐ Latin American Liberation Theologies (CGE)
AIS 208/408 ‐ Native American Women and Film
AIS/INS 233 ‐ Women: A Cross‐Cultural Perspective
AIS 305 ‐ Indigenous Issues of Central America
AIS 320 ‐ American Indian Women
ENL 365 ‐ Contemporary Post Colonial Fiction
HIS 195 ‐ Topics in History: Promoting Justice and Seeking Equality ‐ Globalization and Women’s Grassroots Movements
in Latin America
Students are strongly encouraged to study abroad or to take at least one travel seminar.
Transfer Students
Students who transfer to Augsburg College and wish to complete a major or minor in Women’s Studies are urged to
consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an
articulation agreement with Century College and with Inver Hills Community College that governs students from these
institutions with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities
must consult with the director of Women’s Studies for approval of courses for the major or minor.
For a complete list of courses and descriptions, see the Course Description Search.
207
Augsburg College Board of Regents
For more information, go to www.augsburg.edu/regents.
Andra Adolfson
Dan W. Anderson ‘65
Ann B. Ashton-Piper
Jennifer P. Carlson, J.D.
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Anthony L. Genia, Jr., ’85, M.D.
Alexander J. Gonzalez ‘90
Michael R. Good ‘71
Norman R. Hagfors
Jodi L. Harpstead, Chair
Rev. Rolf Jacobson, Ph.D.
Eric J. Jolly, Ph.D.
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
André J. Lewis ’73, Ph.D.
Jennifer H. Martin, Ph.D.
Marie O. McNeff, Ed.D.
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D.
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Bishop Peter R. Rogness, ex-officio
Curtis A. Sampson
Gary A. Tangwall ’80
Rev. David L. Tiede, Ph.D.
Bishop Harold Usgaard, ex-officio
Rev. Norman W. Wahl ’76, D.Min.
Bonnie Wallace
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ex-officio
ELCA Program Unit for Congregational and Synodical Mission
Executive Director
The Rev. Dr. Stephen Bouman
Associate Executive Director for Educational Partnerships
The Rev. Dr. Mark Wilhelm
207
Augsburg College Faculty and Administration
Beginning year of service of faculty and staff is indicated with parentheses.
College Cabinet
Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago.
Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota.
Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD,
University of Minnesota.
Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg College.
Karen Kaivola (2013). Provost and Chief Academic Officer. BA, Georgetown University; MA, Ph.D., University of
Washington.
Tammy McGee (2010). Vice President of Finance and Administration, Chief Financial Officer. BS, St. Cloud State
University; MBA, St. Thomas University.
William Mullen (2013). Vice President of Enrollment Management. BA, Lawrence University; MBA, Capella University;
EdD, University of Minnesota.
Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead.
Administration
Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State University-Moorhead; MA, Augsburg College.
Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University;
MDiv, University of Chicago Divinity School; PhD, Union Institute.
Jesse Cashman (2011). Director, Public Safety. BA, College of St. Scholastica; MA, University of St. Thomas.
Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. MA, St. Paul Seminary School of Divinity-University of
St. Thomas.
Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington
University.
Crystal Comer (2012). Registrar. BS, Bemidji State University; MS, Minnesota State University, Mankato.
Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA,
University of Pittsburgh.
Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College.
Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of
Wisconsin, Madison; MS, Ph.D., Washington State University.
Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa.
Nathan Gorr (2006). BA, University of Minnesota, Morris.
Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences and Associate Professor of Biology. BS,
University of Wisconsin; MS, PhD, University of Illinois at Champaign-Urbana.
Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University.
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota.
Nathan J. Hallanger (2008). Senior Analyst, Academic Affairs. BA, Augustana College; MTS, Harvard Divinity School,
Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary.
208
Kevin Healy (2004). Director, Advancement Services. BS, Carroll College.
Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of
Phoenix, MBA, Augsburg College.
Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of Wisconsin-Madison; MS,
University of Oregon.
Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg College; MS, Iowa State University.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St.
Mary Seminary.
Penh Lo (2008). Director, Pan-Asian Student Services. BS, Minnesota State University, Mankato.
Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale
University; DMin, San Francisco Theological Seminary.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University;
EdM, Harvard University.
Regina McGoff (1992). Director of Center for Global Education. BS, University of Minnesota; MBA, University of St.
Thomas.
Donna McLean (1985). Director of Development Initiatives. BA, University of Minnesota.
Keith Munson (2010, 2012). Director, Career and Internship Services. BA, St. Olaf College; MS, Minnesota State
University, Mankato.
Jane Ann Nelson (1999). Director of Library Services. BA, University of Sioux Falls; MA, University of Minnesota.
Aly C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota.
Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota.
Lori A. Peterson (2004). Assistant Vice President and Dean of Professional Studies. Assistant Professor of Business
Administration. BSB., MEd, PhD, University of Minnesota.
Joanne Reeck-Irby (2008). Director of Campus Activities and Orientation. BA, MA, University of Minnesota.
Maureen Reed (2011). Executive Director, Nobel Peace Prize Forum. BA, MD, University of Minnesota.
Laura Roller (2008). Senior Director, Corporate, Foundation and Government Relations. BA, MPA, University of
Minnesota.
Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato.
Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint Mary’s University.
Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary.
Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. BA, Moorhead State University; EdM,
Rutgers University.
Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State
University, Mankato.
Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota.
David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota.
Kim Stone (2008) Director of Alumni and Constituent Relations. BA, Minnesota State University, Mankato; MBA, Nova
Southeastern University.
Keith Stout (2012). Director of Leadership Gifts. BA, Metro State College, Denver.
Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of Minnesota.
209
Erica Swift (2013). Director, Sponsored Programs. BA, University of Minnesota; MS, The George Washington University.
Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota.
Paul L. Terrio (1990). Director, Student Financial Services. BA, Augsburg College.
Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American
University.
Martha Truax (2007). Director of Annual Giving. BA, Macalester College.
Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW,
University of Connecticut.
Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College; MA, University of
Nebraska; DPA, Hamline University.
Stephanie Weiss (2010). Director, News and Media Services. BA, University of Minnesota.
Karl Wolfe (2007). Director Rochester Program. BA, Azusa Pacific University; MDiv, Asbury Theological Seminary; EdD,
Pepperdine University.
Faculty (Full-time)
A
Pauline J. Abraham (2005). Assistant Professor of Nursing. A.D., Rochester Community College; BSN., Winona State
University; MA, Augsburg College.
Phillip C. Adamo (2001). Associate Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University.
Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota.
Kristin M. Anderson (1984). Professor of Art. BA, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota.
Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD, University of Minnesota.
Elizabeth Ankeny (2008). Associate Professor of Education. BA, Augustana College; MA, Morningside College; PhD,
Colorado State University.
Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison.
David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern
Seminar; PhD, University of Minnesota.
William M. Arden (2005). Assistant Professor of Business Administration. BS, New York University; MS, Northeastern
University; MBA, Boston University.
B
Jennifer Bankers-Fulbright (2008). Assistant Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College
of Medicine.
David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. BA, University of Minnesota; PA Certificate,
Augsburg College; MA, University of Nebraska, Omaha.
David D. Barrett (2011). Assistant Professor of Health and Physical Education. AA, Normandale Community College; BA,
Texas Lutheran University; MEd, Southwest Texas State University; PhD, University of Minnesota
Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene
University; MPAS, University of Nebraska.
Bruce Batten (2008). Assistant Professor of Business, MBA. BS, Davidson College; PhD, Medical College of Virginia.
210
Katherine A. Baumgartner (2005). Assistant Professor of Nursing. BS, Minnesota State University-Mankato; MA,
Augsburg College.
Matthew Beckman (2008). Assistant Professor of Biology. BA, Brandeis University; PhD, University of Alabama.
Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota.
Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. BA, St. Olaf College; MS, PhD, Clemson University.
Susan N. Boecher (2007). Assistant Professor, full-time, Art. BFA, University of Minnesota.
Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois.
Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA,
Iowa State University; PhD, University of Minnesota.
Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of
Illinois at Urbana-Champaign.
Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University; MS, Minnesota State
University, Mankato; PhD, Ohio State University.
Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. BS,
Bemidji State University; MEd, University of Sydney, Australia.
Michael Buck (2010). Assistant Professor of Music. BME, St. Olaf College; MME, Vandercook College of Music; PhD,
University of Southern Mississippi.
Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota.
Michael R. Burden (1990). Associate Professor of Theater Arts (Designer and Technical Director). BA, Augsburg College;
MFA, University of Minnesota.
Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS, PhD, University of
Minnesota.
C
William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at
Urbana-Champaign.
John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of
Wisconsin-Stout; EdD, University of Minnesota
Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. BS, PhD, North Dakota State University.
Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University.
Mauricio Cifuentes (2011). Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana; MSW, PhD, Loyola
University.
Anthony J. Clapp (2001). Associate Professor of Health and Physical Education. AA, Golden Valley Lutheran College; BA,
Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama.
Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MA, Augsburg College.
Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California; MA, University of California,
Davis; PhD, University of Southern California.
Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. PhD, Indiana University-Bloomington.
David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester.
BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota.
Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota.
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Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological
Seminary; PhD, University of Minnesota
David Crowe (2008). Assistant Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota.
D
Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union
Institute and University.
Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman
School of Music.
Ankita Deka (2008). Assistant Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD,
Indiana University.
Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota.
Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois-Urbana.
Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The Mannes College of Music.
Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD, University of WisconsinMadison.
Grace B. Dyrud (1962). Professor of Psychology. BA, MA, PhD, University of Minnesota.
E
Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of Minnesota; MFA, Syracuse
University.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. BSN, St. Olaf College; MA, PhD, University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD,
University of Minnesota.
Darcey K. Engen (1997). Associate Professor of Theater Arts. BA, Augsburg College; MFA, University of WisconsinMadison.
Carol A. Enke (1986). Instructor of Health and Physical Education. BS, MEd, University of Minnesota.
Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of
Minnesota – Duluth; PhD, University of Illinois – Chicago.
Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological
Seminary; PhD, University of Minnesota.
F
Ronald L. Fedie (1996). Associate Professor of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota.
Zengqi Vivian Feng (2008). Assistant Professor of Chemistry. BS, Linfield College; PhD, University of Illinois.
Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD,
State University of New York – Albany.
Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa State University.
Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western
Reserve University.
Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota.
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Annette M. Gerten (1997). Associate Professor of Social Work. BA, College of St. Catherine; MSW., University of
Michigan; PhD, University of Minnesota.
Keith F. Gilsdorf (2001). Associate Professor of Economics. BS, Moorhead State University; MA, North Dakota State
University; PhD, University of Nebraska-Lincoln.
Amy Gort (2009). Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois–ChampaignUrbana
Jennifer Grant (2010). Assistant Professor of Business. BA, St. Olaf College; MS, University of Minnesota; MBA,
Northcentral University; PhD, Graduate Theological Foundation.
Carrie Gray (2009). Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa.
Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University.
William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota.
Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia College-Moorhead; MA, JD,
University of Minnesota.
Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota.
Donald R. Gustafson (1961). Professor of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin.
H
Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS, PhD, Lehigh University.
Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD,
University of Virginia.
David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA, Augsburg College; MA,
Macalester College; MA, Columbia University; DMA, Manhattan School of Music.
Melissa Hensley (2010). Assistant Professor of Social Work. AB, MSW, Washington University; MHA, University of
Missouri–Columbia; PhD, Washington University.
Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MA, Art Institute of Boston.
I
Ann Impullitti (2010). Assistant Professor of Biology. BS, Northern Michigan University; MS, University of Wisconsin;
PhD, University of Minnesota.
Colin C. Irvine (2003). Associate Professor of English. BA, Carroll College; MA, University of Notre Dame; PhD, Marquette
University.
Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic
Institute.
J
Jeffrey E. Johnson (1985). Associate Professor of Physics. BS, MS, MBA, PhD, University of Minnesota.
Martha B. Johnson (1988). Professor of Theater Arts. BA, MA, PhD, University of Wisconsin-Madison.
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Amin E. Kader (1974). Associate Professor of Business Administration. BComm, University of Cairo; MBA, University of
Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd,
University of Kansas; PhD, Temple University.
Ashok K. Kapoor (1998). Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA,
University of Minnesota; PhD, Temple University.
Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell
University.
Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern
Seminary; DTh, University of Munich.
Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University of Minnesota; PhD,
Eastman School of Music.
Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA, University of Minnesota.
Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith
College; PhD, University of Minnesota.
Gregory P. Krueger (2000). Assistant Professor of Education. BA, Southwest Minnesota State University; MA, Hamline
University.
Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of WisconsinMadison.
L
Steven J. LaFave (1991). Professor of Business Administration. BA, Michigan State University; MA, University of
Michigan; MBA, University of Minnesota.
Michael J. Lansing (2005). Associate Professor of History. BA, College of William and Mary; MA, Utah State University;
PhD, University of Minnesota.
David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case
Western Reserve University.
Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD
University of Minnesota.
Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of
Utah.
Terrence Lewis (2011). Assistant Professor of Social Work. BA, Catholic University of America; MSW, University of
Kentucky; PhD, Boston University.
Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa.
Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota.
Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern
Theological Seminary; PhD, Graduate Theological Union.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. BA, University of Colorado, Denver;
MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University.
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M
Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. BS, Purdue University; MS, Colorado State
University; PhD, Utah State University.
M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD,
University of Arizona.
Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas.
David C. Matz (2001). Professor of Psychology. B.A. Bemidji State University; M.S., North Dakota State University; Ph.D.
Texas A & M University.
Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington;
DNP, St. Catherine University.
Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard
University; DBA, Argosy University.
Fekri Meziou (1987). Associate Professor of Business Administration. BA, University of Tunis; MA, PhD, University of
Minnesota.
Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg College.
Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS,
University of Oregon; PhD, University of Minnesota.
David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston University.
Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, Luther-Northwestern
Seminary.
Sarah Myers (2009). Assistant Professor of Theater Arts. BS, Northwestern University; MFA, PhD, University of Texas.
N
Steven J. Nerheim (2004). Medical Director, Assistant Professor, part-time, Physician Assistant Studies. BA, Northwest
College; MDiv, Luther Theological Seminary; MD, University of Minnesota.
O
Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS, University of Wisconsin; PhD,
University of Minnesota.
Vicki L. Olson (1987). Professor of Education. BS, MA, PhD, University of Minnesota.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA, MA, Central School for
Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
Donna R. Patterson (2006). Assistant Professor, full-time, Education. BA, MEd, University of Minnesota.
Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD, University of Minnesota.
Joyce B. Perkins (2006). Assistant Professor of Nursing. BS, University of New Hampshire; MA, St. Mary’s College; MS,
University of Minnesota; PhD, University of Colorado.
Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. BA, National University, Tehran; MA,
University of Nice; PhD, University of California, Los Angeles.
Diane L. Pike (1981). Professor of Sociology. A., Connecticut College; PhD, Yale University.
215
Timothy D. Pippert (1999). Associate Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln.
Q
Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological
Seminary.
R
Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA, University of Minnesota.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. MA, Middlebury College.
M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University.
Nancy A. Rodenborg (2000). Associate Professor of Social Work. BS, Indiana University; MSW, University of Minnesota;
PhD, Arizona State University.
S
Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD,
Rice University.
John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University
of Texas.
Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of
Minnesota; PhD, University of Washington.
Kathryn A. Schwalbe (1991). Professor of Business Administration. BS, University of Notre Dame; MBA, Northeastern
University; PhD, University of Minnesota.
Frankie B. Shackelford (1990). Professor of Modern Languages. BA, Texas Christian University; PhD, University of Texas.
Barbara Short (2011). Associate Professor of Education. BA, Augustana College; MS, EdD, Illinois State University.
Kaija Sivongsay (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg
College.
Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota,
Twin Cities.
Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD, Northwestern University.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. BA, Augsburg College; MACI, College of St.
Thomas; PhD, University of Minnesota.
Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine
University
Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana.
Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College; MS, University of Minnesota.
Kris Stellon (2012). Assistant Professor of Nursing. BA, MA, College of St. Scholastica.
Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University.
Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The
Divinity School, The University of Chicago.
Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of
Washington.
Beverly J. Stratton (1986). Professor of Religion. BA, MA, Boston University; MA, DTh, Luther Seminary.
216
Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art
and Design.
T
Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies, Clinical Site Director. BS, University of
Minnesota; PA Certificate, Augsburg College; MPAS, University of Nebraska Medical Center.
Ismael S. Talke (2012). Assistant Professor of Mathematics. BSc, University of Asmara; MSc, University of Natal; MSc,
PhD, Montana State University.
Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School.
Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University.
Joseph Towle (2011). Assistant Professor of Spanish. BA, North Dakota State University; MA, PhD, University of
Minnesota.
Mark D. Tranvik (1995). Executive Director of Bernhard Christensen Center for Vocation. Professor of Religion. BA,
Luther College; MDiv, Yale University; ThD, Luther Seminary.
Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College. MA, University of
Nebraska; DPA, Hamline University.
U
Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco
State University; PhD, University of Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. BA, Gustavus Adolphus College; MS,
Mankato State University.
V
Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS,
Winona State University.
James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College.
David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. BS, University of Minnesota; PhD, Iowa
State University.
Diane Vodicka (2008). Assistant Professor of Education. BA, North Park College; MEd, Georgia Southwestern College.
W
Bernard Walley (2011). Assistant Professor of Economics. BA, MPhil, University of Ghana; PhD, University of NebraskaLincoln.
Mzenga A. Wanyama (2006). Assistant Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota.
Martha A. (Cary) Waterman (1991). Assistant Professor of English. BA, University of Denver; BS, MA, Minnesota State
University-Mankato.
Shana K. Watters (2007). Assistant Professor of Computer Science. AA, Northern Virginia Community College; BS, South
Dakota School of Mines and Technology; MS, MA, PhD, University of Minnesota.
Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania;
PhD, University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud
State University; MS, Syracuse University.
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Trent Whitcomb (2010). Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS, Finch
University of Health Sciences.
Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther
Seminary.
X-Y-Z
Henry Yoon (2009). Assistant Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota.
John M. Zobitz (2007). Associate Professor of Mathematics. BA, St. John’s University; MA, PhD, University of Utah.
Faculty Emeriti
Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA, Middlebury College; PhD, University
of Wisconsin.
Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University.
Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA, Northwestern University.
Charles S. Anderson. President Emeritus. BA, St. Olaf College; MA, University of Wisconsin; BTh, Luther Theological
Seminary; PhD, Union Theological Seminary.
Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theater Arts. BS, MA, PhD, University of
Minnesota.
John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther Theological Seminary; MA, PhD,
Columbia University.
Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia;
PhD, University of Minnesota.
Vern M. Bloom. Professor Emeritus of Social Work. BA, MSW, University of Minnesota.
Julie H. Bolton Professor Emerita of Theater Arts. BS, MFA, University of Minnesota.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota.
Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD,
University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota.
Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. BA, BSL, BSEd, MA, University of Minnesota; PhD, Arizona State
University.
Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan State University; PhD, Colorado
State University.
Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of
Wisconsin.
Marilyn E. Florian (1980). Professor Emeritus of Health and Physical Education. BA, Augsburg College; MS, St. Cloud
State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota.
Stephen M. Gabrielsen. Professor Emeritus of Music. BA, Augsburg College, MA, PhD, University of Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. BA, Lake Forest College; MA, PhD, University of Chicago.
218
Orloue Gisselquist. Professor Emeritus of History. BA, MA, PhD, University of Minnesota.
Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University.
Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota.
Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA, University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota.
Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD,
University of Notre Dame.
Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa.
Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MPhil, PhD, Yale
University.
John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD,
University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota
State University; PhD, University of Minnesota.
Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University.
Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota.
Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College.
Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South
Dakota.
Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD,
University of Minnesota.
Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological
Seminary; MA, PhD, Claremont Graduate School.
Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley.
Marie O. McNeff. Professor Emerita of Education/Dean Emerita. BS, MEd, EdD, University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of Minnesota.
Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of
Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA, Augsburg College; MEd, University of
Minnesota.
Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of
Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota.
Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University.
Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of
Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan.
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Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The
Fielding Institute.
Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University.
Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg Theological Seminary; MTh,
ThD, Princeton Theological Seminary.
Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of
Texas at Austin.
Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University.
Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois;
PhD, University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. BA, Augsburg College; MA, University of
Minnesota.
Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of
Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University
of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia University.
Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of Minnesota.
Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD, University of Nebraska.
Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of
Minnesota.
Maryann Syers (1998). Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of
Minnesota.
Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa.
David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther
Theological Seminary; PhD, Harvard University.
Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania.
220
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ACC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial s... Show more
ACC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC221
Introduction to Financial Accounting
4 Semester Credits
Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and
preparation of financial statements.
Core Curriculum Component: None
Prerequisite(s): None
ACC222
Introduction to Managerial Accounting
4 Semester Credits
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of
managerial accounting, planning and controlling processes, decision-making, and behavioral considerations.
Core Curriculum Component: None
Prerequisite(s): ACC221(Introduction to Financial Accounting)
ACC295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ACC322
Accounting Theory and Practice I
4 Semester Credits
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income
concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.
Core Curriculum Component: None
Prerequisite(s): ACC222(Introduction to Managerial Accounting)
ACC323
Accounting Theory and Practice II
4 Semester Credits
A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to
financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to
liabilities and stockholders’ equity.
Core Curriculum Component: None
Prerequisite(s): ACC322(Accounting Theory and Practice I)
ACC324
Managerial Cost Accounting
4 Semester Credits
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting,
standard cost systems, as well as other quantitative and behavioral topics.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), MAT373(Probability
and Statistics I); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting),
MKT252(Principles of Marketing)
ACC326
Tax Accounting
4 Semester Credits
The more common and important provisions of planning and compliance for income taxes.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to
Financial Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ACC397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ACC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ACC423
Auditing
4 Semester Credits
Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of
financial statements.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Accounting Theory and
Practice II)
ACC425
Advanced Accounting
4 Semester Credits
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund
accounting.
Core Curriculum Component: None
Prerequisite(s): ACC323(Accounting Theory and Practice II)
ACC495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and
current national and international business problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ACC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS105
Introduction to American Indian Studies
4 Semester Credits
Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes
an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, crosscultural influences, and American Indian literature, art, music, and language.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
AIS205
Contemporary American Indians
4 Semester Credits
In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal
sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian
activism.
Core Curriculum Component: None
Prerequisite(s): None
AIS208
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as
princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women
by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native
American women. Our goal is to expand our conceptualizations of Native American women and their important roles
in society by examining a variety of cultural issues as they are presented through documentary and fiction films
made by and about Native American women.
Core Curriculum Component: None
Prerequisite(s): None
AIS233
Women: A Cross-Cultural Perspective
4 Semester Credits
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s
roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous
cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern
Europe, Mexico, the Middle East, and China.
Core Curriculum Component: None
Prerequisite(s): None
AIS264
American Indian in the Cinema
4 Semester Credits
Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing
on films from the 1910s to the present, the course provides an understanding of how American Indians were
portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western
cultural and racial ideologies.
Core Curriculum Component: None
Prerequisite(s): None
AIS305
Indigenous Issues of Central America
4 Semester Credits
This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group
faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty,
land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the
dominant culture in each country. Students will learn and interact with indigenous organizations. This course is crosslisted with Women’s Studies. May be taken in conjunction with WST 490 or AIS 490.
Core Curriculum Component: None
Prerequisite(s): None
AIS320
American Indian Women
4 Semester Credits
Through life histories of Indian women, the course examines the vital roles and contributions of women in past and
present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles,
precipitated by the influences of Western colonialism. The course also assesses how American Indian women have
crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This
course is cross-listed with women’s studies.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
AIS332
Native American Storytelling
4 Semester Credits
The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of
oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling traditions.
Core Curriculum Component: None
Prerequisite(s): None
AIS355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native
Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary
texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group
of texts. Course cross-lists with English.
Core Curriculum Component: None
Prerequisite(s): None
AIS364
Indigenous Filmmakers
4 Semester Credits
Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of
indigenous media—specifically films made by Native Americans. We will explore the political and social forces at
work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native
Americans and provides an extraordinary range in perspectives and views that inform Native American cultures.
Core Curriculum Component: None
Prerequisite(s): None
AIS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
AIS408
Native American Women and Film
4 Semester Credits
Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as
princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women
by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native
American women. Our goal is to expand our conceptualizations of Native American women and their important roles
in society by examining a variety of cultural issues as they are presented through documentary and fiction films
made by and about Native American women.
Core Curriculum Component: None
Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians),
AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in
Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film),
WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics)
AIS490
Keystone: Indigenous Issues of Central America
4 Semester Credits
This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group
faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant
culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival,
women’s issues, and political movements through site visits and interaction with Indigenous organizations.
Core Curriculum Component: Keystone
Prerequisite(s): None
AIS495
Topics
4 Semester Credits
Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous
Issues of North and South America, and American Indian Literature Seminar.
Core Curriculum Component: None
Prerequisite(s): None
AIS499
Independent Study
4 Semester Credits
An independently designed research project.
Core Curriculum Component: None
Prerequisite(s): None
ANT141
Introduction to Cultural Anthropology
4 Semester Credits
This course serves as an introduction to cultural anthropology. Course objectives include providing students with an
understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding
contemporary human problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ART100
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART102
Design
4 Semester Credits
A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate
theory and application of basic design elements and principles.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART105
Introduction to Architectural Drawing
4 Semester Credits
This course develops basic skills involved in perceiving and representing the material environment through the study
of sketching and drawing skills.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART106
Introduction to Chinese Calligraphic Arts
4 Semester Credits
Introduction and practice of Chinese calligraphic painting and writing.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART107
Drawing
4 Semester Credits
Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental
media and methods are explored to develop technical and formal skills in support of individual expression.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART118
Painting I
4 Semester Credits
Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory,
composition, painting methods, and individual expression are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART122
Plein Air Sketching I
4 Semester Credits
Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable,
all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings
from direct observation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART132
Photography I
4 Semester Credits
This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography.
Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white
darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic
history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single
lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART180
Introduction to Community-Based Photography
4 Semester Credits
This course introduces the technical skills and creative applications of black-and-white photography with coursework
that integrates partnership and service. Art 180 combines art and social research concepts to help students
understand how the arts foster community building and engagement. Class lectures, demonstrations, ssignments,
and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner.
Students need a 35mm single lens reflex camera.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART210
Drawing for Design in Architecture
4 Semester Credits
Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of
drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes
as modes of perception and cognition.
Core Curriculum Component: None
Prerequisite(s): ART105(Introduction to Architectural Drawing)
ART215
Web Design I
4 Semester Credits
This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive
design and will become familiar with design software to execute their designs.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART221
Sculpture I
4 Semester Credits
An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of
various materials and processes.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART223
Print Making I
4 Semester Credits
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique
methods are explored.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART224
Publication Design
4 Semester Credits
An introduction to design concepts and production for publication design. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART225
Graphic Design I
4 Semester Credits
This course provides an introduction to the practice of graphic design. Design principles are explored in creating and
organizing through visual communication. The focus of this class will be building the foundation in design programs
such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as
creative problem solvers.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART231
Pre-Columbian,Colonial, & Contemporary Mexican Art
4 Semester Credits
This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial,
and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo
Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well
as archaeological and historical sites.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART233
Collaborative Printmaking: A Press Free Approach
4 Semester Credits
This online course is designed to engage creative, imaginative, and technical processes to produce prints without a
press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds
of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this
analysis they will articulate different theories of aesthetics.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART240
Art History Survey
4 Semester Credits
A survey of art of the Western world from prehistoric to modern times.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART243
History of Architecture to 1750
4 Semester Credits
History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART244
History of Architecture after 1750
4 Semester Credits
History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART247
Life Drawing
4 Semester Credits
Introduction to traditional and experimental methods and techniques for drawing the human figure through direct
observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in
space are emphasized.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban
design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
ART250
Ceramics I
4 Semester Credits
An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with
theory, concept, and form.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART257
Watercolor Painting I
4 Semester Credits
Introduction to foundational techniques, and observational and experimental approaches to watercolor painting.
Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside
on location.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART265
Computer Drafting for Stage and Architecture
4 Semester Credits
Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the
computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print
2-D drafting plates, with an emphasis on drafting for the theater and architecture.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
ART280
Hand Papermaking and Book Arts I
4 Semester Credits
Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form
in the contemporary artist's book.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
ART290
Tribal Arts and Culture
4 Semester Credits
An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the
dynamic nature of Native American art spanning from pre-European contact into the present while exploring the
political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art.
Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the
cultural, social, and political context surrounding Native American art.
Core Curriculum Component: Fine Arts
Prerequisite(s): ENL111(Effective Writing)
ART299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART300
Special Topics
4 Semester Credits
Selected courses dealing with special topics, offered occasionally in the department.
Core Curriculum Component: None
Prerequisite(s): None
ART305
Junior Exhibition and Review
0 Semester Credits
Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus
exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a
formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.:
Completion of 16 credits)
Core Curriculum Component: None
Prerequisite(s): None
ART306
Advanced Chinese Calligraphic Arts
4 Semester Credits
Advanced practice of Chinese calligraphic painting and writing.
Core Curriculum Component: None
Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts)
ART315
Web Design II
4 Semester Credits
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and
advanced digital design.
Core Curriculum Component: None
Prerequisite(s): ART215(Web Design I)
ART320
Typography
4 Semester Credits
Study of the history, development, structures, and application of traditional and contemporary typography;
exploration of letterforms using digital, hand-set type, and hand lettering.
Core Curriculum Component: None
Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to
Chinese Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for
Design in Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication
Design), ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750),
ART244(History of Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment),
ART250(Ceramics I), ART280(Hand Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web
Design II), ART352(Women and Art), ART360(Watercolor Painting), ART382(Scandinavian Arts),
ART385(Prehistoric and Ancient Art), ART386(Medieval Art), ART387(Renaissance and Baroque Art),
ART388(Modern Art), ART389(American Art)
ART322
Plein Air Sketching II
4 Semester Credits
Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced
observational technique, significant experiential engagement, complex composition, and emerging personal style
using portable all-weather materials and processes.
Core Curriculum Component: None
Prerequisite(s): ART122(Plein Air Sketching I)
ART330
Graphic Design II
4 Semester Credits
This studio course explores and develops concepts used in solving design problems through visual communication.
Students will explore the various tools necessary in this discipline, such as typography, layout, color, information
design, branding, packaging, and illustration.
Core Curriculum Component: None
Prerequisite(s): ART225(Graphic Design I)
ART332
Photography II
4 Semester Credits
Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on
portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity
and examination of critical issues in contemporary photography. Students must provide their own 35mm camera.
Core Curriculum Component: None
Prerequisite(s): ART132(Photography I)
ART333
Digital Photography
4 Semester Credits
This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography.
Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their
knowledge of photography using digital technology within the fine arts context. Students will also spend time
shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography),
ART332(Photography II)
ART340
Digital Imaging
4 Semester Credits
Exploration of visual communications in the electronic environments using various software programs to create
digital images, animation, and digital games.
Core Curriculum Component: None
Prerequisite(s): None
ART349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban
design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART351
Ceramics II
4 Semester Credits
Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and
handbuilding techniques combined with theory, concept, and form.
Core Curriculum Component: None
Prerequisite(s): ART250(Ceramics I)
ART352
Women and Art
4 Semester Credits
A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of
Native American women.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART355
Painting II
4 Semester Credits
Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced
color theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART118(Painting I)
ART357
Watercolor Painting Il
4 Semester Credits
Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color
theory, series development, and exploration of individual subject matter, approach, and method.
Core Curriculum Component: None
Prerequisite(s): ART257(Watercolor Painting I)
ART368
Print Making II
4 Semester Credits
Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an
emphasis on color are encouraged.
Core Curriculum Component: None
Prerequisite(s): ART223(Print Making I)
ART380
Hand Papermaking and Book Arts II
4 Semester Credits
Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.
Core Curriculum Component: None
Prerequisite(s): ART280(Hand Papermaking and Book Arts I)
ART382
Scandinavian Arts
4 Semester Credits
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture,
and design.
Core Curriculum Component: None
Prerequisite(s): None
ART385
Prehistoric and Ancient Art
4 Semester Credits
The art of the Ice Age through the Roman period to the fourth century A.D.
Core Curriculum Component: None
Prerequisite(s): None
ART386
Medieval Art
4 Semester Credits
Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART387
Renaissance and Baroque Art
4 Semester Credits
European painting, sculpture, and architecture, from the 14th through the 18th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART388
Modern Art
4 Semester Credits
Painting, sculpture, and architecture from Neoclassicism through the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ART389
American Art
4 Semester Credits
A study of early colonial through contemporary American art, architecture, and folk arts.
Core Curriculum Component: None
Prerequisite(s): None
ART390
Tribal Arts and Culture
4 Semester Credits
This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America,
spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native
American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native
American art. ART390 is open to art history students only.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters); ART240(Art History Survey)
ART396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ART405
Senior Exhibition and Faculty Review
0 Semester Credits
Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing
the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty
and one outside department faculty/staff of choice conducts a formal review of the exhibition.
Core Curriculum Component: None
Prerequisite(s): ART305(Junior Exhibition and Review)
ART478
Sculpture II
4 Semester Credits
Advanced work in sculpture and three-dimensional design.
Core Curriculum Component: None
Prerequisite(s): ART221(Sculpture I)
ART498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ART499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ASL101
Beginning American Sign Language I
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs,
practice their own signing, and learn the facial expressions and body language needed to communicate clearly with
deaf and hard-of-hearing people.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
ASL102
Beginning American Sign Language II
4 Semester Credits
An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs,
practice their own signing, and learn the facial expressions and body language needed to communicate clearly with
deaf and hard-of-hearing people.
Core Curriculum Component: Modern Language 2
Prerequisite(s): ASL101(Beginning American Sign Language I)
AUG101
Augsburg Seminar
0 Semester Credits
A weekly seminar linked to a course or course pair that integrates course content with learning strategies and
community-building opportunities beneficial to beginning college students. While the content course is graded on a
traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the
student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)
Core Curriculum Component: None
Prerequisite(s): None
AUG102
Augsburg Seminar
0 Semester Credits
This individualized directed study course is available through moodle (course management system) only to students
who did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide
students’ progress toward graduation and future careers. A fee is charged during the semester when all
requirements are satisfactorily completed. Contact the Director of AugSem for more information.
Core Curriculum Component: None
Prerequisite(s): None
BIO102
The Biological World
4 Semester Credits
The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the
approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three
one-hour lectures, one three-hour laboratory. Does not apply to the major or minor.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT103(Everyday Math),
MAT103(Everyday Math), MPL(Math Placement Level 2)
BIO102L
The Biological World Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO102(The Biological World) *concurrent registration is required*
BIO103
Human Anatomy and Physiology
4 Semester Credits
A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student
may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly
encouraged to take CHM 102 or another chemistry course before taking this class.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills
I)
BIO103L
Human Anatomy and Physiology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required*
BIO118
Environmental Biology
4 Semester Credits
Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing
particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the
ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. This course
may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences
LAF.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO118L
Environmental Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required*
BIO121
Human Biology
4 Semester Credits
An introduction to basic biological principles with a human perspective and application. Includes discussion of the
molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the
sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO
121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102
before taking this class. )
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
BIO121L
Human Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO121(Human Biology) *concurrent registration is required*
BIO150
Introductory Biology Workshop
2 Semester Credits
An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics
covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N
grading only.
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor)
BIO151
Introductory Biology
4 Semester Credits
First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology,
energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three
hours of lecture, three hours laboratory, some Saturday field trips.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
BIO151L
Introductory Biology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*
BIO152
Evolution, Ecology and Diversity
4 Semester Credits
Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for
science majors. (Three hours of lecture, four hours laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of BIO113(Introductory Organismal Biology), BIO151(Introductory Biology)
BIO152L
Evolution Ecology and Diversity Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required*
BIO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All
of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO253
Introductory Cellular Biology
4 Semester Credits
An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II);
SOPHMRCREDTS(Sophomore Credit Level)
BIO253L
Introductory Cellular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required*
BIO255
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics.
Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology),
BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II)
BIO255L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO255(Genetics) *concurrent registration is required*
BIO297
Directed Study: Research in Biology
2 Semester Credits
Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation
requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only)
Core Curriculum Component: None
Prerequisite(s): None
BIO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO351
Invertebrate Zoology
4 Semester Credits
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three
hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO351L
Invertebrate Zoology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required*
BIO353
Comparative Vertebrate Anatomy
4 Semester Credits
Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate
anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours
of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO353L
Comparative Vertebrate Anatomy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required*
BIO355
Genetics
4 Semester Credits
A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and
genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics.
Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of
laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I)
BIO355L
Genetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO355(Genetics) *concurrent registration is required*
BIO361
Plant Biology
4 Semester Credits
A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny,
ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of
lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity)
BIO361L
Plant Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required*
BIO369
Biochemistry
4 Semester Credits
The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas
are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic
regulation. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics),
MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I)
BIO369L
Biochemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required*
BIO397
Internship *
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BIO398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO471
Advanced Cellular and Molecular Biology
4 Semester Credits
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control,
the cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO369(Biochemistry)
BIO471L
Advanced Cellular and Molecular Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required*
BIO473
Animal Physiology
4 Semester Credits
A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and
hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of
MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics),
PSY215(Research Methods and Statistics I)
BIO473L
Animal Physiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required*
BIO474
Developmental Biology
4 Semester Credits
A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular,
and morphological changes that occur during development. Additional topics to be covered will include evolutionary
developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four
hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO474L
Developmental Biology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required*
BIO475
Neurobiology
4 Semester Credits
An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and
motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of
lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): BIO253(Introductory Cellular Biology)
BIO475L
Neurobiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required*
BIO476
Microbiology
4 Semester Credits
An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with
particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BIO476L
Microbiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO476(Microbiology) *concurrent registration is required*
BIO481
Ecology
4 Semester Credits
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological
ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation.
(Three hours lecture, four hours laboratory, some Saturday field trips.)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus),
MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and
Statistics I); BIO152(Evolution, Ecology and Diversity)
BIO481L
Ecology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO481(Ecology) *concurrent registration is required*
BIO486
Immunology
4 Semester Credits
A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules
and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included.
(Three hours of lecture, four hours of laboratory.)
Core Curriculum Component: None
Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology)
BIO486L
Immunology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO486(Immunology) *concurrent registration is required*
BIO490
Biology Keystone
2 Semester Credits
A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and
societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections
between faith and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
BIO495
Special Topics in Biology
4 Semester Credits
Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.
Core Curriculum Component: None
Prerequisite(s): None
BIO495L
Topics: Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required*
BIO497
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BIO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology)
BUS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS200
Exploring Business as a Vocation
4 Semester Credits
This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a
vocational calling. In this course you will be exposed to the key areas of business operations including: management,
marketing, management information systems/technology, finance, accounting, and international business.
Core Curriculum Component: None
Prerequisite(s): None
BUS242
Principles of Management
4 Semester Credits
Development of the theory of management, organization, staffing, planning, and control. The nature of authority,
accountability, and responsibility; analysis of the role of the professional manager.
Core Curriculum Component: None
Prerequisite(s): None
BUS254
Entrepreneurship
4 Semester Credits
The process of transforming an idea into an organization that can market this idea successfully. Examines the
construction of a viable business plan with attention to the resources needed for success.
Core Curriculum Component: None
Prerequisite(s): None
BUS264
Statistical Literacy for Managers
4 Semester Credits
Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving nonfinancial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc.
Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence
intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting.
Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices,
sub-optimization, and unanticipated onsequences. Optional topics include process control, six-sigma, data mining,
and dashboard metrics. Additional evening sessions are required.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for
Business)
BUS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the areas of business administration.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS301
Business Law
4 Semester Credits
Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the
Uniform Commercial Code.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
BUS340
Human Resource Management
4 Semester Credits
Personnel function in business, acquisition, and utilization of human resources; desirable working relationships;
effective integration of the worker with the goals of the firm and society.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS362
International Business
4 Semester Credits
This course views international business from a global perspective, including views of the U.S. government and
perspectives of foreign governments. Each topic is supported with real-life case studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation),
BUS242(Principles of Management), MKT252(Principles of Marketing)
BUS379
Quantitative Methods for Business and Economics
4 Semester Credits
How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical
inference (confidence intervals and statistical significance). Software used is either Minitab or Excel.
Core Curriculum Component: None
Prerequisite(s): 1 of 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MAT171(Discrete Mathematics
For Computing); MIS260(Problem Solving for Business)
BUS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
BUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
BUS440
Strategic Management
4 Semester Credits
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from
various industries and sectors.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS461
Global Business Management: Mexico and Emerging Markets - Mexico
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
BUS200(Exploring Business as a Vocation), BUS242(Principles of Management)
BUS465
International Management
4 Semester Credits
This course analyzes several factors influencing behavior in the workplace and the board room, including skills
needed to manage across national borders.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
BUS479
Intermediate Quantitative Methods for Business and Economics
4 Semester Credits
Advanced statistical methods using computer software. Specific topics may include multivariate modeling (linear and
logistic), Monte Carlo simulation, queuing models, data mining, web analytics and ANOVA.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and
Economics)
BUS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
BUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM102
Chemistry for Changing Times
4 Semester Credits
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples
primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab
section.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
CHM102L
Chemistry for Changing Times Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required*
CHM115
General Chemistry I
4 Semester Credits
This is the entry course for chemistry and related science majors, including biology and physics. Course topics
include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic
structure, and bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school
chemistry recommended. Fall and Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CHM115L
General Chemistry I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required*
CHM116
General Chemistry II
4 Semester Credits
A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and
electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM115(General Chemistry I)
CHM116L
General Chemistry II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required*
CHM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM351
Organic Chemistry I
4 Semester Credits
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis.
Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction
mechanisms. (Three one-hour lectures, one four-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry), CHM116(General Chemistry II)
CHM351L
Organic Chemistry I Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required*
CHM352
Organic Chemistry II
4 Semester Credits
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis.
Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction
mechanisms. (Three one-hour lectures, one four-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry), CHM116(General Chemistry II); CHM351(Organic Chemistry
I)
CHM352L
Organic Chemistry II Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required*
CHM353
Quantitative Analytical Chemistry
4 Semester Credits
Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to
electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a
variety of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of CHM106(Principles of Chemistry), CHM116(General Chemistry II); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3)
CHM353L
Quantitative Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required*
CHM362
Chemical Thermodynamics, Statistical Mechanics, and Kinetics
4 Semester Credits
Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics,
and kinetics. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics
I), PHY122(General Physics II)
CHM362L
Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is
required*
CHM367
Properties of Polymers
4 Semester Credits
Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical
chemistry prerequisites to unfold the details of macromolecules. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II), CHM361(Physical Chemistry I)
CHM368
Quantum Chemistry, Molecular Structure, and Spectroscopy
4 Semester Credits
Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular
structure, spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory).
Core Curriculum Component: None
Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics
I), PHY122(General Physics II)
CHM368L
Quantum Chemistry, Molecular Structure, and Spectroscopy Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is
required*
CHM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CHM464
Advanced Organic Chemistry
4 Semester Credits
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory
and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced
topics in organic synthesis. (Three hours of lecture, four hours of laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II), CHM353(Quantitative Analytical Chemistry), CHM361(Physical
Chemistry I)
CHM464L
Advanced Organic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required*
CHM470
Principles of Medicinal Chemistry
4 Semester Credits
Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms
of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between
structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the
metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic
substances. A prior course in biochemistry is recommended. (Spring, even years)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II)
CHM481
Advanced Analytical Chemistry
4 Semester Credits
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical,
chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half
hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): CHM353(Quantitative Analytical Chemistry), CHM361(Physical Chemistry I)
CHM481L
Advanced Analytical Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required*
CHM482
Advanced Inorganic Chemistry
4 Semester Credits
Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and
bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of
preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: None
Prerequisite(s): CHM352(Organic Chemistry II), CHM361(Physical Chemistry I)
CHM482L
Advanced Inorganic Chemistry Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required*
CHM491
Chemistry Seminar
0 Semester Credits
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the
Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers.
Outside visitors are also invited to participate.
Core Curriculum Component: None
Prerequisite(s): None
CHM495
Topics
4 Semester Credits
Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.
Core Curriculum Component: None
Prerequisite(s): None
CHM497
Introduction to Chemistry Research
0 Semester Credits
Chemistry majors planning research careers need research experience before graduation that may be obtained by
working on a summer research project (not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial
research projects.
Core Curriculum Component: None
Prerequisite(s): None
CHM498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CHM499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM111
Public Speaking
4 Semester Credits
The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech
fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM112
Contest Public Speaking
4 Semester Credits
Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to
attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking,
persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of
either COM 111, COM 112, or COM 115 for credit. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM115
Scientific and Technical Public Speaking
4 Semester Credits
An introduction to public speaking for students majoring in scientific or technical fields. Includes the same
foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and
audience analysis. This material is then applied to specific contexts common in technical fields, with special attention
to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students
may take only one of either COM 111, COM 112, or COM 115 for credit.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
COM120
Mass Media and Popular Culture
4 Semester Credits
This course is a survey of the mass media in popular culture. Students will examine the different types of mass
media and will gain an understanding of what popular culture is and why it is important. The course examines the
importance of media criticism and the impact that media have had on culture and society. Students are encouraged
to think critically about media and media consumption.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM243
Studio Production
4 Semester Credits
This is an introductory television production course utilizing three cameras in a live studio environment. This course
emphasizes the demands of live television production, such as collaborative team effort, pre-production, time
management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a
live 30-minute news magazine program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
COM247
Documentary History and Theory
4 Semester Credits
This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world
through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point
of view and the methods used to deliver the message.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM254
Interpersonal Communication
4 Semester Credits
A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that
build relationships and help to overcome communication barriers.
Core Curriculum Component: None
Prerequisite(s): None
COM280
Introduction to Communication Studies
4 Semester Credits
An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for
the field of communication studies.
Core Curriculum Component: Humanities
Prerequisite(s): None
COM281
Research Methods
4 Semester Credits
This course focuses on the differing methods used by communication scholars to ask and answer questions about
the nature of human interaction. It examines various types of research methods, both qualitative and quantitative,
such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and
historical/critical research.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level)
COM299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM321
Business and Professional Speaking
4 Semester Credits
This course explores advanced issues in public address including delivery and performance, vocal control,
persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of
speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to
hone students’ speaking skills.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and
Technical Public Speaking), SPC111(Public Speaking)
COM329
Intercultural Communication
4 Semester Credits
This course explores cultural differences and their implications for communication, including differences in values,
norms, social interaction, and code systems.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM345
Organizational Communication
4 Semester Credits
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate
relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and
sources of communication problems.
Core Curriculum Component: None
Prerequisite(s): None
COM351
Argumentation
4 Semester Credits
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation.
Includes how to build and analyze public arguments that confront students in their everyday lives.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and
Technical Public Speaking), SPC111(Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement
Level); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
COM352
Persuasion
4 Semester Credits
Examination of the process of influence in a variety of social contexts, paying special attention to the psychological
aspects of persuasion.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and
Technical Public Speaking), SPC111(Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level
3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II),
COM281(Research Methods), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics),
HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math),
MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II),
MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance),
MIS260(Problem Solving for Business), PHY103(Conceptual Physics), PSY215(Research Methods and Statistics I),
QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I)
COM355
Small Group Communication
4 Semester Credits
A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict
management.
Core Curriculum Component: None
Prerequisite(s): None
COM396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
COM405
Nonverbal Communication
4 Semester Credits
This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all
communication except the spoken word. In order to fully explore the functions of nonverbal communication in
everyday life, students will conduct a research project that looks at nonverbal communication in depth.
Core Curriculum Component: None
Prerequisite(s): COM280(Introduction to Communication Studies)
COM415
Advanced Critical Media Studies
4 Semester Credits
This course explores the role that various media, such as film, television, and the internet play in shaping and
influencing society. Topics covered include theories of influence and effects, representations of gender, race, and
class, ownership and democracy, and new media. After taking this course, students should possess heightened
understanding and appreciation of media’s significance and impact in the world.
Core Curriculum Component: None
Prerequisite(s): COM120(Mass Media and Popular Culture)
COM480
Public Relations/Promotional Communication
4 Semester Credits
Public relations in the modern world of communication, marketing, and business. An overview of public relations as a
career and a survey of basic promotional communication in profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
COM490
Keystone: Critical Conversations about Vocation
4 Semester Credits
A synthesis of communication theories and application of those theories to each student’s sense of vocation. This
course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of COM254(Interpersonal Communication), COM354(Interpersonal Communication);
COM280(Introduction to Communication Studies)
COM495
Communication Topics
4 Semester Credits
Selected topics in communication with emphasis on the use of primary sources and methodology of research.
Core Curriculum Component: None
Prerequisite(s): None
COM498
Independent Study/Research *
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
COM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC160
Introduction to Computer Science and Communication
4 Semester Credits
An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm
design, logical circuits, network concepts, the Internet, and programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
CSC170
Introduction to Programming
4 Semester Credits
A study of problem-solving, algorithm development, and programming using a high-level programming language.
(Three hours of lecture, one-and-one-half hours of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication)
CSC170L
Introduction to Programming Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required*
CSC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC210
Data Structures
4 Semester Credits
Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours
of lab.)
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT114(Precalculus), MPL(Math
Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC170(Introduction
to Programming)
CSC210L
Data Structures Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures) *concurrent registration is required*
CSC240
Intro to Networking and Communications
4 Semester Credits
Principles and methods of data communications, information theory, distributed processing systems, network
protocols and security, standards, network management, and general computer interfacing.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer
Science and Communication)
CSC272
UNIX and C
4 Semester Credits
Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge
of programming methods and has done programming in some other language.
Core Curriculum Component: None
Prerequisite(s): CSC170(Introduction to Programming)
CSC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC320
Algorithms
4 Semester Credits
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical
algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete
problems, and intractable problems.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT114(Precalculus), MPL(Math
Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data
Structures)
CSC345
Principles of Computer Organization
4 Semester Credits
An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly
language programming.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC352
Database Management and Design
4 Semester Credits
Structure of database management systems, query facilities, file organization and security, and the development of
database systems.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC353
Database Architecture and Design
4 Semester Credits
An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query
processing, and transaction processing with a focus on the relation database. Advanced topics include security,
other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging
technologies, and applications.
Core Curriculum Component: None
Prerequisite(s): CSC210(Data Structures)
CSC373
Symbolic Programming and Artificial Intelligence
4 Semester Credits
An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the
foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial
intelligence.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); CSC210(Data Structures)
CSC385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification.
Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
CSC396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
CSC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
CSC431
Introduction to A I Robotics
4 Semester Credits
Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures)
CSC450
Programming Languages and Compilers I
4 Semester Credits
Principles that govern the design and implementation of programming languages. Topics include formal languages,
programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and
Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory)
*concurrent registration is acceptable*; CSC320(Algorithms)
CSC451
Programming Languages and Compilers II
4 Semester Credits
Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on
implementation issues.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation
Theory); CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I)
CSC457
Computer Graphics
4 Semester Credits
A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms,
geometric modeling, graphics techniques, graphical user interfaces, human-centered software development,
computer animation, virtual environments and 3D immersive rendering.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures)
CSC495
Advanced Topics in Computer Science
4 Semester Credits
Study of advanced topics from areas of computer science not included in other courses. This course may be
repeated, but may not be counted more than twice as part of the requirements for the major.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
CSC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECE345
Foundations of Preprimary Education
3 Semester Credits
Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and
other social service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); PSY105(Principles of Psychology), PSY250(Child Development)
ECE346
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program
evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); ECE345(Foundations of Preprimary Education)
ECE347
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); ECE345(Foundations of Preprimary Education), ECE346(Learning
Environments for Preprimary-Aged Children)
ECE488
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE489
Student Teaching: Preprimary
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: None
Prerequisite(s): None
ECE545
Foundations of Preprimary Education
3 Semester Credits
Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional
foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to
developmental levels and experience backgrounds of young children and to work in partnership with parents and
social service agencies. Field experience (20 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology),
PSY250(Child Development)
ECE546
Learning Environments for Preprimary-Aged Children
3 Semester Credits
Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and
practice. Attention is given to the integration of literacy within the classroom environment; importance of learning
through play; using different assessments of the classroom environment, student performance and program
evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department
Admission)
ECE547
Immersion and Teaching Competence
3 Semester Credits
Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field
experience (40 hours) is a critical part of this course.
Core Curriculum Component: None
Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for PreprimaryAged Children), GRADEDADMIT(Graduate Education Department Admission)
ECO112
Principles of Macroeconomics
4 Semester Credits
An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade.
Application of elementary economic theory to current economic problems. May be taken independently of ECO 113.
ECO 112 and 113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO113
Principles of Microeconomics
4 Semester Credits
An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution.
Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and
113 may be taken in either order.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECO312
Intermediate Macroeconomics
4 Semester Credits
Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of
monetary-fiscal policy, growth, and the role of expectations.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of
Macroeconomics)
ECO313
Intermediate Microeconomics
4 Semester Credits
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production
and income distribution; introduction to welfare economics.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); ECO113(Principles of Microeconomics)
ECO315
Money and Banking
4 Semester Credits
Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System
and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.
Core Curriculum Component: None
Prerequisite(s): ECO112(Principles of Macroeconomics)
ECO318
Management Science
4 Semester Credits
Provides a sound conceptual understanding of the modern techniques of management science to prepare students
to make better business and economic decisions. Emphasis is on applications such as transportation, marketing,
portfolio selection, environmental protection, the shortest route, and inventory models.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
ECO350
Labor Economics
4 Semester Credits
Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation,
and effects upon society.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO360
International Economics
4 Semester Credits
A study of the underlying forces affecting the economic relations among nations. Development of the basis for
international trade, balance of payments, exchange rate systems, and commercial policy.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO365
Environmental Economics
4 Semester Credits
This course applies economic principles to the management and utilization of society’s environmental resources. It
analyzes the role of externalities and the public policy approaches designed to address those market failures,
including command/control and incentive-based strategies. Policy issues examined include air and water pollution,
global environmental issues like ozone depletion and global warming, and environmental policy for developing
countries.
Core Curriculum Component: None
Prerequisite(s): ECO113(Principles of Microeconomics)
ECO370
International Economic Development
4 Semester Credits
This course studies the major factors that affect the economic standard of living in the developing world. It examines
such issues as poverty and income inequality, population growth, education and health of society, agricultural
production, environmental externalities, and the role of international trade and foreign assistance.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ECO416
Mathematical Economics
4 Semester Credits
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and
macroeconomic theory.
Core Curriculum Component: None
Prerequisite(s): ECO312(Intermediate Macroeconomics), ECO313(Intermediate Microeconomics), MAT245(Calculus
III), MAT246(Linear Algebra)
ECO490
Research Methods in Econometrics
4 Semester Credits
This course provides an introduction to the application of statistical models and methods to economic problems.
Emphasis is on use of econometric software to analyze data and to test hypotheses.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics)
ECO495
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
current national and international economic problems and policies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ECO499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS495CE
Topics for Paraprofessionals
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS505CE
Behavior Management: ENVOY Training
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS506CE
Health Care Externship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS508CE
Paideia Seminar Writing to Learning
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS527CE
Adv Stdnt Lrning through Assessment
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS541CE
Advanced Paideia Institute
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS542CE
Paideia Training
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS543CE
Paideia Institute- varible crredit -formerly EDU539
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS544CE
The Paideia Trainer
2 Semester Credits
The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop
leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting
Paideia training seminars.
Core Curriculum Component: None
Prerequisite(s): None
ECS545CE
Paideia: Curriculum Development
2 Semester Credits
This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the
course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a
content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages
of seminar questions, and methods of evaluation.
Core Curriculum Component: None
Prerequisite(s): None
ECS585CE
AP Courses APPROVED BY AAC cont ed 2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS590CE
Topics Grad Edu, General and TPT Cont Ed only-variable credit
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ECS595CE
Topics AP Not Approved 1stand2nd ti-Variable credit
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC110
Teaching in a Diverse World
4 Semester Credits
This course is designed to engage students in both an examination and critique of their own schooling and
education. It is meant to support students in developing a socio-political consciousness necessary for successful
teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better
understanding of their own desires to become educated people while simultaneously learning to critically examine
the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through
participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem
solving) and hopefully learn how to claim their own education.
Core Curriculum Component: None
Prerequisite(s): None
EDC199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC200
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of
the American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
EDC206
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our
schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G:
Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC210
Diversity in the School
2 Semester Credits
Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for
the development of interpersonal relations skills applicable to teaching and other professional vocations.
Core Curriculum Component: None
Prerequisite(s): None
EDC211
Minnesota American Indians
2 Semester Credits
An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC220
Educational Technology
2 Semester Credits
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning
situations. Computer training will be included in this course.
Core Curriculum Component: None
Prerequisite(s): None
EDC310
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on
classroom applications of theoretical constructs. Field service requirements in an educational program or P-12
school.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EDC330
Building the Public Good: Public Achievement and Organizing
2 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That
work may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base
about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and
EDC 331 will run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EDC331
Practicum in Public Achievement
2 Semester Credits
This course advances the idea of democracy as a society created through the public work of everyday citizens. That
work may occur in schools or community organizations but it requires participants to think about their place as citizen
professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create
change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base
about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and
EDC 331 will run over the span of two semesters.
Core Curriculum Component: None
Prerequisite(s): None
EDC353
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as
well as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC410
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help
all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience
required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC490
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EDC500
Reading Leadership in the K-12 Schools
2 Semester Credits
In this course students are introduced to the leadership roles in literacy education and provided time and space to
specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture
of reading among all who are preparing to be reading leaders.
Core Curriculum Component: None
Prerequisite(s): None
EDC506
Readership, Literature, and New Literacies
3 Semester Credits
This course aims to cover the range and breadth of reading choices that exist for children and adolescents in a
literature classroom, and how best to implement these choices to foster voracious, critical readers.
Core Curriculum Component: None
Prerequisite(s): None
EDC514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
EDC515
Reading Leadership: Reading Theory and Research
3 Semester Credits
Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore
how theory and research support reading assessment and instruction in a K-12 setting.
Core Curriculum Component: None
Prerequisite(s): None
EDC522
Orientation to Education in an Urban Setting
3 Semester Credits
Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of
the American school system. Field service experience in an urban P-12 school is required.
Core Curriculum Component: None
Prerequisite(s): None
EDC533
Learning and Development in an Educational Setting
3 Semester Credits
A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on
classroom applications of theoretical constructs. Field service requirements in an educational program or P-12
school.
Core Curriculum Component: None
Prerequisite(s): None
EDC535
Reading Leadership: Assessment and Instruction with Elementary Readers
3 Semester Credits
During this course, reading leaders will investigate the reading process, the link between assessment and
instruction, and reading strategies that support and sustain reading of emergent to early readers. Field experience
required.
Core Curriculum Component: None
Prerequisite(s): None
EDC544
Learners with Special Needs
3 Semester Credits
The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help
all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience
required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC545
Reading Leadership: Assessment and Instruction with Middle and High School Students
3 Semester Credits
During this course, reading leaders will explore current methods, theories and materials used with transitional
readers in content area instruction; the link between assessment and instruction; and reading strategies that support
and sustain reading of middle and high school learners. Field experience required.
Core Curriculum Component: None
Prerequisite(s): None
EDC553
International Education
3 Semester Credits
This course presents an examination and comparison of selected Western and non-Western educational systems as
well as an investigation of possible careers in international education.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC566
Diversity/Minnesota American Indians
3 Semester Credits
This course will examine human diversity and human relations. It will provide an awareness and critical analysis of
how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our
schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G:
Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal
government, history, language, and culture.
Core Curriculum Component: None
Prerequisite(s): None
EDC570
Teacher Leadership
3 Semester Credits
This course will explore generative questions about leadership, change, and our own paradigms, visions and values.
We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership.
Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of
perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the
foundational question of “who am I as a leader”.
Core Curriculum Component: None
Prerequisite(s): None
EDC580
School and Society
3 Semester Credits
Emphasis on points of view about the role of school in modern society, relationships with parents and community,
collaborative models, leadership, and professional development. Serves as final theoretical preparation for student
teaching.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC585
Leadership Application Project
3 Semester Credits
The leadership application project is either a research-based study or a curriculum-based project that links issues of
leadership and education with the degree candidate’s personal interests. The character of the project will vary with
the nature of the investigation, but will always be application oriented. The central component of the LAP is the
demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of
service. P/N grading.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC588
Topics
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC591
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC592
Action Research I
3 Semester Credits
This course will introduce students to qualitative action research, a form of research that simultaneously contributes
to the practical concerns of people while furthering the goals of social science. It requires active self reflective inquiry
and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action
research is to gain better knowledge of one’s practice while improving the situation in which the practice is
conducted. First course in a two-course sequence.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission)
EDC593
Action Research II
3 Semester Credits
The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s
research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in
which student work will be presented in a public forum. P/N Grading.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate
Education Department Admission)
EDC594
Performance Assessment Project
3 Semester Credits
This performance assessment course will require the students to integrate their knowledge about leadership, their
sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a
solution to the problem and a process for change. P/N grading.
Core Curriculum Component: None
Prerequisite(s): None
EDC598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC599
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
EDC998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDC999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EDU491
Practicum and Seminar in Special Education
3 Semester Credits
A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to
take this course should consult with the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
EED199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED200
Elementary Education Earth Science
3 Semester Credits
This course is designed to provide hands-on investigations that model modern inquiry learning and teaching
strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive
course. Plan to spend much time outside of class reading and completing assignments.
Core Curriculum Component: None
Prerequisite(s): None
EED203
Physical Science for Elementary Teachers
3 Semester Credits
Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion,
and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for
physical science are met in this course. For elementary education majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED225
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to
develop students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED295
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
EED299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED311
K-6 Methods: Health
1 Semester Credits
Examination and preparation of materials and resources for health at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED312
K-6 Methods: Physical Education
1 Semester Credits
Examination and preparation of materials and resources for physical education at the kindergarten and elementary
levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED325
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims
to investigate research and practices involved in K-6 literacy instruction by examining the competing theories
regarding literacy, the research findings that give support to these theories, and a range of practical approaches to
teach literacy in an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EED225(Foundations of Literacy)
EED326
Elementary Reading K-6 Field Experience
1 Semester Credits
Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary
classroom setting. Students must be registered concurrently for EED 325.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
EED331
Middle School Methods Writing
2 Semester Credits
This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include
the writing process, types of writing, and integrated writing across the curriculum. This course is required for students
seeking elementary licensure with a communication arts/literature specialty.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED336
Advanced Literacy Methods
2 Semester Credits
The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated
instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed
EED 225/325.)
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED341
K-6 Methods: Art
1 Semester Credits
Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED342
K-6 Methods: Music
1 Semester Credits
Examination and preparation of materials and resources for music at the kindergarten and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED350
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED360
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED370
K-6 Methods: Social Studies/Thematics
2 Semester Credits
Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten
and elementary levels.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED380
Kindergarten Methods
2 Semester Credits
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED386
K-6 Methods: Children's Literature
2 Semester Credits
This course focuses on the study of literature for children and young adolescents. It includes wide reading across the
genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response
to literature, and using children’s literature in teaching and learning.
Core Curriculum Component: None
Prerequisite(s): None
EED399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED481
Student Teaching: Elementary K-6
4 Semester Credits
Full-time, supervised classroom experience. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED483
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED485
Student Teaching: Elementary K-6
4 Semester Credits
Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon
satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.:
PPST and admission to department)
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED495
Topics in Education
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
EED524
Foundations of Literacy
3 Semester Credits
An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy
development in children, with special attention to English language learners. This course aims in particular to
develop students’ base knowledge as the prerequisite for later courses in literacy.
Core Curriculum Component: None
Prerequisite(s): None
EED525
K-6 Methods: Literacy
3 Semester Credits
Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims
to investigate research and practices involved in K-6 literacy instruction by examining the competing theories
regarding literacy, the research findings that give support to these theories, and a range of practical approaches to
teach literacy in an elementary setting. Students must be registered concurrently for EED 326.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); EED225(Foundations of Literacy)
EED550
K-6 Methods: Mathematics
3 Semester Credits
Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels.
Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
EED560
K-6 Methods: Science
3 Semester Credits
Examination and preparation of materials and resources for analyzing and translating elementary science curriculum,
considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional
focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical
constructs to an elementary classroom. Field service in a P-6 classroom required.
Core Curriculum Component: None
Prerequisite(s): None
EED598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ENL000
Writing Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL101
Developmental Writing
4 Semester Credits
A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English
Placement Test as needing additional preparation in composition. Students receive course credit, but this course
does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL111
Effective Writing
4 Semester Credits
Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to
increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for
clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement
Level)
ENL112
Advanced Effective Writing
4 Semester Credits
Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a
writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): WPL(Writing Placement Level)
ENL217
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills
emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course
performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is
completed but can receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL218
English as a Second Language
4 Semester Credits
Understanding spoken American English, speaking, reading college-level materials, and writing are the skills
emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course
performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is
completed but can receive credit for only two courses.
Core Curriculum Component: None
Prerequisite(s): None
ENL220
Intermediate Expository Writing
4 Semester Credits
This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and
organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL221
Intermediate Expository Writing About the Arts
4 Semester Credits
A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work
on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL223
Writing for Business and the Professions
4 Semester Credits
This practical course is designed to improve writing skills for those entering business and professional careers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL226
Introduction to Creative Writing
4 Semester Credits
The purpose of the course is to introduce students to the process of creative writing and to various genres,
emphasizing poetry and short fiction, but including journal keeping and creative prose.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL227
Journalism
4 Semester Credits
An introductory newswriting course with an emphasis on writing for the print media. Students consider how to
recognize news, gather and verify facts, and write those facts into a news story.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL228
Broadcast and Online Journalism
4 Semester Credits
This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use
an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the
Internet.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL240
Introduction to Literary Study
4 Semester Credits
This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and
genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that
serve future literary inquiry and enjoyment.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL241
Introduction to Cinema Art
4 Semester Credits
An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film
medium. Includes the viewing and analysis of both feature length and short films, illustrating the international
development of film form and selected aesthetic movements.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL250
American Voices
4 Semester Credits
American Literature is made up of many voices that are distinct from one another in any number of ways. This
course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic
literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web
page for further information or contact the instructor.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL251
Introduction to African American Literature
4 Semester Credits
This course introduces students to the foundations, development, and production of modern African-American
literature from its origins in the 18th century to the present. It will explore various literary genres, representative
authors, epochal texts, and ideological movements that have contributed to the shaping of the African American
literary tradition.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL255
American Indian Literature
4 Semester Credits
American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction,
poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in
which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close
readings of literature and public speaking skills through in-class presentation and small group discussion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL260
Authors
4 Semester Credits
A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may
include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson
Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given
section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL270
Themes
4 Semester Credits
This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may
include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental
Web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL280
Genres
4 Semester Credits
Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or
challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports
and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web
page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL290
Explorations in Language and Theory
4 Semester Credits
An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,”
“Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the
departmental web page for the title of a given section.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL291
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to
Thai students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL320
Fiction One
4 Semester Credits
Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout
the term, students will also read classic and contemporary short fiction, analyzing and examining the work of
established writers as they learn to identify successful short fiction while creating their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL321
Fiction Two
4 Semester Credits
A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short
stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new
work of short fiction during this workshop term.
Core Curriculum Component: None
Prerequisite(s): ENL320(Fiction One)
ENL322
Poetry One
4 Semester Credits
Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will
learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new
and established poets reading their own work.
Core Curriculum Component: None
Prerequisite(s): ENL226(Introduction to Creative Writing)
ENL323
Poetry Two
4 Semester Credits
In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the
poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.
Core Curriculum Component: None
Prerequisite(s): ENL322(Poetry One)
ENL324
Creative Non-Fiction
4 Semester Credits
In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include
memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented
nonfiction; and lyric essays.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL226(Introduction to Creative Writing)
ENL325
Playwriting I
4 Semester Credits
An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script
analysis, and techniques for the development of playscripts from idea to finished product.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
ENL326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I)
ENL327
Advanced Reporting
4 Semester Credits
This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and
other sources. The course also incorporates off-campus resources to provide students with real-world experience of
how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing
to explore use of quantitative data and for those preparing to enter the communication professions.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied
Algebra), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I),
CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical
Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary
Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of
Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course),
SCI110(Natural Science I)
ENL328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL226(Introduction to Creative Writing), ENL228(Broadcast and Online Journalism)
ENL330
Shakespeare
4 Semester Credits
Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural
significance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis:
Foundations of Theater)
ENL332
British Literature: Renaissance and Reformation
4 Semester Credits
A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the
Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost.
Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of
conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers
include Marlowe, Spenser, Shakespeare, More, and Donne.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL333
British and American Literature of the 17th and 18th Centuries: Strange Shores
4 Semester Credits
British and American writers of this period are surveyed, with attention to the historical, intellectual and social
influences of the major literary movements on both sides of the Atlantic.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL334
Reason and Romanticism
4 Semester Credits
This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early
19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be
studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in
other genres, including Austen, Wollstonecraft, and Scott.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL336
Age of Victoria
4 Semester Credits
If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century.
Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through
1914 in all four major genres of poetry, fiction, drama, and essay.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL337
The British Novel
4 Semester Credits
This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of
the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and
critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed
include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL338
British and Commonwealth Drama
4 Semester Credits
A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or
thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and
“What Is My Nation?” Readings range from the Middle Ages to the present.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis:
Foundations of Theater)
ENL339
Modern British and Irish Writers
4 Semester Credits
Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism,
experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence,
Samuel Becket, and Muriel Spark are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL350
Readings in African American Literature
4 Semester Credits
This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues
surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or
a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be
examined. Check the departmental web page for a given section’s emphasis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing),
ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study),
ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American
Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL351
19th Century American Literature
4 Semester Credits
Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave
narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne,
Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL352
American Literature from 1900 to 1945
4 Semester Credits
Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the
Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald,
Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL353
American Literature from 1945
4 Semester Credits
Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston,
Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short
Stories anthologies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL354
Contemporary American Poetry
4 Semester Credits
A survey of the work of poets who have come into prominence since mid-20th century as represented in the
anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets
represented in the Best American Poetry series.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL355
Themes in American Indian Literature
4 Semester Credits
The course is structured around a number of writers working within a particular theme such as Native Voices of
Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native
Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary
texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group
of texts.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL358
Readings in American Drama
4 Semester Credits
A variable survey of American drama from the early 20th century to the present, organized historically and/or
thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American
Stage". Readings range from O’Neill and Treadwell to Shanley and Parks.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis:
Foundations of Theater)
ENL360
The Classical Tradition
4 Semester Credits
A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through
Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence
on later literature, and their enduring relevance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL361
The Medieval World
4 Semester Credits
A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes
themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and
Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly
and profane love; and visions of heaven and hell.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL362
Renaissance to Modern Literature
4 Semester Credits
Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such
authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL365
Contemporary Post Colonial Fiction
4 Semester Credits
This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the
Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language,
culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary,
cultural, and social contexts. Cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory)
ENL367
Women and Fiction
4 Semester Credits
The course studies novels and short stories by women across cultures. Emphasis on the conditions that have
affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and
the ways in which women writers have contributed to and modified the Western literary heritage. This course is
cross-listed with Women’s Studies.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing),
ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study),
ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American
Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres),
ENL290(Explorations in Language and Theory)
ENL368
Readings in World Dramas
4 Semester Credits
A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample
topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,”
“Social Issues in Contemporary World Drama.”
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors),
ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis:
Foundations of Theater)
ENL371
History of Cinema
4 Semester Credits
A chronological survey of the development of cinema from the inception of the moving image in the late 19th century
through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be
placed on important international cinematic artistic movements, such as Italian neorealism and the French New
Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered
the medium and influenced both narrative and documentary filmmakers.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations
in Language and Theory)
ENL380
Introduction to the English Language
4 Semester Credits
A structural and historical overview of theoretical and social issues concerning the English language, including
theories of language acquisition.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations
in Language and Theory)
ENL385
Language and Power
4 Semester Credits
Students will consider both spoken and written examples of language as a means of establishing, maintaining, or
revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which
speakers and writers can both create and revise reality via the language they use.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations
in Language and Theory)
ENL391
Thailand: Teaching ESL
4 Semester Credits
In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this
time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai
Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to
Thai students in a Thai secondary school.
Core Curriculum Component: Humanities
Prerequisite(s): None
ENL394
Composition Theory and Practice
4 Semester Credits
Students will examine composition as a relatively new field of study, one in which research in such areas as
cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken
and written language, students will apply various theoretical positions to the language they and others use to
communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices),
ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations
in Language and Theory)
ENL396
Internship in Teaching Writing
4 Semester Credits
This course is required for all Communication Arts/Literature licensure students. It is normally taken with students
enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and
learn methods useful in teaching composition.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ENL397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ENL410
Advanced Studies in Literature
4 Semester Credits
Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies
in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others.
Check the departmental web page for the subject of a specific term, and get a complete course description in the
English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation),
ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and
Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama),
ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century
American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945),
ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in
American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern
Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World
Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and
Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice)
ENL420
Advanced Studies in Writing
4 Semester Credits
The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the
creation of a publishable or performable completed product. The topic changes; check the departmental Web page.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two),
ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting),
THR325(Playwriting I)
ENL427
Advanced Studies in Media , Ethics, and Theory
4 Semester Credits
This course acquaints students with the concepts and functions of the news media in global society, exploring the
interaction of ethical and legal principles of American journalism and considering the role of the news media in
historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and
situations that arise now in a digitized information world. Students will study the special position given the media in
the United States and will consider First Amendment protections and the media’s responsibilities to inform the public
in a free and democratic society.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the
Arts), ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1
of ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting)
ENL430
Advanced Studies in Theory and Method
4 Semester Credits
Through a focus on particular issues and problems in literary studies, this course engages students in a variety of
past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism
Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in
Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course
description in the English Department.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation),
ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and
Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama),
ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century
American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945),
ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in
American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern
Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World
Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and
Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice)
ENL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENL499
Independent Study
4 Semester Credits
Honors studies must be directed by a professor chosen by the student and approved by the department.
Independent study projects not designated for honors must be approved by the Chair of the department.
Core Curriculum Component: None
Prerequisite(s): None
ENL510
Residency in Creative Writing I
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions
on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings
with mentors, introduction to online course delivery systems and sessions on the writing life and the business of
writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the
candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL511
Mentorship I
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis
of canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL512
Critical and Creative Reading I
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as
texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become
expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL513
Mentorship II
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis
of canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL514
Critical and Creative Reading II
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as
texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become
expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL520
Residency in Creative Writing II
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions
on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings
with mentors, introduction to online course delivery systems and sessions on the writing life and the business of
writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the
candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENL521
Mentorship III
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis
of canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL522
Critical and Creative Reading III
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as
texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become
expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL523
Mentorship IV
4 Semester Credits
Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and
study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the
student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis
of canonical and contemporary readings in the field also required.
Core Curriculum Component: None
Prerequisite(s): None
ENL524
Critical and Creative Reading IV
4 Semester Credits
Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as
texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become
expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of
awareness of student’s own writing process.
Core Curriculum Component: None
Prerequisite(s): None
ENL530
Residency in Creative Writing III
4 Semester Credits
A ten-day intensive community experience in which writing students participate in genre workshops; seminars on
fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions
on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings
with mentors, introduction to online course delivery systems and sessions on the writing life and the business of
writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the
candidate’s status as an entering, second year or graduating student.
Core Curriculum Component: None
Prerequisite(s): None
ENV100
Environmental Connections
4 Semester Credits
An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the
world and examines the connections we share as people living simultaneously in human community and in physical
environments. In examining these connections, we depend on the insights offered by political science, biology,
economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The
issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of
the course is the application of knowledge gained in the class to a campus project.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
ENV120
Environmental Science
4 Semester Credits
An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative
perspectives.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
ENV120L
Environmental Science Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required*
ENV310
Environmental Politics Field Seminar
4 Semester Credits
This course will provide students with the opportunity to explore first-hand the environmental politics in the United
States or various other locations depending on the offering. Students will apply concepts learned in earlier
environmental studies courses and engage in field research on a topic of their choice, as a step toward their
keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania,
depending on the term.
Core Curriculum Component: None
Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics)
ENV397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ENV490
Environmental Studies Independent Project
4 Semester Credits
An independently-designed project (approved by the program director and a committee of three environmental
studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize
interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of
an environmental problem. Vocational questions will also be formally explored.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology
and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental
History), SWK210(Environmental Justice and Social Change)
ENV492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful
completion of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship),
HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change)
ENV499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE220
Introduction to Human Geography
3 Semester Credits
This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of
geography through the examination of world geographic patterns and processes. Major topics include population
distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land
use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography
for middle school and high school social studies license.
Core Curriculum Component: None
Prerequisite(s): None
ESE298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE300
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and
writing through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE310
5-12 Methods: Social Studies
3 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School
Methods: Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE311
Middle School Methods: Social Studies
2 Semester Credits
Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School
Methods: Social Studies. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE325
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation
Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning.
Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this
course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively
about questions and matters of education. This will be informed by class readings, field work and observations,
personal experiences and class discussion. It is a goal of the course that students leave more informed about
different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate
these forms of cognition both verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE330
5-12 Methods: Mathematics
3 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle
School Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE331
Middle School Methods: Mathematics
2 Semester Credits
Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and
curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle
School Methods: Mathematics. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE340
5-12 Methods: Natural Science
3 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle
School Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE341
Middle School Methods: Natural Science
2 Semester Credits
Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies
and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle
School Methods: Science. Field service in a middle school classroom required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE350
5-12 Methods: Literature and Reading
3 Semester Credits
Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional
strategies and curriculum development. Also required for elementary concentration in communication arts/literature.
Fieldwork experience required.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE351
5-12 Methods: Speaking and Listening
2 Semester Credits
Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional
strategies and curriculum development. Required for communication arts/literature license.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE360
K-12 Methods: Visual Arts
3 Semester Credits
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE370
K-12 Methods: Music
3 Semester Credits
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum
development. Fieldwork experience required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE481
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE483
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE485
Student Teaching: Secondary
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ESE498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
ESE500
Reading/Writing in the Content Area
3 Semester Credits
The study and use of a variety of middle school and secondary techniques and resources to teach reading and
writing through the content areas. Field experience required.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
ESE525
Creating Learning Environments
3 Semester Credits
An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation
Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning.
Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this
course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively
about questions and matters of education. This will be informed by class readings, field work and observations,
personal experiences and class discussion. It is a goal of the course that students leave more informed about
different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate
these forms of cognition both verbally as well as in the written word.
Core Curriculum Component: None
Prerequisite(s): None
ESL310
Second Language Acquisition
2 Semester Credits
This course provides examines the process of acquiring an additional language. Multiple theories of second
language acquisition, the differences between first and second language acquisition, and recent work in
neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to
the implications of research for language instruction.
Core Curriculum Component: None
Prerequisite(s): None
ESL320
Introduction to Linguistics
2 Semester Credits
This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that
allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components
of language study; and 3.) Describing features of the English language: its sound system, its word formation
processes, its sentence structures, and its rules for meaning
Core Curriculum Component: None
Prerequisite(s): None
ESL330
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics)
ESL340
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning
and implementing literacy instruction for English Language Learners. The interaction of language learning and
literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour
field placement.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition)
ESL410
ESL Testing and Evaluation
2 Semester Credits
This course provides an overview of procedures and instruments used in identifying and assessing English learners.
State and national policies regarding ELL assessment will be covered. Current uses of standardized language
proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic
assessment and seeks to build teacher skill in these areas.
Core Curriculum Component: None
Prerequisite(s): ESL340(ESL Literacy)
ESL420
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on
preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles
underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20hour field experience.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition), ESL330(History and Structure of the English Language),
ESL340(ESL Literacy), ESL410(ESL Testing and Evaluation)
ESL481
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL483
Student Teaching: Elementary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL485
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL487
Student Teaching: Secondary
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
ESL490
Language, Culture, and Schools
3 Semester Credits
This course explores the way relationships among language, culture, schools and society impacts the school
experience and language minority students. The course connects concepts from sociolinguistics and examines how
educators can best create school environments that serve the needs of their English learners.
Core Curriculum Component: None
Prerequisite(s): ESL310(Second Language Acquisition), ESL340(ESL Literacy)
ESL510
History and Structure of the English Language
3 Semester Credits
This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on
developing students’ ability to describe language and effectively teach language structures. The history and
development of the English language and the phenomenon of language change will also be covered.
Core Curriculum Component: None
Prerequisite(s): None
ESL520
ESL Literacy
3 Semester Credits
By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning
and implementing literacy instruction for English Language Learners. The interaction of language learning and
literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour
field placement.
Core Curriculum Component: None
Prerequisite(s): None
ESL530
Language, Culture, and Schools
3 Semester Credits
This course explores the relationships between language, culture, schools and society and the way that these
relationships impact the school experience of language minority students. The course provides an introduction to the
study of sociolinguistics and examines how educators can best create school environments that serve the needs of
their English learners.
Core Curriculum Component: None
Prerequisite(s): None
ESL540
ESL Methods
3 Semester Credits
This course provides an overview of English as a second language teaching methods and materials, focusing on
preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles
underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20hour field experience.
Core Curriculum Component: None
Prerequisite(s): None
FAR111
Beginning Farsi I
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FAR112
Beginning Farsi II
4 Semester Credits
An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding,
speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other
Farsi-speaking countries such as Afghanistan and Tadjikstan.
Core Curriculum Component: Modern Language 2
Prerequisite(s): FAR111(Beginning Farsi I)
FAR295
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): FAR112(Beginning Farsi II)
FIA206
Sights and Sounds of Europe
4 Semester Credits
FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in
European cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and
music appreciation.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FIN240
Personal Finance
4 Semester Credits
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate,
investments, retirement, and estate planning.
Core Curriculum Component: None
Prerequisite(s): None
FIN331
Financial Management
4 Semester Credits
This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital
structure, and working capital management.
Core Curriculum Component: None
Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting)
FIN397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FIN433
Financial Theory: Policy and Practice
4 Semester Credits
This course includes readings and case discussions on markets, financial strategy, capital structure and payout
policies, raising capital, risk management, corporate restructuring, and corporate governance.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FIN438
Investment Theory
4 Semester Credits
This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics
include valuation principles and practices, risk and return analysis, and derivatives.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective
Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating
Letters), WPL(Writing Placement Level)
FIN460
International Finance
4 Semester Credits
This course develops tools for practicing multinational financial management including: currency exchange rates,
risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the
accounting and macroeconomic identities for current account and trade deficits. This course extends the framework
of financial management to include international transactions as well as ethical considerations.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management)
FLM180
Film Sight and Sound
4 Semester Credits
This is a beginning-level production course that explores the language of film by way of its aesthetic roots,
technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the
shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons
into their own work.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM216
Film Production I
4 Semester Credits
This is an introductory film production course that explores the short narrative story form. Students will write, shoot,
and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements,
and creative demands of telling stories through film.
Core Curriculum Component: None
Prerequisite(s): FLM180(Film Sight and Sound)
FLM230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through
a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
FLM260
Documentary Production I
4 Semester Credits
This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of
four video projects, students learn the elements and structure of stories that observe the world through a lens.
Emphasis will be placed on research and story development, as well as learning through collaboration during
production.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound)
FLM295
Film Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM312
Film Production II
4 Semester Credits
This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of
negative color photography and synchronized sound. Each student creates three narrative film projects with a
collaborative team where they experience the tasks of writing, directing, shooting, and editing.
Core Curriculum Component: None
Prerequisite(s): None
FLM328
Screenwriting
4 Semester Credits
An introductory course in writing for film, this course will take students from story outline to the creation of a
screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by
each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.
Core Curriculum Component: None
Prerequisite(s): None
FLM348
Intermediate Video Production
4 Semester Credits
This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be
placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce
projects in each of film’s three main genres: narrative, documentary, and experimental.
Core Curriculum Component: None
Prerequisite(s): FLM260(Documentary Production I)
FLM390
Documentary Film: Location Keystone
4 Semester Credits
This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies,
Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390
course.
Core Curriculum Component: None
Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I)
FLM397
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FLM420
Issues in Contemporary Cinema
4 Semester Credits
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today.
Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal
value and impact.
Core Curriculum Component: None
Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema)
FLM490
Film Studies Keystone: Critical Conversations about Film and Vocation
4 Semester Credits
FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have
nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced
long-form video and individual vocational portfolios required for the transition to professional life.
Core Curriculum Component: Keystone
Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary
Cinema)
FLM495
Topics
4 Semester Credits
Selected topics in film with emphasis on professional standards at every step of the finished project.
Core Curriculum Component: None
Prerequisite(s): None
FLM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE111
Beginning French I
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
FRE112
Beginning French II
4 Semester Credits
Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations,
classroom practice, and readings, these courses work toward the discovery of French culture and way of life.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement)
FRE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE211
Intermediate French I
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building,
and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory
work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement)
FRE212
Intermediate French II
4 Semester Credits
Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building,
and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory
work.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement)
FRE295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE311
French Conversation and Composition
4 Semester Credits
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in
French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A
prerequisite to other upper division courses.
Core Curriculum Component: None
Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement)
FRE331
French Civilization: Historical Perspective
4 Semester Credits
A study of the diversified development of the French from their beginnings to the modern period. Special attention to
cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE332
French Civilization Today
4 Semester Credits
Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking
people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE351
Survey of French Literature I
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works
where possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE353
Survey of French Literature II
4 Semester Credits
The study of major French authors and literary movements in France through the reading of whole literary works
where possible. Lectures, discussion, oral and written reports in French.
Core Curriculum Component: Humanities
Prerequisite(s): FRE311(French Conversation and Composition)
FRE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
FRE411
Advanced French Conversation and Composition
4 Semester Credits
By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires
extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic
levels of expression, refinements in style and organization.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and
Composition)
FRE495
Special Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
FRE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER111
Beginning German I
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic
German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation
in short conversations.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
GER112
Beginning German II
4 Semester Credits
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic
German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation
in short conversations.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement)
GER199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER211
Intermediate German I
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement)
GER212
Intermediate German II
4 Semester Credits
Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on
extending range of vocabulary and idiomatic expression through reading and discussion of materials representing
contemporary German life and literature.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement)
GER295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER311
German Conversation and Composition
4 Semester Credits
Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common
in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.
Core Curriculum Component: None
Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement)
GER331
German Civilization and Culture I
4 Semester Credits
Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European
origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER332
German Civilization and Culture II
4 Semester Credits
Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The
contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of
the German-speaking peoples. In German.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER351
Survey of German Literature I
4 Semester Credits
The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to
Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to
relive the Renaissance, the Reformation, and the Enlightenment.
Core Curriculum Component: Humanities
Prerequisite(s): None
GER354
Survey of German Literature II
4 Semester Credits
The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works
of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry,
and plays bring alive the drama and conflicts that characterized the birth of the modern age.
Core Curriculum Component: Humanities
Prerequisite(s): GER311(German Conversation and Composition)
GER399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GER411
Advanced German Conversation and Composition
4 Semester Credits
Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions.
Emphasis on written composition including control of style. Oral practice through use of German as classroom
language.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and
Composition)
GER495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GER499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GRK113
Beginning New Testament Greek I
4 Semester Credits
The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): None
GRK114
Beginning New Testament Greek II
4 Semester Credits
The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax,
grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.
Core Curriculum Component: None
Prerequisite(s): GRK113(Beginning New Testament Greek I)
GST001
C.A.P.
0 Semester Credits
Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills,
address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N
grading only; Prereq: conditional admit status).
Core Curriculum Component: None
Prerequisite(s): None
GST009
Augsburg Experience Internship
0 Semester Credits
A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work
experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and
Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience
graduation requirement.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
GST100
Critical Thinking
4 Semester Credits
Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze,
synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are
placed into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of
2.0 or better. Students waived from this course may take this class only with permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
GST108
AVID Elective
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST140
Introduction to the Liberal Arts
4 Semester Credits
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic
success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking,
organization, concentration and memorization, learning style, conflict management, assertiveness training, and
motivation strategies. This course may not be taken by students who have completed 32 credits.
Core Curriculum Component: None
Prerequisite(s): None
GST200
Quantitative Reasoning/Statistical Literacy
4 Semester Credits
This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on
interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association,
causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving
statistical opportunism, conditional reasoning using English to describe and compare rates and percentages
presented in tables and graphs, and the use of standardization to take into account the influence of confounders are
reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3)
GST295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
GST309
Augsburg Experience Work Connections Semimar
0 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS101
The Beginning of Western Culture
4 Semester Credits
An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle
Ages of Europe into the 13th century.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS102
The Shaping of Western Civilization
4 Semester Credits
A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of
Europe by Napoleon.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS103
The Modern World
4 Semester Credits
A study of the main currents in Western civilization from the time of Napoleon to the present.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS104
The Modern Non Western World
4 Semester Credits
An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS120
America to 1815
4 Semester Credits
A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812,
drawing on social, cultural, and environmental history as well as political and economic history. The course will move
topically as well as chronologically through the colonial and early national period. Themes include the legacies of
massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and
collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign
conflicts in that nation’s early years.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
HIS121
19th-Century United States
4 Semester Credits
A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as
political and economic history. The course will move topically as well as chronologically through the years in which
the United States came to prominence despite internal dissent and violence. Themes include the emergence of a
national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the
Civil War and its aftermath, and industrialization.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
HIS122
20th-Century United States
4 Semester Credits
A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as
well as political and economic history. The course will move topically as well as chronologically through the modern
era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American
culture, the growth of a strong federal government, the emergence of the United States as a world power, the
creation of a consumer society, the rise of identity politics, and the passing of American hegemony.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
HIS140
Topics in World History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS150
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS155
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history
of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian
period, the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS162
20th-Century South Asia
4 Semester Credits
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now
politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS195
Topics in History
4 Semester Credits
An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be
offered will be announced prior to registration.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS225
History of the Twin Cities
4 Semester Credits
The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization,
and economic change; transportation, immigration, and ethnicity; and urban politics and reform.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS234
Minnesota History
4 Semester Credits
This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants
(Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS236
American Indian History
4 Semester Credits
A study of the native people of North America from the pre-Columbian period through European exploration and
settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and
intergovernmental relations.
Core Curriculum Component: None
Prerequisite(s): None
HIS241
Topics in African American History
4 Semester Credits
Selected topics in African American history not regularly examined in other departmental offerings. The specific
topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS242
History of African American Civil Rights, 1619-1915
4 Semester Credits
A survey of the development of African American civil rights focusing on legal, economic, and political issues
influenced by race and class, emphasizing emancipation and integration of slaves and former slaves.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS243
History of African American Civil Rights, 1915-1972
4 Semester Credits
A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip
Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS249
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban
design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence.
Core Curriculum Component: Engaging Minneapolis, Humanities
Prerequisite(s): None
HIS280
The History Workshop
4 Semester Credits
This course introduces history majors and minors to the historian’s craft. Students will examine the development of
the discipline of history, the methods of analysis used by professional historians today, and the varieties of
applications for history in professional careers and public life. Students will also gain and sharpen the research and
writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will
enhance course content.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS282
The History of Women Since 1848
4 Semester Credits
This course examines in comparative perspective women’s changing political, economic, social, and sexual status
since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HIS300
Public History
4 Semester Credits
Public history is the practice of historical methods with non-academic audience in mind. This survey explores the
components of public history, many of its venues, and pressing issues in the field through examination of a range of
topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries,
publishing, museums, historic sites, and historic preservation.
Core Curriculum Component: None
Prerequisite(s): None
HIS311
Topics in Women's History
4 Semester Credits
Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific
topic to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS316
U.S. Urban Environmental History
4 Semester Credits
A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention
to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political
movements organized around nature, ways of knowing nature, environmental justice, and relationships between
culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific
environmental history of a Minneapolis neighborhood.
Core Curriculum Component: None
Prerequisite(s): None
HIS323
Modern China
4 Semester Credits
A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse
of the imperial system; and the Nationalist and Communist revolutions of the 20th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS327
Racism and Resistance in Southern Africa and the United States
4 Semester Credits
This course explores historical parallels of the development in southern Africa and in the United States, strategies of
resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic,
social, political, and psychological effects of racism.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS331
Topics in United States History
4 Semester Credits
In-depth exploration of selected topics in United States history not regularly examined in other departmental
offerings. The specific topics to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS332
History of United States Foreign Relations
4 Semester Credits
A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing
changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of
the United States as an economic and military power.
Core Curriculum Component: None
Prerequisite(s): None
HIS335
American Urban History
4 Semester Credits
A study of urban development from colonial and frontier beginnings through the age of industrialization to the
present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.
Core Curriculum Component: None
Prerequisite(s): None
HIS336
American Labor History
4 Semester Credits
A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature
of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to
the state.
Core Curriculum Component: None
Prerequisite(s): None
HIS338
American Legal History
4 Semester Credits
An examination of the social, economic, and intellectual factors in American history that, combined with English and
colonial antecedents, contributed to the emergence of our modern legal system.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
HIS343
The North American West
4 Semester Credits
This course reckons with the contest of colonial powers in North America, the American conquest of the region, the
role of the federal government in shaping the West, the rise of the most urban part of the United States, and the
important role that the West plays in modern American culture. Themes include the persistence of Native peoples,
ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the
ecological transformation of Western landscapes.
Core Curriculum Component: None
Prerequisite(s): None
HIS346
Namibia and South Africa: A Historical Perspective
4 Semester Credits
A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African
occupation, the war for independence, and the roots of apartheid and its institutionalization.
Core Curriculum Component: None
Prerequisite(s): None
HIS348
Russia and the Soviet Union in the 20th Century
4 Semester Credits
An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before
turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
Core Curriculum Component: None
Prerequisite(s): None
HIS349
The Designed Environment
4 Semester Credits
This course addresses the designed environment, investigating architecture, landscape architecture, and urban
design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of
design excellence.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HIS350
Latin American History
4 Semester Credits
This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s.
Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and
economic development as well as the relations that each of these regions shared with the United States. Special
attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological
transformations, the Latino/a diaspora, and the struggles of indigenous communities.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS352
The Holocaust in German History
4 Semester Credits
This course explores the development of modern Germany from its unification in 1871 through the aftermath of
World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film,
posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the
experiences of “ordinary Germans,” including women, children, Jews and other minority groups.
Core Curriculum Component: None
Prerequisite(s): None
HIS354
Modern Britain and Ireland
4 Semester Credits
This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork)
to explore a period of dramatic change in British politics, society, culture, and international status.
Core Curriculum Component: None
Prerequisite(s): None
HIS355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history
of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian
period, the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
HIS357
Mexican History, Culture, and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization),
HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19thCentury United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural
Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History
of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American
History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil
Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of
Women Since 1848), HIS299(Directed Study)
HIS360
Ancient Egypt and Classical Greece
4 Semester Credits
This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety
of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political
narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS361
Hellenistic Greece and Rome
4 Semester Credits
This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of
written and visual sources in an attempt to understand these societies. In addition to the “traditional” political
narrative, it also looks at social, economic, and cultural aspects of life in antiquity.
Core Curriculum Component: None
Prerequisite(s): None
HIS369
The Early and High Middle Ages
4 Semester Credits
This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of
written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political
narrative, it also looks at social, economic, and cultural aspects of medieval life.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
HIS370
The Late Middle Ages to 1648
4 Semester Credits
This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual
sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also
looks at social, economic, and cultural aspects of life in this period.
Core Curriculum Component: None
Prerequisite(s): None
HIS374
Medieval Crusades
4 Semester Credits
This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian
West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources,
we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West,
between Muslims and Christians. We will pay particular attention to the question of historical representation.
Core Curriculum Component: None
Prerequisite(s): None
HIS378
Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c.
1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its
influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
HIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HIS440
Topics in World History
4 Semester Credits
This course will investigate topics in world history that are not included in regular course offerings. The specific topics
to be offered will be announced prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
HIS462
20th-Century South Asia
4 Semester Credits
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now
politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
HIS474
World and the West
4 Semester Credits
Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia
and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
Core Curriculum Component: None
Prerequisite(s): None
HIS480
History Senior Seminar
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics will be announced prior to registration.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop)
HIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HON100
Christian Vocation & Search for Meaning I
4 Semester Credits
Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take
HON100 in another term.
Core Curriculum Component: None
Prerequisite(s): None
HON111
Effective Writing for Liberating Letters
4 Semester Credits
This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing,
organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The
minimum passing grade is 2.0.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing
Placement Level)
HON120
The Scholar Citizen
4 Semester Credits
An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections
between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab)
Core Curriculum Component: None
Prerequisite(s): None
HON120L
The Scholar Citizen Theatre Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required*
HON130
Liberating Letters: Humanist Tradition
4 Semester Credits
Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and
modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and
tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111
and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register
for both courses in the same term.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON200
Christian Vocation & Search for Meaning II
4 Semester Credits
Honors version of REL 200. See REL 200 for content and requirements.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I)
HON220
The Scholar Scientist
4 Semester Credits
Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of
quantitative thought, including logic, computing, and formal systems.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of
MAT105(Applied Algebra), MPL(Math Placement Level 3)
HON230
Arts and the City
4 Semester Credits
Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant
arts events while researching and writing critical and historical critiques of central theories and approaches to the fine
arts.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240
Science, Technology, and Citizenship
4 Semester Credits
Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a
key national or global issue.
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON240L
Science, Technology, and Citizenship Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen);
HON240(Science, Technology, and Citizenship) *concurrent registration is required*
HON250
The Social Scientist
4 Semester Credits
Problem-based/question-based course in social sciences involving at least two social science disciplines and several
faculty.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON340
Junior Colloquium: The Scholar as Leader
0 Semester Credits
Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the
public context. (0.0 credit; P/N)
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON375
Student Created Learning Experience
0 Semester Credits
This course will only be used for student created learning experiences that fulfill a lifetime activity.
Core Curriculum Component: None
Prerequisite(s): None
HON380
Student Created Learning Experience
1 Semester Credits
May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4
credits, and may use traditional or P/N grading options).
Core Curriculum Component: None
Prerequisite(s): None
HON450
Augsburg Honors Review: Research Thesis Requirement
0 Semester Credits
Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing,
applying, and documenting research and academic writing. Students should take this course in conjunction with
another course within which they will produce a research-based paper. A final research paper is required to complete
450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the
spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship
that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those
manuscripts through an external review process by faculty referees, and publish the journal by the end of the term.
This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0
credit, P/N only).
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON470
Student/Faculty Collaboration: Research Thesis Requirement
0 Semester Credits
Students register for this course to fulfill the honors research requirement through a student/faculty research
collaboration. (0.0 credit, P/N only)
Core Curriculum Component: None
Prerequisite(s): None
HON490
Honors Senior Seminar
4 Semester Credits
This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the
themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen)
HON499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE001
Foundations of Fitness
0 Semester Credits
This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s
knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong
health and well-being. This course is designed to provide knowledge and skills needed to assess, monitor, and
discipline oneself to maintain a lifestyle of fitness and wellness.
Core Curriculum Component: None
Prerequisite(s): None
HPE002
Lifetime Activity
0 Semester Credits
Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to
understand and demonstrate basic skills, strategy, and rules of the activity.
Core Curriculum Component: None
Prerequisite(s): None
HPE104
Components of Fitness Training
4 Semester Credits
This course implements a performance-based approach designed to enable the student to become well educated in
strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in
fitness training. This course will implement optimal research based theories for improving aerobic and muscular
strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE110
Personal and Community Health
4 Semester Credits
Concepts and practices of health and healthful living applied to the individual and the community.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
HPE114
Health and Safety Education
2 Semester Credits
Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR
certification. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE115
Chemical Dependency Education
2 Semester Credits
An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school
health education and services. (Fall, spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE205
Introduction to Health, Physical Education, and Exercise Science
2 Semester Credits
An introduction to the professional field of health, physical education, and exercise science. Includes history, current
trends, and professional opportunities related to health, human performance, and wellness. Students also will
examine the components of a balanced, healthy lifestyle. (Fall, Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE215
Health and Exercise Psychology
4 Semester Credits
Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific
physiological and psychological benefits associated with exercise are addressed along with health promotion,
intervention, and adherence. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE220
Motor Learning and Development
2 Semester Credits
The study of the processes associated with developing motor skills and performance, and how this relates to motor
development. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE254
Introduction to Developmental/Adapted Physical Education
2 Semester Credits
A general overview of developmental/adapted physical education from early childhood through grade 12. The role of
school-based health and physical education programs for students with disabilities will be addressed. Fieldwork
experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE275
Prevention and Care of Athletic Injuries
2 Semester Credits
Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training
room procedures. A lab accompanies this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE114(Health and Safety Education)
HPE275L
Prevention and Care of Athletic Injuries Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required*
HPE280
Coaching Theory
2 Semester Credits
Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological
factors affect participation in sport. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE300
Nutrition for Exercise Science
4 Semester Credits
This course provides an integrated overview of the physiological requirements, food sources, and functions of
carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will
evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional
supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances.
(Spring)
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training)
HPE304
Advanced Fitness Training
4 Semester Credits
This course is designed to examine and apply advanced personal training research. Participants will be exposed to
established training methods for developing advanced workouts as well as a variety of breakthrough exercises that
may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training
phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and
skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.
Core Curriculum Component: None
Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training),
HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE305
Stress Management
2 Semester Credits
This course introduces students to concepts related to stress and stress management. Along with the study of the
role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in
developing a greater understanding of the role of stress in their life. Individual stress management plans will be
constructed. (Fall)
Core Curriculum Component: None
Prerequisite(s): None
HPE315
Exercise Testing and Prescription
2 Semester Credits
This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed
to provide the student with an understanding of the physiological and pathophysiological responses of the body to
clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this
course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist
(HFS) exam.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health,
Physical Education, and Exercise Science) *concurrent registration is required*
HPE316
Human Sexuality
4 Semester Credits
A study of the psychological, social, and biological components of human sexuality. (Spring)
Core Curriculum Component: None
Prerequisite(s): None
HPE320
School Health Curriculum
2 Semester Credits
Techniques for developing a course of study in school health based upon growth and development for grades K-12.
Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall
even years)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE324
K-6 PE Games and Activities
2 Semester Credits
This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students.
Fieldwork experience is a requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE334
7-12 Sport Skills and Activities
2 Semester Credits
Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in
this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and
Exercise Science)
HPE335
Outdoor Education
2 Semester Credits
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study
the natural environment in which these activities occur. The course will include a three-day camping/hiking trip.
Fieldwork experience is a requirement in this course. (Fall even years, spring even years)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education),
HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE336
Trekking the Mountains: An Outdoor Cultural Excursion
4 Semester Credits
A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor
trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled
regions of the country. While trekking, one is provided opportunity for leadership and personal growth and
development, as we share leadership and logistrics for the excursion.
Core Curriculum Component: None
Prerequisite(s): None
HPE340
Organization and Adminstration of Physical Education Programs
2 Semester Credits
A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE350
Kinesiology
4 Semester Credits
A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach
to the study of movement and how it relates within the physical education and health fitness fields. A lab
accompanies this course.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and
Physiology), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is
required*
HPE350L
Kinesiology Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required*
HPE351
Physiology of Exercise
4 Semester Credits
The major effects of exercise on the systems of the body and physiological principles applied to exercise programs
and motor training. A lab accompanies this course.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and
Physiology)
HPE351L
Physiology of Exercise Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required*
HPE357
Measurement in Health, Physical Education, and Exercise Science
2 Semester Credits
Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include
descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education,
and Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of
Fitness Training)
HPE358
Assessment in Health and Physical Education
2 Semester Credits
Standards, assessment, and evaluation of tests in health and physical education. (Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education,
and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical
Education, and Exercise Science) *concurrent registration is required*
HPE365
Physical Education Methods K-6
4 Semester Credits
Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of
teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities)
HPE368
Physical Education Methods 7-12
4 Semester Credits
Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of
all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this
course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities)
HPE390
Instructional Methods and Materials in Health Education
4 Semester Credits
Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning
strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a
requirement in this course. (Spring)
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
HPE410
Administration and Supervision of the School Health Program
2 Semester Credits
Historical background, legal basis, and school health services relationship to community and school health programs
and resources.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE450
Current Health Issues
2 Semester Credits
This course uses critical thinking skills to examine current health issues in text and media from a sociological,
political, economic, and medical perspective.
Core Curriculum Component: None
Prerequisite(s): HPE110(Personal and Community Health)
HPE473
Physical Education Curriculum
2 Semester Credits
Techniques for developing a course of study in physical education based upon growth and development for grades
K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment
included.
Core Curriculum Component: None
Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science)
HPE490
Exercise Science Seminar and Keystone
4 Semester Credits
This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone
will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world,
as well as help develop a basis for research as this relates to the major.
Core Curriculum Component: Keystone
Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise)
HPE495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HPE499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM120
Medieval Life in 12th-Century Europe
4 Semester Credits
This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture
during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture
as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre,
music, and food. It also takes an experiential approach to this material, for example, by having students and faculty
attend class in academic regalia, just as they did in medieval universities.
Core Curriculum Component: Humanities
Prerequisite(s): None
HUM195
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
HUM490
Keystone: Medieval Studies Project
4 Semester Credits
The final project in medieval studies functions like an independent study. Because medieval studies is an
interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic
connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The
traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy,
religion, and theater history, but students have also completed projects involving professors from other disciplines,
such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past
students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte
masks, and then written about the process.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The
Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II:
Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the
Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature
of Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late
Middle Ages to 1648), HUM120(Medieval Life in 12th-Century Europe)
HUM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS225
Introduction to Islam
4 Semester Credits
The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic
economic and political systems, and Islamic patterns of life.
Core Curriculum Component: None
Prerequisite(s): None
INS232
African-American Experience in America
4 Semester Credits
An overview of the major issues related to the African American experience, focusing on historical, sociological,
economic, legal, and psychological aspects of that experience.
Core Curriculum Component: None
Prerequisite(s): None
INS233
Women: A Cross Cultural Perspective
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS255
Paideia Approach: Thinking, Talking and Reading
4 Semester Credits
Students will participate in a series of seminar discussions following the Paideia seminar format as developed by
Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas,
listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts
majors.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
INS294
Career Exploration in Financial Services
2 Semester Credits
This course will introduce the career exploration/planning process and an overview of careers in financial services
and insurance. Students will develop strategies and skills for career-related decision making and for an effective
internship/job search. Course sessions will include: personal and career assessments and interpretation, career
research and readings, topic discussions, employer guest speakers, and a Travelers company site visit.
Core Curriculum Component: None
Prerequisite(s): None
INS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS298
Meaningful Work: Linking Education,Vocation and Career Exploration
2 Semester Credits
This course will introduce students to the nature of work and its role and value to the individual and to society and
provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and
active citizenship. The course is geared to both students who are undecided and students who are seeking an indepth look at a chosen personal life and career path.
Core Curriculum Component: None
Prerequisite(s): None
INS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS312
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
INS316
Building a Sustainable Democracy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS317
Politics of Conflict and Transformation
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS330
Emerging Art and Urban Culture Seminar
4 Semester Credits
Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding
the differences between formal institutional art and community-based art forms. Interviews and participant
observation at arts performances and cultural events.
Core Curriculum Component: None
Prerequisite(s): None
INS331
Politics of Artistic Expression
4 Semester Credits
Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship
between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Core Curriculum Component: None
Prerequisite(s): None
INS342
River Politics Field Seminar
4 Semester Credits
In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements
of the politics and policies relating to the river. Students will engage in service projects, field observations, and
interviews with residents, legislators, activists, and government employees.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): POL241(Environmental and River Politics)
INS345
Urban Environment Field Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS346
Sustainability and Environmental Policy Semimar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS354
Reading for Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS355
Writing for Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS358
Theories of Poverty, Inequality and Social Change
4 Semester Credits
Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of
race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people
who challenge it.
Core Curriculum Component: None
Prerequisite(s): None
INS359
Social Policy and Anti-Poverty Strategies in Theory and Practice
4 Semester Credits
Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—
views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for explaining and overcoming it.
Core Curriculum Component: None
Prerequisite(s): None
INS366
Community Participation and Social Change
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS371
Disjuncture and Difference in Europe
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS372
Norwegian Language
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS376
Challenges and Opportunities of European Integration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS377
Challenges of Globalization to the Scandinavian Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS379
Challenges of a Changing Welfare State
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS393
Scandinavian Art, Film and Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS394
Urbanization and Immigration
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
INS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
INS498
Independent Study: Metropolitan Resources
2 Semester Credits
An independently-designed course developed by a student (or group of students), utilizing the metropolitan
resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with
and evaluated by a department faculty member.
Core Curriculum Component: None
Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis);
CONSENT(Consent of Instructor)
INS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods)
KEY470
Creating Life in the Arts: Exploration and Reflection on Vocation
4 Semester Credits
From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply
into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation
concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills
and reflection.
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY480
Topics in Global Interdependence
4 Semester Credits
This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse
perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English
with readings in a language other than English. Open to international students and to upper-division students who
have advanced knowledge of a language other than English or have studied abroad for a full semester (including in
English-speaking countries with consent of instructor).
Core Curriculum Component: Keystone
Prerequisite(s): None
KEY490
Vocation and the Meaning of Success
4 Semester Credits
This course is the keystone course for business majors and other majors where the major program does not include
a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon
and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the
same and in different majors will add dimension to each student’s reflective writing.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
LAT101
Beginning Latin I
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language
requirement.
Core Curriculum Component: None
Prerequisite(s): None
LAT102
Beginning Latin II
4 Semester Credits
An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources.
Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language
requirement.
Core Curriculum Component: None
Prerequisite(s): LAT101(Beginning Latin I)
LCS100
Introduction to Cultural Studies
4 Semester Credits
This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the
connections between social relations and the production of meaning. It sets the stage for global citizenship by
revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures.
Core Curriculum Component: Humanities
Prerequisite(s): None
LCS295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS399
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
LCS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT103
Everyday Math
3 Semester Credits
Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an
introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading
only. Grade of P advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does
not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): MPL(Math Placement Level 1)
MAT105
Applied Algebra
3 Semester Credits
Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and
natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing
for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2)
MAT114
Precalculus
4 Semester Credits
Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus.
Students who have completed MAT 145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG4.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT129
Practical Applications of Math
4 Semester Credits
An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning
including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory,
game theory, voting theory, linear programming, or cryptography.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT137
Mathematics for Elementary Teachers I
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis
on the processes of problem solving, reasoning, connections, communication, and representation. These courses
are designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
MAT138
Mathematics for Elementary Teachers II
4 Semester Credits
Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis
on the processes of problem solving, reasoning, connections, communication, and representation. These courses
are designed for prospective K-6 elementary school teachers.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT140
Calculus Workshop
1 Semester Credits
An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and
activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in collegelevel mathematics courses. This course does not meet a NSM-LAF and does not meet QF.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required*
MAT145
Calculus I
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4)
MAT146
Calculus II
4 Semester Credits
Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT163
Introductory Statistics
4 Semester Credits
Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions,
approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have
successfully completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT171
Discrete Mathematics For Computing
4 Semester Credits
Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic,
and combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recomended prior
to MAT171. Students who have completed MAT271 may not register for credit.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT173
Mathematics of Finance
4 Semester Credits
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life
insurance. Provides an introduction to actuarial mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MAT199
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MAT201
Communicating Mathematics
2 Semester Credits
An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic
resources. This course does not count as an elective in the mathematics major or minor. Completion of this course
plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the
major’s speaking skill requirement. Students with majors other than mathematics should consult their major
department before taking this course.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT245
Calculus III
4 Semester Credits
Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the
gradient, multiple integrals, and parametric representations.
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II)
MAT246
Linear Algebra
4 Semester Credits
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector
spaces, determinants, and eigenvalues.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures)
MAT248
Biostatistics
4 Semester Credits
Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies
in Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics
include graphing techniques, correlation and regression, experimental design, combinatorics, point and interval
estimation, hypothesis testing and, time permitting, analysis of variance and nonparametric methods.
Core Curriculum Component: None
Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I)
MAT252
Exploring Geometry
4 Semester Credits
Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an
emphasis on geometric reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): MAT145(Calculus I)
MAT271
Discrete Mathematical Structures
4 Semester Credits
Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory,
and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
Core Curriculum Component: None
Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry),
MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
MAT287
History of Mathematics
4 Semester Credits
Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern
mathematics.
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): MAT145(Calculus I)
MAT304
Graph Theory
4 Semester Credits
Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences,
isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical
structures.
Core Curriculum Component: None
Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and
Technical Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures)
MAT314
Abstract Algebra
4 Semester Credits
Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on
theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures)
MAT324
Analysis
4 Semester Credits
Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical
setting. Focuses on theoretical structures.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures)
MAT355
Numerical Mathematics and Computation
4 Semester Credits
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential
equations, error propagation, practical implementation of numerical methods on modern computers, and
applications.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating
Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II)
MAT363
Dynamical Systems
4 Semester Credits
Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals,
along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set
and Julia sets.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete
Mathematical Structures); MAT146(Calculus II)
MAT369
Modeling and Differential Equations in Biological and Natural Sciences
4 Semester Credits
Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear
systems; the application, modeling, and analysis of differential equations to model biological phenomena.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III)
MAT373
Probability and Statistics I
4 Semester Credits
Concepts of probability and statistics including methods of enumeration, random variables, probability distributions,
expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics.
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III)
MAT374
Probability and Statistics II
4 Semester Credits
A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random
variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of
estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied
project.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I)
MAT377
Operations Research
4 Semester Credits
Concepts of linear programming and its applications to optimization problems from industrial settings including the
simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both
the mathematical theory and the application to current business practice.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra)
MAT395
Topics
4 Semester Credits
Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics,
graph theory, topology, or foundations of mathematics.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra),
MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical
Structures), MAT287(History of Mathematics)
MAT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT399
Internship
4 Semester Credits
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the
internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium
is required.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters:
Humanist Tradition), MAT201(Communicating Mathematics)
MAT491
Mathematics Colloquium
0 Semester Credits
Information about contemporary applications, career opportunities, and other interesting ideas in mathematics.
Presented by outside visitors, faculty members, or students. Carries no course credit.
Core Curriculum Component: None
Prerequisite(s): None
MAT496
Independent Study
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MAT498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics)
MAT499
Independent Study
4 Semester Credits
Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member.
Presentation at a departmental colloquium is required.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking),
COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of
Instructor)
MBA510
Applied Managerial Economics
3 Semester Credits
Application of economic tools in solving managerial problems. Topics include markets and organizations, demand
and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives,
evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students
develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the
course is to help business students become architects of business strategy rather than simply middle managers
following the path of others.
Core Curriculum Component: None
Prerequisite(s): None
MBA520
Accounting for Business Managers
3 Semester Credits
Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn
to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and
variable expenses, break-even calculation, and capital budgeting.
Core Curriculum Component: None
Prerequisite(s): None
MBA530
Managerial Finance
3 Semester Credits
Understanding the foundations of financial management including markets, institutions, interest rates, risk and return,
and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing
decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational
implications.
Core Curriculum Component: None
Prerequisite(s): None
MBA540
Business and Professional Ethics
3 Semester Credits
An understanding of the ethical problems faced by people in organizations and businesses today. A framework for
recognizing ethical problems helps the student determine how decisions will affect people positively or negatively.
This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments
about what is right and fair. The course also allows students to gain confidence in their understanding and their
proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view.
Core Curriculum Component: None
Prerequisite(s): None
MBA545
Organizational Behavior
3 Semester Credits
Theory and application of organizational behavior to human resources within organizations. Topics include strategies
and tactics for developing human resources to support organizational cultural changes (such as total quality
management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of
contemporary organizational strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA550
Marketing Management
3 Semester Credits
Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation,
targeting, positioning, distribution of goods and services, the relationship between price and demand, brand
management, and marketing plans and strategy. Students gain hands-on experience with marketing in crossfunctional organization strategies.
Core Curriculum Component: None
Prerequisite(s): None
MBA560
Communication Issues in Management
3 Semester Credits
An ethnographic approach to communication in the workplace including how physical settings, communication
channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will
use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network
theory, persuasive appeals, and communication of institutional values.
Core Curriculum Component: None
Prerequisite(s): None
MBA565
Managing in a Global Environment
3 Semester Credits
Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective.
The foci of the course will be international trade theory and institutional governance of international trade/monetary
policy, and the differences in political-economic/socio-cultural systems and their implications for international
business.
Core Curriculum Component: None
Prerequisite(s): None
MBA570
Quantitative Decision-Making for Managers
3 Semester Credits
Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical
significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in
business decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBA575
Strategic Technology
3 Semester Credits
Making strategic technology decisions most favorable to organization and culture, interaction with customers and
suppliers, and future growth of the organization. Students will come to understand the impact of the internet and
electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results
of given technology choices.
Core Curriculum Component: None
Prerequisite(s): None
MBA576
Project Management
3 Semester Credits
The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and
challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a
temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover
the operational and conceptual issues faced by modern project managers.
Core Curriculum Component: None
Prerequisite(s): None
MBA581
Management Consulting Project I
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA582
Management Consulting Project II
2 Semester Credits
Working in teams with a local organization, students develop expertise in an area related to their vocation, using
communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make
recommendations. The management consulting project culminates in a presentation to the client and the faculty
adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)
Core Curriculum Component: None
Prerequisite(s): None
MBA583
Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based
Ventures
3 Semester Credits
This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to
actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when
to enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although
the course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial
ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up
opportunities upon graduation or in preparation for entrepreneurial activities at later career stages.
Core Curriculum Component: None
Prerequisite(s): None
MBA584
Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship
3 Semester Credits
Students are assigned to a social enterprise in the local community to work as management consultants on
comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research,
develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest
lectures and readings/discussions tie managerial theory to actual practice.
Core Curriculum Component: None
Prerequisite(s): None
MBA592
Leadership: Ethics, Vision, and Transformation
3 Semester Credits
Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational
effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal
and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of
management and leadership, relationship building, servant leadership, leadership communication, and selfawareness and discovery of leadership styles, traits, and abilities.
Core Curriculum Component: None
Prerequisite(s): None
MBA593
Health Care Operations Management
3 Semester Credits
This course will provide students with an introduction to Healthcare Operations. Over the past several years, there
has been a general acceptance to apply more sophisticated business optimization techniques to the healthcare
industry. Students will gain an understanding of business management within hospitals, clinics, and multiple hospital
systems. The tools covered in the class focus primarily on those that improve hospital productivity.
Core Curriculum Component: None
Prerequisite(s): None
MBA595
Strategic Management
3 Semester Credits
Organizations that survive over time generally meet customer needs more effectively than the customer’s
alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a
variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates
resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the
MBA program, and adopts the perspective of senior management.
Core Curriculum Component: None
Prerequisite(s): None
MBA596
Managing Innovation
3 Semester Credits
Understanding innovation as a process and creating the conditions for this process to occur successfully within an
organization are the main themes of this course. Learning to integrate design thinking into business that will drive
continuous development and improvement, and develop customer/client emotional connections will be the focus of
the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating
sustainable, superior competitive advantage through new ways of thinking are the purposes of the course.
Core Curriculum Component: None
Prerequisite(s): None
MBA599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MBC532
Investment Theory and Portfolio Management
3 Semester Credits
This course discusses investment background such as the investment setting, asset allocation decision, selecting
investments in a global market, and security market indicators, followed by efficient capital markets, portfolio
management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis
and management of common stocks and bonds are discussed. The course ends with a discussion of professional
asset management and evaluation of portfolio performance.
Core Curriculum Component: None
Prerequisite(s): None
MBC535
International Finance
3 Semester Credits
The objective of this course is to acquaint students with macro and micro aspects of international finance. At the
macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign
exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems
of doing business internationally and a survey of public and private foreign and international financial institutions.
Also discussed are the management of risk of multinational operations and their valuation and structure. The course
ends with a discussion of international portfolio investment and asset pricing.
Core Curriculum Component: None
Prerequisite(s): None
MBC537
Health Care Financing
3 Semester Credits
This course focuses on a variety of public and private third party mechanisms for financing health care services. A
review shall be made of the various trends and constraints associated with each mechanism. Particular attention
shall be a paid to the role of private health insurance and government reimbursement mechanisms for health
services. Prerequisites: MBA 530-Managerial Finance
Core Curriculum Component: None
Prerequisite(s): None
MBC542
Legal and Ethical Considerations in Health Care
3 Semester Credits
This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative
law, corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues
underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues
raised by advances in technology, changing societal values, decreased resources and increasing professional
liability.
Core Curriculum Component: None
Prerequisite(s): None
MBC547
Human Resources Issues in Health Care
3 Semester Credits
This course provides complete coverage of relevant human resource issues in health care management, as well as
offering a solid foundation in both HR and health care administrative practices. This course provides a
comprehensive, focused approach to the demands of the current human resources role. This practical, hands –on
course introduces human resources to those who are preparing to work in any area of health care or health service
covering important topics such as recruitment, training, termination, compensation practices, and safety.
Core Curriculum Component: None
Prerequisite(s): None
MBC552
Marketing Communications
3 Semester Credits
The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and
integrated marketing communications program which includes advertising, sales promotions, publicity, and personal
selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design
and evaluation of a marketing communications plan. Specific topics covered include the communication process,
consumer behavior models and their relevance to marketing communications decisions, marketing communications
research, advertising message and media strategies, the role of the advertising agency, and the integration of
marketing mix decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC554
Consumer Behavior
3 Semester Credits
The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of
consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include:
the role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’
purchase decisions.
Core Curriculum Component: None
Prerequisite(s): None
MBC599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MCN301
Research in the Disciplines
2 Semester Credits
Scholars in this two-credit course will investigate and analyze the rocess of research, learning ways to choose and
focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature
reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and
their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or
develop their own question. The semester will culminate in the development of a research proposal, building the
scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an offcampus research experience or internship will be enrolled and have individualized activities as necessary.
Core Curriculum Component: None
Prerequisite(s): None
MDC094CE
Everyday Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC101CE
Lifetime Fitness
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC102CE
Mathematical Thinking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC103CE
The Modern World
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC104CE
College Mathematics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC105CE
Principles of Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC106CE
Introduction to Art
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC107CE
Historical Geology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC110CE
Small Business, Start-Up
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC111CE
Effective Writing
4 Semester Credits
Equivalent to IHCC ENG 1108 Emphasizes critical writing, reading, and thinking with attention to rhetorical elements
such as argumentative structure, audience, and purpose. Students learn types of college writing and research
techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice
the writing process.
Core Curriculum Component: None
Prerequisite(s): None
MDC112CE
Public Speaking
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC113CE
Research Writing in the Disiplines
2 Semester Credits
Equivalent to IHCC ENG 1111 Research Writing in the Disciplines-WRIT Emphasizes textual analysis of primary and
secondary sources with focus on writing in students’ academic and/or professional disciplines.
Core Curriculum Component: None
Prerequisite(s): None
MDC114CE
The Research Paper
4 Semester Credits
Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction
texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources.
Prereq: Grade of C or higher in ENG 1108.
Core Curriculum Component: None
Prerequisite(s): None
MDC115CE
Introduction to Philosophy
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC121CE
Introduction to Human Society
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC122CE
20th Century US History
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC123CE
Small Business Management
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC124CE
Urban Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC125CE
State and Local Government
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC129CE
Practical Applications of Math
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC130CE
Sociology and the Family
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC131CE
American Government & Politics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC141CE
Introduction to Cultural Anthropology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC158CE
Political Patterns and Processes
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC190CE
Educational Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC200CE
Introduction to Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC201CE
Legal Environment of Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC204CE
History of Rock & Roll
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC210CE
Educational Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC211CE
Foundations in Women's Studies
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC222CE
US History Since 1877
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC225CE
Creative Writing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC226CE
Human Relations in Business
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC231CE
Language and Power
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC240CE
Introduction to Literary Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC241CE
Introduction to Cinema Arts
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC242CE
Humanities: Baroque to Modern
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC251CE
Environmental Science
4 Semester Credits
IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to
fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing
the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group
activities, guest speakers and films. One semester credit of lab included.
Core Curriculum Component: None
Prerequisite(s): None
MDC252CE
Principles of Marketing
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC253CE
Chinese Literature
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC254CE
Interpersonal Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC255CE
Small Group Communication
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MDC256CE
Comparative Religions
4 Semester Credits
This course examines the role and functions of religion in society and religious and philosophical concepts. The class
will introduce selected world religious traditions and cultures through exploring the history and key teachings of the
religions, examining ways of being religious in various traditions, reading various texts and anthropological sources,
class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the
major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world
religions respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World
Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views
associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include:
Views of creation, time and death, good and evil, the relation to art, relation to political power, and role in social and
cultural conflict.
Core Curriculum Component: None
Prerequisite(s): None
MDC265CE
Social Inequalities
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS260
Problem Solving for Business
4 Semester Credits
This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as
well as other simulation and decision support tools for problem solving in business through the use of realistic
business cases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS270
Data Management for Business
4 Semester Credits
Introduces the concepts of data modeling, database structures, and relational databases.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
MIS295
Topics
4 Semester Credits
Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and
readings in the area of management information systems.
Core Curriculum Component: None
Prerequisite(s): None
MIS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MIS375
Management Information Systems in the Organization
4 Semester Credits
Broad understanding of using information systems to support organizational objectives. Topics include strategic
planning and uses of information systems, business process analysis, and understanding of the components in a
technology architecture.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management),
MKT252(Principles of Marketing); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
MIS376
Project Management
4 Semester Credits
Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines
theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and
communications skills needed to manage inevitable changes.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business)
MIS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MIS475
Systems Analysis and Design
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business),
MIS375(Management Information Systems in the Organization)
MIS476
Information Systems Projects
4 Semester Credits
Skills developed in previous courses are used to complete an actual project of systems analysis and design.
Core Curriculum Component: None
Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business),
MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing
For Business); MIS375(Management Information Systems in the Organization), MIS376(Project Management),
MIS475(Systems Analysis and Design)
MIS495
Topics
4 Semester Credits
Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology
and current problems and policies.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
MIS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT252
Principles of Marketing
4 Semester Credits
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and
technological factors as they affect product, promotion, marketing channel, and pricing decisions.
Core Curriculum Component: None
Prerequisite(s): None
MKT299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT350
Consumer Behavior
4 Semester Credits
Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of
attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social
class, family, and purchase situation influences. Application to everyday purchasing situations.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT352
Marketing Research and Analysis
4 Semester Credits
Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and
collection and analysis of data.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and
Economics), MAT163(Introductory Statistics), PSY215(Research Methods and Statistics I), SOC362(Statistical
Analysis); MKT252(Principles of Marketing)
MKT354
Sales Management
4 Semester Credits
Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing
objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation,
quotas, and compensation.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT355
Marketing Communications
4 Semester Credits
Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent
promotion mix.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT357
Advertising
4 Semester Credits
Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern
marketing and communications.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MKT398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MKT399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MKT450
Marketing Management
4 Semester Credits
Application of marketing concepts to day-to-day strategies and long-term planning issues; development and
implementation of marketing plans.
Core Curriculum Component: None
Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MKT252(Principles of
Marketing), MKT352(Marketing Research and Analysis)
MKT466
International Marketing
4 Semester Credits
Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a
marketing mix according to the international marketing environment.
Core Curriculum Component: None
Prerequisite(s): MKT252(Principles of Marketing)
MKT495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
ML510
Visions of Leadership: A Historical and Literary Journey
3 Semester Credits
Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program.
This course views the nature and purpose of leadership from a variety of disciplines and perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML511
Creativity and the Problem-Solving Process
3 Semester Credits
Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational
thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations,
for enhancing innovation, and for seeking an integrative worldview.
Core Curriculum Component: None
Prerequisite(s): None
ML512
Responsible Leadership for the 21st Century
3 Semester Credits
The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining
current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore
qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we
explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.
Core Curriculum Component: None
Prerequisite(s): None
ML514
Research Methods
3 Semester Credits
Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
Core Curriculum Component: None
Prerequisite(s): None
ML520
Self-Identity, Values, and Personal Growth
3 Semester Credits
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values on learning and
leadership strategies.
Core Curriculum Component: None
Prerequisite(s): None
ML523
Leading Authentically
3 Semester Credits
Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In
this course, students will articulate their leadership strengths, examine models of leadership, and explore
organizational theories in order to develop a leadership plan that honors their authentic selves.
Core Curriculum Component: None
Prerequisite(s): None
ML527
Spirituality and Leadership in the Workplace
3 Semester Credits
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications for leadership through a variety of sources and
perspectives.
Core Curriculum Component: None
Prerequisite(s): None
ML530
Ethics in Communication
3 Semester Credits
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives
within human communication. This course places particular attention on the use and abuse of communication in
politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social
and organizational settings.
Core Curriculum Component: None
Prerequisite(s): None
ML531
Dynamics of Change
3 Semester Credits
Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of
analysis and ultimately focusing on leading and responding to change in organizational settings, this course
examines the paradigms, theories and practices that support successful leadership for change. Collaborative
presentations provide an opportunity to apply course ideas to historical and contemporary issues.
Core Curriculum Component: None
Prerequisite(s): None
ML535
Organization Theory and Leadership
3 Semester Credits
In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant
within various types of organizational structures and cultures.
Core Curriculum Component: None
Prerequisite(s): None
ML536
Facilitating Organizational Change
3 Semester Credits
This course will explore the impact of change on organizations, teams, and individuals. This course will prepare
current and future leaders to effectively lead change efforts in their organizations. This leadership development will
be accomplished through the study of several change management theories and frameworks. Moreover, application
and evaluation of change management theories will be emphasized.
Core Curriculum Component: None
Prerequisite(s): None
ML539
Communicating a Self in the Modern Organization
3 Semester Credits
Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings
with particular emphasis on the self-defining aspects of the social contract between the individual and the
organization in a changing world. Supplementary reading packet, open dialogue, and individual projects.
Core Curriculum Component: None
Prerequisite(s): None
ML540
Political Leadershp: Theory and Practice
3 Semester Credits
Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant
leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to
business and nonprofit organizations as well as to politics.
Core Curriculum Component: None
Prerequisite(s): None
ML545
Decision Making and Leadership
3 Semester Credits
Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership.
Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision
making. Assessment of major social decisions, past and present—their intentions, consequences, arguments,
explanations, and justification.
Core Curriculum Component: None
Prerequisite(s): None
ML548
Coaching and Consulting
3 Semester Credits
The purpose of this course is to develop influence skills through the exploration and application of consulting and
coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop
a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own
purpose, principles, and practices for influencing others.
Core Curriculum Component: None
Prerequisite(s): None
ML550
Communication, Decision Making, and Technology
3 Semester Credits
Analysis of the role various forms of digitally-mediated communication play in our society and how communication,
decision making, and leadership have been altered by these technologies. Students examine how they can engage
and manage these processes in their organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML553
Design and Leadership
3 Semester Credits
A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s
business environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive
concept and its place in leadership.
Core Curriculum Component: None
Prerequisite(s): None
ML557
Language of Leadership
3 Semester Credits
Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments
about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social
interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the
development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships
across hierarchical levels in organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML560
Developing a Multicultural Perspective
3 Semester Credits
This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
Core Curriculum Component: None
Prerequisite(s): None
ML563
Leadership in a Global Society
3 Semester Credits
This class focuses on enhancing global leadership competencies, beginning with core concepts and personal
assessments and concluding with a global leadership development project where learners demonstrate their ability
to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review,
and a final project proposal paper in which all the elements come together.
Core Curriculum Component: None
Prerequisite(s): None
ML565
Women and Leadership
3 Semester Credits
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
Core Curriculum Component: None
Prerequisite(s): None
ML570
Negotiation: Theory and Practice
3 Semester Credits
An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in
negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model
with survey of examples of other types of negotiation.
Core Curriculum Component: None
Prerequisite(s): None
ML574
Strategic Leadership
3 Semester Credits
The course develops students’ ability to think strategically and lead organizations through planning and
implementation. Application of models and concepts to examples and cases from real-life practice. Case studies,
exercises, and readings cover practices in for-profit and nonprofit organizations.
Core Curriculum Component: None
Prerequisite(s): None
ML575
Constructive Conflict Resolution
3 Semester Credits
Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the
world. The course teaches how people are affected by different types of conflict and how to assure constructive
outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and
resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.
Core Curriculum Component: None
Prerequisite(s): None
ML576
Leading Innovation
3 Semester Credits
Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation
Network). This course explores what is involved in providing quality leadership that helps create, lead and assess
innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation
and then will focus on what is involved in successfully leading innovation efforts.
Core Curriculum Component: None
Prerequisite(s): None
ML577
Universal Responsibility and Leadership: A Nicaraguan Experience
3 Semester Credits
The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in
Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a
homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history,
politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with
the US government and nonprofit organizations are explored. Special fees apply.
Core Curriculum Component: None
Prerequisite(s): None
ML580
Colloquium on Contemporary Theories of Leadership
3 Semester Credits
Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of
3.5 to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5
within three academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least
one year course work in MAL and ML510)
Core Curriculum Component: None
Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey)
ML588
Final Project Seminar: Action Research
3 Semester Credits
In this course students who are pursuing the cohort program will have the opportunity to write their final project doing
action research on their own organization.
Core Curriculum Component: None
Prerequisite(s): None
ML589
Comprehensive Exam Seminar
3 Semester Credits
This course is a completion option for the Master of Arts in leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final
course taken in the program; no other course may be taken at the same time.
Core Curriculum Component: None
Prerequisite(s): None
ML592
Thesis/Leadership Applied Project Consultation I
3 Semester Credits
Independent thesis/leadership applied project research under the guidance of an academic adviser.
Core Curriculum Component: None
Prerequisite(s): None
ML593
Thesis/Leadership Applied Project Consultation II
3 Semester Credits
Completion of the thesis/leadership applied project under the guidance of an academic adviser
Core Curriculum Component: None
Prerequisite(s): None
ML597
Non-Thesis Independent Project
3 Semester Credits
Major written project in consultation an academic adviser. The research is presented in a colloquium.
Core Curriculum Component: None
Prerequisite(s): None
ML598
Independent Study
3 Semester Credits
Provides directed independent study in an area of the student’s choice. Open to students who have completed at
least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have
it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration
for the course. Students may not take more than one independent study course.
Core Curriculum Component: None
Prerequisite(s): None
ML599
Topics
3 Semester Credits
Study of selected topics in leadership that are not treated extensively through current course offerings. Specific
topics will be published prior to registration.
Core Curriculum Component: None
Prerequisite(s): None
ML998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
ML999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUE111
Augsburg Choir
1 Semester Credits
Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet
the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8
credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting
the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE112
Riverside Singers
1 Semester Credits
The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College.
This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all
its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement,
students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward
graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE113
Vocal Chamber Music
0 Semester Credits
This performance-based course introduces singers to a range of music composed for small groups of singers and/or
instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music
majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE114
Masterworks Chorale
1 Semester Credits
Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks
Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students,
faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and
continues to establish itself as a dynamic choral ensemble in the Twin Cities.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE115
Cedar Singers
1 Semester Credits
The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks
for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of
male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive
semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the
fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE121
Orchestra
1 Semester Credits
The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has
played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005
conductor Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has
included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these
styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement,
students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards
graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE122
String Chamber Music
0 Semester Credits
This performance-based course introduces string players to a range of music composed for one string player per
part, and may include duos, trios and string quartets as well as music written for strings in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE125
Guitar Chamber Music
0 Semester Credits
This performance-based course introduces guitar students to a range of music composed for one guitar per part and
may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This
course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of
the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE131
Woodwind Chamber Music
0 Semester Credits
This performance-based course introduces woodwind players to a range of music composed for one wind player per
part and may include duos, trios or woodwind quintets as well as music for winds in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE141
Concert Band
1 Semester Credits
The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band
music of a high artistic level. The group has performed and toured extensively throughout the United States and to
numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4
consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first
week of the fall semester or by contacting the director.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUE142
Brass Chamber Music
0 Semester Credits
This performance-based course introduces brass players to a range of music composed for one brass player per
part, and may include duos or brass quintet music, as well as music for brass in combination with other
instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to
non-music majors by permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE143
Jazz Ensemble
1 Semester Credits
The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature
performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement
with the director. Preference is given to Concert Band members.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
MUE144
Percussion Chamber Music
0 Semester Credits
This performance-based course introduces percussionists to a wide range of music composed for one player per
part, and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt
Barber, in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical
styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by
permission of the instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE145
Piano Chamber Music
0 Semester Credits
This performance-based course introduces piano students to a range of music composed for one performer per part,
and may include piano duos, trios or music that combines the piano with other instruments and singers. This course
fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the
instructor.
Core Curriculum Component: None
Prerequisite(s): None
MUE294
Opera Workshop
4 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): None
MUE494
Advanced Opera Workshop
1 Semester Credits
Experience the process of preparation, rehearsal, and performance of operatic repertoire.
Core Curriculum Component: None
Prerequisite(s): MUE294(Opera Workshop)
MUP111
Performance Study: Voice
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP116
Performance Study: Electric Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP121
Performance Study: Violin
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP122
Performance Study: Viola
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP123
Performance Study: Cello
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP124
Performance Study: Bass
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP131
Performance Study: Oboe
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP132
Performance Study: Bassoon
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP133
Performance Study: Clarinet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP134
Performance Study: Saxophone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP135
Performance Study: Flute
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP137
Performance Study: Horn
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP141
Performance Study: Trumpet
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP142
Performance Study: Trombone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP143
Performance Study: Baritone
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP144
Performance Study: Tuba
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP152
Performance Study: Piano
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP159
Piano Accompanying
0 Semester Credits
This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano
faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special
performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule
applies (see the Music Department Student Handbook)
Core Curriculum Component: None
Prerequisite(s): None
MUP161
Performance Study: Guitar
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP171
Performance Study: Percussion
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP181
Performance Study: Organ
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP191
Performance Study: Harp
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP192
Performance Study: Improvisation
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP193
Performance Study: Composition
0 Semester Credits
These courses are available for qualified liberal arts students with some prior training in music; music minors; and
music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1
credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form
and requires a signature.
Core Curriculum Component: None
Prerequisite(s): None
MUP311
Performance Study: Voice
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP316
Performance Study: Electric Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP321
Performance Study: Violin
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP322
Performance Study: Viola
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP323
Performance Study: Cello
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP324
Performance Study: Bass
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP331
Performance Study: Oboe
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP332
Performance Study: Bassoon
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP333
Performance Study: Clarinet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP334
Performance Study: Saxophone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP335
Performance Study: Flute
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP337
Performance Study: Horn
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP341
Performance Study: Trumpet
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP342
Performance Study: Trombone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP343
Performance Study: Baritone
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP344
Performance Study: Tuba
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP352
Performance Study: Piano
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP361
Performance Study: Guitar
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP371
Performance Study: Percussion
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP381
Performance Study: Organ
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP391
Performance Study: Harp
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP392
Performance Study: Improvisation
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUP393
Performance Study: Composition
0 Semester Credits
These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four
semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department
degree application)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS101
Materials of Music I
2 Semester Credits
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS102
Materials of Music II
2 Semester Credits
Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I)
MUS105
The Music Business
4 Semester Credits
An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other
topics include the record industry, agents, and managers. Musical genres and historical periods are compared and
analyzed.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
MUS111
Aural Skills I
2 Semester Credits
In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch
relationships.
Core Curriculum Component: Fine Arts
Prerequisite(s): MUS101(Materials of Music I)
MUS112
Aural Skills II
2 Semester Credits
Development of listening and reading skills to parallel progress in MUS 102.
Core Curriculum Component: None
Prerequisite(s): MUS111(Aural Skills I)
MUS130
Introduction to Music in the Fine Arts
4 Semester Credits
E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This
course draws students into that information web using the history of Western art music as the thread that ties culture
together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for
understanding music in social context. Live performance will be a feature of this course. Evaluation of student work
will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is
not required.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS135
Class Piano 1
1 Semester Credits
This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in
the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The
class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I)
MUS136
Class Piano 2
1 Semester Credits
This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The
course is designed for students with some prior piano and music theory training and/or students who have completed
a class piano course. (Prereq.: Theory Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano)
MUS152
Class Voice
1 Semester Credits
Fundamentals of tone production and singing.
Core Curriculum Component: None
Prerequisite(s): None
MUS158
Class Guitar
1 Semester Credits
Beginning techniques of classic guitar.
Core Curriculum Component: None
Prerequisite(s): None
MUS160
Fundamentals of Music
4 Semester Credits
Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor
scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical
compositional forms in popular and classical music. Students write their own composition for the final project.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS201
Materials of Music III
2 Semester Credits
Continuation of MUS 102 with chromatic harmony and modulation.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II)
MUS202
Form and Analysis
2 Semester Credits
Musical structures of common practice period and introduction to 20th-century practice.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MUS201(Materials of Music III),
MUS211(Aural Skills III)
MUS211
Aural Skills III
2 Semester Credits
Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201.
Core Curriculum Component: None
Prerequisite(s): MUS112(Aural Skills II)
MUS212
Aural Skills IV
2 Semester Credits
Further development of listening skills to parallel progress in MUS 202.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MUS211(Aural Skills III)
MUS220
Worlds of Music
4 Semester Credits
A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS221
Introduction to Music Technology
2 Semester Credits
Explore aspects of integrating (electronic and information) technology into music performance and music education
activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware,
and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music
content knowledge. Technologies include tools for general productivity, music notation, music performance, music
assessment, music production and emerging digital teaching and learning.
Core Curriculum Component: None
Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale),
MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I)
MUS231
History and Literature of Music I
4 Semester Credits
An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural
contexts as well as basic knowledge of repertory.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS232
History and Literature of Music II
4 Semester Credits
Continuation of MUS 231 from 1750 to the present.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III)
MUS235
Skills of Music Theater
4 Semester Credits
This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the
student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes
reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public
performance. Students will attend and review live productions.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS237
Class Piano 3
1 Semester Credits
This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to
Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or
permission of instructor)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano)
MUS238
Class Piano 4
1 Semester Credits
This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a
command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)
Core Curriculum Component: None
Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano
3)
MUS241
History of Jazz
4 Semester Credits
This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many
styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS245
Arts Management and Concert Promotion
4 Semester Credits
A study of the role of the artist manager in career development and the role of the arts administrator in the
management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within
the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on
developing a working vocabulary of industry topics and in benefiting from practical field experience.
Core Curriculum Component: None
Prerequisite(s): 1 of BUS105(MUSIC Marktn Promotn Publish Recor), MUS105(The Music Business)
MUS251
English Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of English through the study of the art song repertoire.
Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required
for vocal performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS252
Italian Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS253
German Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of German through the study of the art song repertoire.
Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required
for vocal performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS254
French Diction
1 Semester Credits
Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal
performance majors and music education majors.
Core Curriculum Component: None
Prerequisite(s): None
MUS271
Introduction to Music Therapy
2 Semester Credits
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings,
and acquisition of skills in improvisation. Includes on-campus practicum with children.
Core Curriculum Component: None
Prerequisite(s): None
MUS272
Human Identity through the Creative Arts
4 Semester Credits
A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on
psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the
creative therapies of art, music, drama, and movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS274
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills
including improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
MUS275
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills
including improvisation. Two hours per week. No course credit.
Core Curriculum Component: None
Prerequisite(s): None
MUS290
History of Caribbean Music
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
MUS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS311
Composition I
2 Semester Credits
This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and
score layout. Student will also study related 20th-century literature.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MUS202(Form and Analysis),
MUS212(Aural Skills IV)
MUS312
Composition II
2 Semester Credits
This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality,
serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.
Core Curriculum Component: None
Prerequisite(s): MUS311(Composition I)
MUS331
Music of the Baroque Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will
have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS332
Music of the Classical Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Classical Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will
have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS333
Music of the Romantic Era
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will
have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS334
Music of the 20th Century
2 Semester Credits
This course explores the music, cultural trends, and composers associated with the 20th Century. Representative
repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will
have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills
through a major research paper.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of
Music I), MUS232(History and Literature of Music II)
MUS340
Music Therapy Techniques and Materials I
2 Semester Credits
This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill
development in accordance with AMTA standards. The course will emphasize functional playing skills as well as
song composition and group leading.
Core Curriculum Component: None
Prerequisite(s): None
MUS341
Basic Conducting
2 Semester Credits
Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal
techniques, basic nomenclature.
Core Curriculum Component: None
Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I)
MUS342
Choral Conducting
2 Semester Credits
Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as
the choir.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS344
Instrumental Conducting
2 Semester Credits
Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental
ensembles.
Core Curriculum Component: None
Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission)
MUS345
Music Therapy Techniques and Materials II
2 Semester Credits
This experiential course introduces improvisation and uses the skills acquired inMusic Therapy Techniques and
Materials I.
Core Curriculum Component: None
Prerequisite(s): None
MUS355
Music Methods: Strings
2 Semester Credits
This methods course introduces string instrument performance techniques and problems. Students will perform on
violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional
materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS356
Music Methods: Brass and Percussion
2 Semester Credits
This methods course introduces brass/percussion performance techniques and problems. Students will perform on
at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy,
instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS357
Music Methods: Woodwinds
2 Semester Credits
This methods course introduces woodwind performance techniques and problems. Students will perform on flute,
one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional
pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.
Core Curriculum Component: None
Prerequisite(s): None
MUS358
Junior Recital
0 Semester Credits
One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music
performance majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS359
Music Methods: Vocal
2 Semester Credits
This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal
solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological
mechanics of singing, and instructional materials.
Core Curriculum Component: None
Prerequisite(s): None
MUS363
Expressive and Creative Arts in Healing
4 Semester Credits
An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and
demonstrate specific specialties in expressive and creative arts, as used in therapy.
Core Curriculum Component: None
Prerequisite(s): None
MUS372
Psychological Foundations of Music I
4 Semester Credits
An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological
aspects of music. An understanding of the research process and development of an experimental research project.
Core Curriculum Component: None
Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*,
SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3)
MUS373
Psychological Foundations of Music II
4 Semester Credits
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music
therapy. Theories of learning music, musical talent, and performance.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
MUS374
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills
including improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS375
Music Therapy Practicum
0 Semester Credits
Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills
including improvisation. Two hours per week.
Core Curriculum Component: None
Prerequisite(s): None
MUS392
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
MUS397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
MUS432
Church Music and Worship
4 Semester Credits
Development and influence of church music as evidenced in contemporary worship practices. Designed for the
general as well as the music and theology student.
Core Curriculum Component: None
Prerequisite(s): None
MUS435
Voice Repertoire
2 Semester Credits
A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas.
Includes listening, writing, and performance. Required for vocal performance majors.
Core Curriculum Component: None
Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French
Diction)
MUS436
Piano Repertoire
2 Semester Credits
This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to
the present.
Core Curriculum Component: None
Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II)
MUS456
Piano Pedagogy
2 Semester Credits
This course introduces students to various ideas, tools, methodologies, and resources associated with piano
teaching. Students will apply what they learn in class to actual teaching experiences through a community servicelearning requirement. This course fulfills the Augsburg Experience requirement.
Core Curriculum Component: None
Prerequisite(s): None
MUS458
Senior Recital
0 Semester Credits
One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS459
Senior Recital
0 Semester Credits
One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a
recital preview.
Core Curriculum Component: None
Prerequisite(s): None
MUS474
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music
Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS475
Music Therapy Practicum
1 Semester Credits
Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music
Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission)
MUS480
Music Therapy Senior Seminar
4 Semester Credits
Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional
ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): None
MUS481
Music Therapy Clinical Internship
0 Semester Credits
Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA
required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion
of all graduation requirements)
Core Curriculum Component: None
Prerequisite(s): MUSICADMIT(Music Department Admission)
MUS498
Independent Study
2 Semester Credits
Advanced research and projects not otherwise provided in the department curriculum.
Core Curriculum Component: None
Prerequisite(s): None
MUS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NAS351
The Modern Nordic Novel
4 Semester Credits
Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in
translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written
work in Norwegian.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
NAS352
The Modern Nordic Drama
4 Semester Credits
Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a
context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and
written work in Norwegian.
Core Curriculum Component: None
Prerequisite(s): None
NAS399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NAS499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR111
Beginning Norwegian I
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication
and its cultural context.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
NOR112
Beginning Norwegian II
4 Semester Credits
Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication
and its cultural context.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I)
NOR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR211
Intermediate Norwegian I
4 Semester Credits
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on
social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR112(Beginning Norwegian II)
NOR295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR311
Norwegian Conversation and Composition
4 Semester Credits
Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary.
Readings in history, social science, and literature form a basis for class activities and frequent writing practice.
Core Curriculum Component: None
Prerequisite(s): NOR211(Intermediate Norwegian I)
NOR331
Norwegian Civilization and Culture
4 Semester Credits
A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing
role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian.
Core Curriculum Component: Humanities
Prerequisite(s): NOR311(Norwegian Conversation and Composition)
NOR353
Survey of Norwegian Literature
4 Semester Credits
Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier
periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in
Norwegian.
Core Curriculum Component: Humanities
Prerequisite(s): NOR311(Norwegian Conversation and Composition)
NOR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
NOR411
Advanced Norwegian Conversation and Composition
4 Semester Credits
Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peertutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in
Norwegian.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); NOR311(Norwegian Conversation
and Composition)
NOR495
Topics
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NOR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR300
Trends and Issues in Nursing
4 Semester Credits
A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social,
political, and professional trends and issues are explored in relation to their implications for a changing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR305
Communication
4 Semester Credits
Explores the components of the professional role and continues the professional socialization process. Theories
about how individuals and groups communicate are applied to changing professional roles. With consent of instructor
students may take this course concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of
ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective
Writing for Liberating Letters), WPL(Writing Placement Level)
NUR306
Paradigms in Nursing
4 Semester Credits
An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing
practice are studied and applied to practice and research. With consent of instructor students may take this course
concurrently with NUR 300.
Core Curriculum Component: None
Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*
NUR403
Families and the Life Cycle
4 Semester Credits
Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family
structure and function throughout the life span.
Core Curriculum Component: None
Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing)
NUR410
Community Health Nursing I
4 Semester Credits
Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse
individuals, families, groups, and communities.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in
Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing)
NUR411
Practicum: Community Health Nursing II
4 Semester Credits
Provides clinical experience in community-based health care delivery systems. Students will apply nursing process,
teaching/learning theory, and public health principles with culturally diverse clients.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): CONSENT(Consent of Instructor), NUR410(Community Health Nursing I)
NUR432
Transcultural Healing Practices
4 Semester Credits
This course will introduce students to complementary healing practices including the historical and cultural contexts
in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and
paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement
therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these
understandings to self-care of the nurse as well as patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR490
Leadership/Management
4 Semester Credits
The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the
professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored.
Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected
practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); NUR300(Trends and Issues in
Nursing), NUR305(Communication), NUR306(Paradigms in Nursing)
NUR495
Topics
4 Semester Credits
Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending
upon the interests of the faculty and students.
Core Curriculum Component: None
Prerequisite(s): None
NUR496
Independent Study/Research
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR500
Transcultural Health Care
3 Semester Credits
This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is
examined as a pervasive, determining "blue print" for thought and action throughout the human health experience.
Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of
interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection.
Likewise, power structures within dominant social systems (including the Western bio-medical care system) are
discussed to identify dilemmas of justice related to resource allocation.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P1
Practicum: Transcultural Healthcare in the City
1 Semester Credits
This practicum is associated with NUR 500 and focuses on meanings and expressions of health, illness, caring and
healing transculturally. The setting for activities is the inner city of Minneapolis, MN in the culturally diverse
neighborhoods that include the Health Commons at Central Lutheran and the Cedar-Riverside Plaza. This faculty led
practicum will introduce students to fundamental skills of Transcultural Nursing in connecting to marginalized
populations in the neighborhoods.
Core Curriculum Component: None
Prerequisite(s): None
NUR500P2
Practicum: Transcultural Healthcare in Oaxaca, Mexico
1 Semester Credits
This is the practicum associated with NUR 500, which focuses on Transcultural Nursing. This practicum will
introduce students to fundamental skills of Transcultural Nursing through exploring cultural diversity and traditions in
Oaxaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): None
NUR501
Transcultural Care Systems
3 Semester Credits
In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous
change and unpredictability rule the development and course of evolution. The importance of relationships, the role
of self-organization, the processes of emergence and co-evolution are explored via readings and discussions.
Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and
networking with a variety of nursing leaders to understand the context of transcultural health care organizations are
expected.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P1
Practicum: Transcultural Care Systems
1 Semester Credits
This is the practicum associated with NUR 501, which focuses on the context of transcultural healthcare systems.
Mandatory attendance at a local, national and/or international nursing leadership conference and dialogue and
networking with a variety of nursing leaders will be part of the experiential learning process of this course.
Core Curriculum Component: None
Prerequisite(s): None
NUR501P2
Practicum: Transcultural Care Systems and the Millenium Development Goals in SubSaharan Africa
1 Semester Credits
This practicum explores the social-cultural determinants of health and illness that impact MDG achievement in subSaharan Africa. As such, economic realities, education levels, governmental policies, gender roles, access to
technology, and the availability of health care providers are examined in relation to burdens of suffering and disease
evident in local communities. Leadership skills and knowledge that promote MDG achievement in local, regional, and
national contexts are identified and applied through experiential practical learning activities.
Core Curriculum Component: None
Prerequisite(s): None
NUR505
Theoretical Foundations for Advanced Nursing Practice
3 Semester Credits
This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing
practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and
related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a
process of theory advancement and as an accumulating body of nursing knowledge.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P1
Practicum: Theoretical Foundations for Advanced Practice Nursing in the City
1 Semester Credits
This practicum is associated with NUR 505. It will focus on three linked concepts that are foundational to the MAN
program: scarcity & abundance; radical presence; peace & justice. Through experiences in the inner city of
Minneapolis, students and faculty will encounter people who can convey how these concepts affect the complexity of
their daily lives. Nursing theory will be applied to these experiences, diverse ways of knowing explored, and new
forms of nursing practice inspired and imagined.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P2
Practicum: Theoretical Foundations for Advanced Practice Nursing
1 Semester Credits
This practicum focuses on nursing science and nursing theory as foundational to advanced nursing practice.
Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to
the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of
theory advancement and as an accumulating body of nursing knowledge and care practices.
Core Curriculum Component: None
Prerequisite(s): None
NUR505P3
Practicum: Theoretical Foundations for Advanced Practice Nursing in England
1 Semester Credits
This practicum focuses on nursing science and nursing theory as foundational to advanced nursing practice.
Practical application of embodied ways of knowing is essential to understanding transcultural variations in health and
healing practices, patient and self-care modalities, and expanding conscious awareness of the nurse. This course
expands the student’s horizon of meaning and action potential in the world.
Core Curriculum Component: None
Prerequisite(s): None
NUR520
Research Methods in Nursing
3 Semester Credits
Through a combination of literature review, field experience, and class discussion, research methods relevant to the
exploration of culture and health will be examined. Class topics will include formulating study questions to explore
collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field
research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course)
Core Curriculum Component: None
Prerequisite(s): None
NUR521
Transformational Nursing Leadership
3 Semester Credits
This course emphasizes transformational nursing leadership and management in partnership with diverse groups.
Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging
care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into
clinical practica.
Core Curriculum Component: None
Prerequisite(s): None
NUR521P1
Practicum: Transformational Nursing Leadership
1 Semester Credits
This is the practicum associated with NUR 521 which focuses on transformational nursing leadership. Students will
devote 45 hours to participant-observation in nursing leadership. Students will select and work with a nurse leader
during the observational experience.
Core Curriculum Component: None
Prerequisite(s): None
NUR523
Theory, Research, and Practice Seminar
3 Semester Credits
The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on
its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which
includes professional experience of practice contexts, as well as theoretical and research literature, students will
formulate a transcultural nursing model of care. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in
Nursing)
NUR523P1
Practicum: Theory, Research, and Practice
2 Semester Credits
This practicum is associated with NUR 523 and focuses on developing critical relationships, networking with
appropriate organizations, and formulating a structure and method to implement the final project. This practicum will
inform the writing of one’s graduate field project related to transcultural nursing practice and/or transformational
nursing leadership.
Core Curriculum Component: None
Prerequisite(s): None
NUR525
Graduate Field Project
3 Semester Credits
This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern
relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course
focuses on a written report of the student’s project that has been developed in the nursing core. Relevant
coursework is integrated into the project and the final written report. Plans for disseminating the report for public and
professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser
and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor)
Core Curriculum Component: None
Prerequisite(s): None
NUR525P1
Practicum: Graduate Field Project
2 Semester Credits
This is the practicum associated with NUR 525 that focuses on the writing of the graduate field project related to
transcultural nursing practice and/or transformational nursing leadership. Working with a nursing faculty adviser
(instructor), students complete their final written report of a theory-based model of advanced nursing practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530
The Power of Ritual and Ceremony for Transformation
3 Semester Credits
In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused
on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that
sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of
ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has
led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives
and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and
professional practice.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P1
Practicum: The Power of Ritual and Ceremony for Healing and Transformation in Lakota
Culture
1 Semester Credits
Students will explore ritual and ceremony from a transcultural perspective and participate in rituals and ceremonies
of the Lakota people. Additionally, opportunities are provided to interact with persons who integrate ritual and
ceremony into their lives and healthcare practices, visit sacred sites of the Lakota people, and spend time in deeper
reflection on the meaning and practice of rituals and ceremonies in their own personal and professional lives.
Core Curriculum Component: None
Prerequisite(s): None
NUR530P2
Practicum: The Power of Ritual and Ceremony for Healing and Transformation in Lakota
Culture
1 Semester Credits
Students will explore ritual and ceremony from a transcultural perspective and participate in rituals and ceremonies
of the Lakota people. Additionally, opportunities are provided to interact with persons who integrate ritual and
ceremony into their lives and healthcare practices, visit sacred sites of the Lakota people, and spend time in deeper
reflection on the meaning and practice of rituals and ceremonies in their own personal and professional lives.
Core Curriculum Component: None
Prerequisite(s): None
NUR532
Transcultural Healing and Self Care
3 Semester Credits
This course introduces students to integral healing practices including their historical and cultural contexts. Reflection
and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual
practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications
to patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P1
Practicum: Transcultural Healing Practices and Self Care
1 Semester Credits
This practicum introduces students to holistic healing practices including their historical and cultural contexts.
Students reflect and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing.
Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual
practices, energy healing therapies, movement therapies, bio-geometry, homeopathy, or massage. Students learn
self-care and application to patient populations.
Core Curriculum Component: None
Prerequisite(s): None
NUR532P3
Practicum: Transcultural Healing Practices and Self Care
1 Semester Credits
This practicum introduces students to holistic healing practices including their historical and cultural contexts. On this
journey, students are immersed in energies present at ancient sacred sites and churches of England. Students learn
to consciously merge science with spirit to connect with the healing energies of the cosmos. A process of expanding
consciousness is embodied in individual and group work.
Core Curriculum Component: None
Prerequisite(s): None
NUR541
The Politics of Health Care
3 Semester Credits
This course will explore how health and illness are related to inequities in society and dynamics of power in systems
of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth
diminish the health of all members of society; how social inequities become medicalized as health disparities, how an
emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies
the poor and powerless employ to gain access to health care resources. This course will include an optional study
abroad experience in Guatemala.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P1
Practicum: The Politics of Health Care in the City
1 Semester Credits
This practicum is associated with NUR 541. It focuses on how health and illness are related to structures in society
and dynamics of power in systems of health care. The impact of structural violence and health inequities is
discussed through dialogue with community leaders and local residents. In this practicum students will begin to name
and bear witness to injustice particular to diverse cultural groups in two neighborhoods of Minneapolis. Practice
models that support free space for collective agency will be experienced.
Core Curriculum Component: None
Prerequisite(s): None
NUR541P2
Practicum: The Politics of Health Care in Oaxaca, Mexico
1 Semester Credits
This is the practicum associated with the NUR 541 course that focuses on the Politics of Health Care. This practicum
will examine issues of social justice and health inequities among marginalized groups through experiences in
Oaxaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): None
NUR596
Topics
1 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR597
Topics
2 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR598
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR599
Topics
3 Semester Credits
Study of selected topics that are not treated extensively through current course offerings.
Core Curriculum Component: None
Prerequisite(s): None
NUR701
Practicum: Directed Study
1 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize
knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis
for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems
management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing
and community health. As such, directed study practica are individualized to students’ specific areas of interest and
are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR702
Practicum: Directed Study
2 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize
knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis
for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems
management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing
and community health. As such, directed study practica are individualized to students’ specific areas of interest and
are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR703
Practicum: Directed Study
3 Semester Credits
Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and
deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize
knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis
for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems
management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing
and community health. As such, directed study practica are individualized to students’ specific areas of interest and
are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the
communities in which they wish to carry out the practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR704
Practicum: Directed Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR711
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota.
Professional and indigenous care systems, patterns of health, and community strengths and resources are examined
within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities.
Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members
foster discovery and professional and personal growth.
Core Curriculum Component: None
Prerequisite(s): None
NUR711P
Practicum: Culture Care on the Pine Ridge Indian Reservation
1 Semester Credits
Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of
health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the
socio-cultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal
community. Lakota traditions and values are experienced through engagement in the life of the community, critical
reflection and dialog with Lakota elders and community members.
Core Curriculum Component: None
Prerequisite(s): None
NUR722
Practicum: Ancient Healing Practices and Modern Implications
2 Semester Credits
This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths
and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and
cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London,
exemplifies transcultural care with a diverse population of immigrants and asylum seekers.
Core Curriculum Component: None
Prerequisite(s): None
NUR732
Practicum: Dia de los Muertos
2 Semester Credits
In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the
celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by
indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of
the holiday and its modifications through culture contact are revealed.
Core Curriculum Component: None
Prerequisite(s): None
NUR742
Practicum: Health and Community Building in Guatemala
2 Semester Credits
This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of
wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala
City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will
reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide
reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum.
Core Curriculum Component: None
Prerequisite(s): None
NUR762
Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa
2 Semester Credits
Students focus on the development of leadership skills that promote Millennium Development Goal (MDG)
achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and
members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and
discussions supplement practice and encourage students to explore sociocultural determinants of health and illness
—economic realities, cultural values and gender roles, education levels, governmental policies, access to
technology, and the competence of health care providers—in relation to the unequal burdens of suffering and
disease evident in Africa.
Core Curriculum Component: None
Prerequisite(s): None
NUR799
Internship
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR800
Practice Wisdom (Metis) and Evidence: Dialectic Between Knowledge & Engagement
3 Semester Credits
This course provides a foundation for building the scholarship of advanced practice in transcultural and public health
nursing. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for
the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience
based on context specific (emic) positions and for rigor in empirical procedures based in context-free (etic)
perspectives
Core Curriculum Component: None
Prerequisite(s): None
NUR802
Making Room at the Table: Creating Collaborative Networks and Common Spaces
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in
planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that
hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond
charity to acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR803
Transcultural Cosmologies and a Global Perspective
3 Semester Credits
This course focuses on communities as the foundation of health. Care models that minimize the expert role in
planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that
hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond
charity to acting from a basis of shared risk and solidarity.
Core Curriculum Component: None
Prerequisite(s): None
NUR805
Ways of Knowing: Qualitative and Quantitative Evidence
3 Semester Credits
Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide
professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will
critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice.
Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of
knowing that provide scholarly grounding for their professional expertise.
Core Curriculum Component: None
Prerequisite(s): None
NUR806
Ecology of Human Suffering in a World of Extremes
3 Semester Credits
This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social
privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to
exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of
disease and illness that strike population groups and communities unequally around the world. Health status
appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive
data collection methods, resource accessibility, and the application of appropriate technology.
Core Curriculum Component: None
Prerequisite(s): None
NUR807
Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care
3 Semester Credits
This course explores transcultural healing and caring modalities including the integration of traditional and scientific
healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual
forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be
compared to contemporary views of health and healing in bio-scientific models of curing.
Core Curriculum Component: None
Prerequisite(s): None
NUR811
First Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP
seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the
seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant
feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and
professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone
project that advances nursing practice. Students register for NUR 841 during the term in which they will be
completing and presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice innovations the
student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR821
Second Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP
seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the
seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant
feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and
professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone
project that advances nursing practice. Students register for NUR 841 during the term in which they will be
completing and presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice innovations the
student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR831
Third Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP
seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the
seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant
feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and
professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone
project that advances nursing practice. Students register for NUR 841 during the term in which they will be
completing and presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice innovations the
student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR841
Final Year Doctoral Seminar
1 Semester Credits
Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP
seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the
seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant
feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and
professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone
project that advances nursing practice. Students register for NUR 841 during the term in which they will be
completing and presenting their final doctoral project, along with their professional portfolios. The professional
portfolio documents the process of theory and research integration and the emerging practice innovations the
student is implementing.
Core Curriculum Component: None
Prerequisite(s): None
NUR892
Topics in Advanced Nursing Practice
1 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR893
Topics in Advanced Nursing Practice
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR894
Topics in Advanced Nursing Practice
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR897
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR898
Independent Study
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
NUR999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
OJB111
Beginning Ojibwe I
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing,
and conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
OJB112
Beginning Ojibwe II
4 Semester Credits
An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing,
and conversational skills. Classroom practice will include linguistic patterns and oral interaction.
Core Curriculum Component: Modern Language 2
Prerequisite(s): OJB111(Beginning Ojibwe I)
PA501
Human Anatomy and Neuroanatomy
8 Semester Credits
This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration,
discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA503
Human Pathophysiology
4 Semester Credits
The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn
and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances;
cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular
system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the
students a foundation for Clinical Medicine.
Core Curriculum Component: None
Prerequisite(s): None
PA511
History and Physical Exam Skills I
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to
interviewing and physical examination of patients. Topics covered include history taking and physical exam of the
cardiovascular, respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics,
preventative health care, and complimentary and alternative medicine are introduced. Units are coordinated with
Clinical Medicine I and Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA512
History and Physical Exam Skills II
7 Semester Credits
A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to
interviewing and physical examination of patients. Topics covered include history taking and physical exam of the
musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are
coordinated with Clinical Medicine II and Pharmacotherapy II.
Core Curriculum Component: None
Prerequisite(s): PA511(History and Physical Exam Skills I)
PA521
Pharmacotherapy I
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic,
cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are
coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA522
Pharmacotherapy II
5 Semester Credits
This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic,
neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are
coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses.
Core Curriculum Component: None
Prerequisite(s): PA521(Pharmacotherapy I)
PA531
Clinical Medicine I
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology,
gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and
Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and
Pharmacotherapy I.
Core Curriculum Component: None
Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology)
PA532
Clinical Medicine II
8 Semester Credits
This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and
treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology,
ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are
explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy
II.
Core Curriculum Component: None
Prerequisite(s): PA531(Clinical Medicine I)
PA533
Clinical Medicine III
4 Semester Credits
An integrative approach incorporating the principles of clinical medicine, history and physical exam, and
pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious
problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and
complete a field-based orientation to surgical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA534
Clinical Medicine IV
4 Semester Credits
This course provides an integrative approach incorporating the principles of clinical medicine, history and physical
exam, and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems
encountered in primary care and other issues unique to these populations are explored. Students will be introduced
to topics in emergency medicine and complete a service-learning experience with an older adult from the community.
Core Curriculum Component: None
Prerequisite(s): PA533(Clinical Medicine III)
PA542
Professional Issues
2 Semester Credits
A course designed to introduce the physician assistant student to medical ethics and various professional topics that
affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the
profession such as: history of the physician assistant profession, laws and regulations governing physician assistant
practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and
professional behavior.
Core Curriculum Component: None
Prerequisite(s): None
PA545
Clinical Phase Transition
4 Semester Credits
This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the
transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic
or hospital setting for part of the semester. Students will also have other health-related community experiences and
activities during this course. In-class time will be used to discuss these experiences and work on skills essential for
clinical practice.
Core Curriculum Component: None
Prerequisite(s): PA532(Clinical Medicine II)
PA555
Research Tools for the Physician Assistant
2 Semester Credits
This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the
linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their
knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced.
Information literacy in relationship to medical literature is integrated throughout the course.
Core Curriculum Component: None
Prerequisite(s): None
PA570
Interdisciplinary Perspectives on Aging
3 Semester Credits
This course provides an opportunity for students in health and social services disciplines to explore issues related to
aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary
context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning
model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in
contemporary health and social welfare contexts.
Core Curriculum Component: None
Prerequisite(s): None
PA595
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA599
Directed Study
3 Semester Credits
This course provides a practice-oriented approach to the information literacy methods used in health care. Students
will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with
supervising professor.
Core Curriculum Component: None
Prerequisite(s): PA555(Research Tools for the Physician Assistant)
PA600
Family Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through
history and physical examination, formulation of accurate problem lists, thorough investigation and development of
treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA601
Internal Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA602
General Surgery Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA603
Pediatric Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA604
Women's Health Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA605
Emergency Medicine Clinical Practicum
4 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic
diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data
collection through history and physical examination, formulation of accurate problem lists, thorough investigation,
and development of treatment plans utilizing evidence based medicine as determined by review and analysis of
current medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA606
Psychiatric Clinical Practicum
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric
diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection
through history and physical examination, formulation of accurate problem lists, thorough investigation, and
development of treatment plans utilizing evidence based medicine as determined by review and analysis of current
medical literature.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA607
Elective Clinical Practicum I
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA608
Elective Clinical Practicum II
3 Semester Credits
A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and
conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical
coordinator, the area of medicine in which they would like to study as their elective.
Core Curriculum Component: None
Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition)
PA620
Primary Care Preceptorship
6 Semester Credits
The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s
medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of
medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies,
and developing treatment plans that incorporate evidence based medicine.
Core Curriculum Component: None
Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum),
PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical
Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective
Clinical Practicum I)
PA621
General Medicine Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature.
Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum),
PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical
Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective
Clinical Practicum I)
PA622
Surgical Specialty Preceptorship
6 Semester Credits
A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to
develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and
physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment
plans incorporating evidence based medicine as determined by review and analysis of current medical literature.
Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty.
Core Curriculum Component: None
Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum),
PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical
Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective
Clinical Practicum I)
PA690
Capstone
2 Semester Credits
This course provides each student the opportunity to present results of their individual research topic and to
synthesize previous study and work experience in preparation for graduation and clinical practice. The student will
demonstrate an understanding of the program’s and profession’s principles.
Core Curriculum Component: None
Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum),
PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical
Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective
Clinical Practicum I)
PA998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PA999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHI110
Introduction to Philosophy
4 Semester Credits
This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge,
if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary,
and to critical thinking and what it means to view the world philosophically.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI120
Ethics
4 Semester Credits
By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The
course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary
issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not
receive credit for PHI 125.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
PHI125
Ethics and Human Identity
4 Semester Credits
A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of
happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and
intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of
human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI175
Philosophy of Love and Sex
4 Semester Credits
The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy,
and homosexuality are considered.
Core Curriculum Component: None
Prerequisite(s): None
PHI230
Logic
4 Semester Credits
Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and
develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal
logic and inductive reasoning.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
PHI241
History of Philosophy I: Ancient Greek Philosophy
4 Semester Credits
Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us
today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth
and human knowledge, and the nature of the good life.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI242
History of Philosophy II: Medieval and Renaissance Philosophy
4 Semester Credits
Students will read writings by various medieval and Renaissance philosophers in order to understand the process of
philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human
understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course:
PHI 241. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
PHI260
Philosophy and the Arts
4 Semester Credits
Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth
and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art,
creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition.
For arts majors and students with a strong background in the arts.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
PHI315
Philosophy of Human Nature and Human Culture
4 Semester Credits
This course concerns the philosophical study of human nature and its relation to human culture. Students will read a
selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and
nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human
nature and the culture of language, and the culture of art.
Core Curriculum Component: Humanities
Prerequisite(s): None
PHI343
History of Philosophy III: Early Modern and 19th-Century Philosophy
4 Semester Credits
We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th
century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241)
Core Curriculum Component: None
Prerequisite(s): None
PHI344
History of Philosophy IV: 20th-21st Century Philosophy
4 Semester Credits
The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy,
phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these
movements. Students are strongly encouraged to take PHI 343 before taking PHI 344.
Core Curriculum Component: None
Prerequisite(s): None
PHI350
Philosophy of Religion
4 Semester Credits
We systematically investigate a series of philosophical questions about religion. What is the relation between faith
and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with
human suffering? Are miracles and life after death possible?
Core Curriculum Component: None
Prerequisite(s): None
PHI370
Existentialism
4 Semester Credits
Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines
what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and
paradox. (Suggested: one prior course in philosophy. Alternate years)
Core Curriculum Component: None
Prerequisite(s): None
PHI380
Ethics of Medicine and Health Care
4 Semester Credits
The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the
areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering,
abortion, care for the dying, and euthanasia.
Core Curriculum Component: None
Prerequisite(s): None
PHI385
Formal Logic and Computation Theory
4 Semester Credits
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification.
Formal models of computation including finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5 hour lab included)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete
Mathematics For Computing); CSC210(Data Structures)
PHI490
Keystone
4 Semester Credits
This course integrates the student’s general education experience with an overview of specific philosophical ideas or
philosophers.
Core Curriculum Component: Keystone
Prerequisite(s): None
PHI499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY101
Astronomy
4 Semester Credits
A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development
of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.)
Core Curriculum Component: Natural Sciences and Mathematics
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
PHY116
Introduction to Physics
4 Semester Credits
An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate
fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY116L
Introduction to Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required*
PHY119
Physics for the Fine Arts
4 Semester Credits
A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual
arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three onehour lectures, one three-hour laboratory.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
PHY119L
Physics for the Fine Arts Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required*
PHY121
General Physics I
4 Semester Credits
A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering,
and other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable*
PHY121L
General Physics Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY121(General Physics I) *concurrent registration is required*
PHY122
General Physics II
4 Semester Credits
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for
physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); PHY121(General Physics I)
PHY122L
General Physics II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): PHY122(General Physics II) *concurrent registration is required*
PHY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY203
Physics and Earth Science for Elementary Education Teachers
4 Semester Credits
This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter;
position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students
conduct hands on physical science explorations and do lab experiments. They also review student misconceptions,
Students will also study key ideas in earth science including connections between concepts in earth science and
physics.
Core Curriculum Component: None
Prerequisite(s): None
PHY245
Modern Physics
4 Semester Credits
An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular,
nuclear, and solid state physics. This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one two-hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): PHY122(General Physics II)
PHY245L
Modern Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required*
PHY261
Electronics
4 Semester Credits
AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and
microcomputer systems. Three one-hour lectures, one three-hour laboratory.
Core Curriculum Component: None
Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II)
PHY261L
Electronics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY261(Electronics) *concurrent registration is required*
PHY298
Directed Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY317
Biophysics
4 Semester Credits
An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize
approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour
lectures and a three hour laboratory. Fall)
Core Curriculum Component: None
Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II)
PHY317L
Biophysics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY317(Biophysics) *concurrent registration is required*
PHY320
Introduction to Space Science
4 Semester Credits
A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper
atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three onehour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics)
PHY327
Special Functions of Mathematical Physics
4 Semester Credits
Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series
solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear
algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a
complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II)
PHY327L
Special Functions of Mathematical Physics Lab
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required*
PHY351
Mechanics I
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT369(Modeling and Differential
Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics);
PHY122(General Physics II)
PHY352
Mechanics II
4 Semester Credits
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of
rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures.
Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences),
PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I)
PHY362
Electromagnetic Fields I
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution
of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences),
PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II)
PHY363
Electromagnetic Fields II
4 Semester Credits
The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics,
magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour
lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences),
PHY327(Special Functions of Mathematical Physics); PHY362(Electromagnetic Fields I)
PHY395
Comprehensive Laboratory I
2 Semester Credits
Students work in small groups on advanced experiments from various physics subfields (including modern physics,
electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and
scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and
experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or
senior standing in physics. Fall)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor)
PHY396
Comprehensive Laboratory II
2 Semester Credits
A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for
computer-controlled experiments followed by application of these techniques to advanced experiments in high
vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an
occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PHY122(General Physics II), PHY395(Comprehensive Laboratory I)
PHY398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PHY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
PHY420
Plasma Physics
4 Semester Credits
Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and
magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space
plasmas. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic
Fields I)
PHY430
Introduction to Solid State Physics
4 Semester Credits
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces,
phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly
recommended. (Three one-hour lectures.)
Core Curriculum Component: None
Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I)
PHY486
Quantum Physics
4 Semester Credits
A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave
functions, expectation values, and approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring)
Core Curriculum Component: None
Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I)
PHY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL121
American Government and Politics
4 Semester Credits
Surveys major parts of American national government - including Congress, the presidency, and the courts - as well
as campaigns and elections, federalism, interest groups, and political parties.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL122
Metropolitan Complex
4 Semester Credits
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy.
Includes case studies of the Twin Cities metro area.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
POL124
American Women and Politics
4 Semester Credits
Investigates the roles women play in the political system. Political, economic, and social issues will be explored from
contemporary and historical perspectives.
Core Curriculum Component: None
Prerequisite(s): None
POL158
Political Patterns and Processes
4 Semester Credits
An analysis of basic patterns in the political system and decision-making process with some comparison of major
political systems and discussion of contemporary issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL160
World Politics
4 Semester Credits
Introduction to the processes and issues of international politics, including the dynamics of the international system,
theories of international relations, and a focus on recent problems.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL170
Law in the United States
4 Semester Credits
A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and
juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL241
Environmental and River Politics
4 Semester Credits
This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed,
including controversies about river pollution, the lock and dam system, regional water supply, flood control, and
farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve
sustainability in the watershed.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
POL295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL310
Citizen Participation within a Globalized Economy-A Nicaraguan Case Study
4 Semester Credits
Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and
globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of
NGOs, social movements and community groups working on alternative development policies.
Core Curriculum Component: None
Prerequisite(s): None
POL325
Politics and Public Policy
4 Semester Credits
The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape
government policies in various areas, including taxes, the environment, and social welfare policy. How public policies
are formulated and implemented.
Core Curriculum Component: None
Prerequisite(s): None
POL326
Political Parties and Behavior
4 Semester Credits
Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties,
interest groups, and media in presidential elections (optional in non-presidential election years).
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm),
POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL341
Globalization, Social Struggle and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies
that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed
on environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL342
Mass Communication in Society
4 Semester Credits
Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers
uses of technology and media for newsmaking, selling, entertainment, and public affairs.
Core Curriculum Component: None
Prerequisite(s): None
POL350
Topics: European Politics
4 Semester Credits
Study of the political behavior, institutions, and processes of European states. The course will focus on either
European community law and politics or domestic politics in European states.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm),
POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political
Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone),
POL495(Seminar)
POL353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with
particular focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL354
The Politics of Development in Southern Africa
4 Semester Credits
This course examines basic theories of development as well as the political economy of development. It provides the
opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.
Core Curriculum Component: None
Prerequisite(s): None
POL357
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change. This course fulfills a Social and Behavioral Sciences LAF requirement.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
POL368
Model United Nations
4 Semester Credits
This course provides students with in-depth understanding of the United Nations and international diplomacy through
the process of preparation for attending the National Model United Nations Conference which is held each spring in
New York City. Students research a country and set of issues for the committee on which they will serve.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics)
POL370
Constitutional Law
4 Semester Credits
The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions
affecting the allocation of powers in the national government and in the federal system.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics),
POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior),
POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U
/Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics),
POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis),
POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States)
POL371
Topics
4 Semester Credits
Selected topics in constitutional law. Content will vary, defined by the subtitle of the course.
Core Curriculum Component: None
Prerequisite(s): POL170(Law in the United States)
POL380
Western Political Thought
4 Semester Credits
A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform
and to rationalize human governance.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL381
Topics: Democratic Theory
4 Semester Credits
Selected topics including the emergence of political democracy in comparative perspective and American political
thought. Topic to be included in the subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory),
POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CPL(Critical
Thinking Level), GST100(Critical Thinking)
POL397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
POL421
Topics: American Politics
4 Semester Credits
Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national,
state, or local level.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar)
POL459
Topics: Comparative Politics
4 Semester Credits
Selected themes including interpretations of political systems and comparisons of political processes such as
political participation, political development, political change, and revolution. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics),
POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and
Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics),
POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics
and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society),
POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women
GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law),
POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory),
POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics),
POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations
Keystone), POL495(Seminar)
POL461
Topics: International Politics
4 Semester Credits
Selected themes including interpretations of international politics, foreign policy decision-making, simulations of
international problems. Topic to be included in subtitle.
Core Curriculum Component: None
Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex),
POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics),
POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of
Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy),
POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European
Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm),
POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law),
POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics:
American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology),
POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar)
POL483
Political Statistics and Methodology
4 Semester Credits
Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics,
computer methods, and issues in the construction and execution of political surveys.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3)
POL484
Political Analysis
4 Semester Credits
An analysis of different approaches and theories in the study of politics including an examination of the requirements
of science as a model for political study. Major research is required. This course satisfies the Keystone requirement.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 2 of POL323(Social and Political
Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass
Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS),
POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie),
POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought),
POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics:
Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology),
POL490(International Relations Keystone), POL495(Seminar); POL158(Political Patterns and Processes)
POL490
International Relations Keystone
4 Semester Credits
Capstone seminar for students majoring in international relations; analysis of some methods for studying
international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This
course satisfies the Keystone requirement for International Relations majors.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
POL495
Seminar
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL498
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
POL499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
PSY105
Principles of Psychology
4 Semester Credits
An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday
situations are emphasized. Research participation is required.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
PSY199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY201
Health Psychology
4 Semester Credits
Consideration of the impact of psychological, behavioral, social, and biological interactions on health.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY215
Research Methods and Statistics I
4 Semester Credits
Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as
practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data
collection, statistical analysis and interpretation, and APA-style presentation of research findings.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); PSY105(Principles of Psychology)
PSY235
Psychology and Law
4 Semester Credits
Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three
content areas: eyewitness memory, courtroom procedures, and forensic clinical practice.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY250
Child Development
4 Semester Credits
Theory and scientific methods of examining development and behavior. Practical implications of data and theory are
stressed.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY252
Adolescent and Young Adult Development
4 Semester Credits
Consideration of research and theory related to development during the adolescent and young adult years.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY253
Aging and Adulthood
4 Semester Credits
Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content
is especially relevant to those who study and work with the largest growing segment of our population—the elderly.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY256
Environmental Psychology
4 Semester Credits
This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical
environment on human behavior.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): PSY105(Principles of Psychology)
PSY261
Personality and Cultural Context
4 Semester Credits
Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of
gender, social position, and cross-cultural behavior.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY262
Abnormal Psychology
4 Semester Credits
Applying psychological science to understanding the causes and treatments for psychological disorders. Topics
include depression, anxiety, schizophrenia, substance use, and eating disorders.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY263
Sports Psychology
4 Semester Credits
Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic
performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY271
Psychology of Gender
4 Semester Credits
Emphasis on the social construction of gender and its impact on the lives and behavior of individuals.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY291
Addiction and Recovery
4 Semester Credits
Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religiousspiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to
prevention, treatment, and recovery.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY295
Topics
4 Semester Credits
Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and
Religion.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY315
Research Methods and Statistics II
4 Semester Credits
Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following
PSY 215.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY325
Social Behavior
4 Semester Credits
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social
cognition, group behavior, social influence, attitudes formation, and change.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY354
Cognitive Psychology
4 Semester Credits
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition,
memory, mental imagery, problem solving, decision making, and language.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY355
Biopsychology
4 Semester Credits
Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions,
abnormal psychology, and normal and altered states of consciousness.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY357
Behavior Analysis
4 Semester Credits
Principles of learning/behavior change and their application to self-management, family, work, school, and clinic
settings. Individualized projects.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and
Statistics I)
PSY359
Assessment
4 Semester Credits
Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior,
vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of
reliability and validity, and legal and ethical issues.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY360
Psychology Laboratory
2 Semester Credits
Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a
full-credit course in the faculty member’s area of expertise and approval by that faculty member are required.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY373
Industrial/Organizational Psychology
4 Semester Credits
The theoretical and applied study of organizations. Topics include the individual, group and organizational
structure/process and change.
Core Curriculum Component: None
Prerequisite(s): PSY105(Principles of Psychology)
PSY381
Historical Perspectives
4 Semester Credits
Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the
present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY385
Counseling Psychology
4 Semester Credits
Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy,
cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence
based practice, and ethical guidelines for the counseling relationship.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY390
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY391
Individual Differences
4 Semester Credits
General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods
and designs. Explores the degree to which genetic and environmental influences co-determine the expression of
various psychological phenotypes, including psychometric IQ, personality, and facets along broader
psychopathologic dimensions.
Core Curriculum Component: None
Prerequisite(s): PSY215(Research Methods and Statistics I)
PSY396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and
Statistics II)
PSY400
Keystone Internship
4 Semester Credits
Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A
series of papers/assignments address career and personal goals as well as the relationship between the internship
work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an
off-campus internship to satisfy the Augsburg Experience requirement.
Core Curriculum Component: Keystone
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY410
Clinical Neuropsychology
4 Semester Credits
The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke,
epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception,
memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment
and interviewing.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY490
Current Topics in Psychology
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY491
Advanced Research Seminar
4 Semester Credits
Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and
methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an honors major.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor),
PSY315(Research Methods and Statistics II)
PSY493
Seminar: Contemporary Issues
4 Semester Credits
Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological
viewpoint.
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
PSY499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): PSY315(Research Methods and Statistics II)
REL100
Christian Vocation and the Search for Meaning I
4 Semester Credits
This introductory course examines how people of faith—Jewish, Christian, and Muslim—understand their faith and
live out their spiritual commitments. In particular, it explores some of the biblical and theological resources that the
Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for
students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family
ministry courses.
Core Curriculum Component: None
Prerequisite(s): None
REL120
Religion and Science in Popular Culture
4 Semester Credits
This course explores the relationship between religion and science through issues that emerge in public discussion
through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering
and stem cell research, and the social role of science and science as vocation, along with historical and
philosophical development of science in its relationship to religion.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL199
Internship
4 Semester Credits
Limited to special cases.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL200
Christian Vocation and the Search for Meaning II
4 Semester Credits
This course focuses on articulating students’ own theological questions and positions and on recognizing and
evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of
Christianity and other world religions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I)
REL205
Exploring Topics in Religion
4 Semester Credits
This course introduces students to various topics within the field of religion. Students will explore primary texts on
topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving
these complex issues. Students will develop their own perspectives on the topic under investigation.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL210
Research Methods in Religion
4 Semester Credits
An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and
church history), including methods and research skills.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL260
Self, Sex & Sin: Human Person in Christian & Contemporary Thought
4 Semester Credits
We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected
on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the
Christian tradition and modern anthropology define self, sex, and sin.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology
and Vocation)
REL299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL300
Bible, Christian Theology and Vocation
4 Semester Credits
This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation.
Students will articulate their own theological questions and positions and begin to recognize and evaluate religious
claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 100, 111, 221, or 331.
Core Curriculum Component: None
Prerequisite(s): 1 of ADVTRANSFER(Advanced Transfer), REL300PERMIT(Permitted to take REL300)
REL301
Interpreting the Old Testament
4 Semester Credits
An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God,
and interpretation of these texts by ancient and modern Jewish and Christian communities.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
REL302
Interpreting the New Testament
4 Semester Credits
Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as
persuasive literature for ancient and modern communities.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL306
Non-Western Christianity
4 Semester Credits
A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and
North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep
questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL309
Religion at the Movies
4 Semester Credits
Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored through the medium of popular film.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic
theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to
revolutionary social movements against political and economic oppression. Recently, Latin American theologies have
expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not
accepted for credit for students who have taken REL 366. (Taught only in Mexico)
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL343
Theology of Marriage and Family
4 Semester Credits
An examination of the nature of modern marriage and family relationships within the context of the faith and practice
of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL345
The Lutheran Heritage
4 Semester Credits
This course tracks the development and influence of the Lutheran movement from its origins to its diverse
expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom,
faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and
challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith)
traditions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL346
The Church and Social Change in Southern Africa
4 Semester Credits
This course examines the changing role of the church in the midst of the political transformations of southern Africa.
Students meet with people representing a variety of religious perspectives and roles within churches and religious
organizations.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL347
Ethics and World Religions
4 Semester Credits
This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn
about the relationship between religious faith and practice and personal and social ethics. Particular attention will be
given to cooperative efforts towards a global ethic.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology
and Vocation)
REL353
Finding Your Religion/Spirituality
4 Semester Credits
A study of the beliefs and worship practices of the major Christian denominations and of the world religions as
practised in America. Some controversial religious movements will also be considered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL355
Study of Religion in the Public Schools
0 Semester Credits
The history of studying religion in public schools, the problems associated with such efforts, the resources available
to the teacher and the actual teaching itself will be examined. The theological, as well as the legal and educational
implications will be analyzed and discussed.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL356
World Religions
4 Semester Credits
An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism,
Confucianism, Taoism, Shinto, and Islam.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
REL357
Giants of the Christian Faith
4 Semester Credits
Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include
Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL362
Martin Luther and the Reformation
4 Semester Credits
An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the
writings of Martin Luther and other representative figures.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL363
Religion in America
4 Semester Credits
A study of the history of religion in America. This course explores religion as force for personal transformation,
community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for
religious freedom and the search for meaning in history.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation),
REL331(Foundations in Bible and Theology)
REL366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
REL370
American Indian Spirituality and Philosophical Thought
4 Semester Credits
Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and
differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL378
The Medieval Church
4 Semester Credits
This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c.
1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its
influence, not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL385
Process Theology and Christian Faith
4 Semester Credits
Explore a cosmological theology that agres with contemporary science (physics and biology), Buddhist perspectives
on the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires
human participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL386
Speaking of Genesis
4 Semester Credits
An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values
portrayed in Genesis and related biblical texts.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL390
Theology of Death and Dying
4 Semester Credits
A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other
religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on
medical ethics brought on by modern medical technology.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL405
Christensen Scholar Seminar I
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only. Applications due in January.
Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL406
Christensen Scholar Seminar II
2 Semester Credits
This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry.
This course is open to participants in the Christensen Scholar program only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor)
REL407
Interfaith Scholars Seminar I
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and
best practices for talking about religion in a diverse democracy. Students will also engage in interfaith servicelearning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge.
Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details.
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL408
Interfaith Scholars Seminar II
2 Semester Credits
This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and
best practices for talking about religion in a diverse democracy. Students will also engage in interfaith servicelearning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge.
(Prereq.: sophomore standing).
Core Curriculum Component: None
Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I)
REL425
Christian Spiritual Practices
4 Semester Credits
A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the
value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL441
Feminism and Christianity
4 Semester Credits
Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the
Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL471
Jesus and His Interpreters
4 Semester Credits
Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary
structure, and relationships. Attention to the variety of interpretations given the person of Jesus.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL472
Paul the Apostle
4 Semester Credits
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the
themes found in his writings.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
REL475
Judaism
4 Semester Credits
An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the
Jewish community.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL480
Vocation and the Christian Faith
4 Semester Credits
This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be
challenged to make vocation the lens through which they view their lives and communities. This course satisfies the
Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that
discipline.)
Core Curriculum Component: Keystone
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL481
Contemporary Theology
4 Semester Credits
An introduction to some representative trends in Christian theological thought today, as seen from the systematic
perspective, in the light of the continuing theological task of the Christian church.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level)
REL483
Christian Ethics
4 Semester Credits
The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective,
examining the theological and social science context of both individual and social ethics. Students will probe their
own definitions of what it means to live a moral life and the processes one uses to make moral decisions.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL490
Topics
4 Semester Credits
Selected topics in religion.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
REL495
Religion Keystone
4 Semester Credits
This course is required for the major, and enrollment is normally restricted to students who have nearly finished their
coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research
paper.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in
Religion)
REL498
Independent Study/Research
2 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): None
REL499
Independent Study/Research
4 Semester Credits
For religion majors only.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
SCI106
Introductory Meteorology
4 Semester Credits
A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory per week.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT103(Everyday Math),
MAT103(Everyday Math), MPL(Math Placement Level 2)
SCI106L
Introductory Meteorology Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required*
SCI110
Natural Science I
4 Semester Credits
The first semester of a two-semester survey of natural science. This course focuses on the nature of science and
major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include
the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd
years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL-P(Math Placement Level 3), MPL-Q(Math Placement Level 3),
MPL-R(Math Placement Level 3), MPL-X(Math Placement Level 3), MPL-Y(Math Placement Level 3), MPL-Z(Math
Placement Level 3)
SCI110L
Natural Science I Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): None
SCI111
Natural Science II
4 Semester Credits
The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth
science and biology. Laboratory work will complement lectures and will include the use of computers and electronic
sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra),
MPL(Math Placement Level 3); SCI110(Natural Science I)
SCI111L
Natural Science II Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required*
SCI123
The Science of Food and Cooking
4 Semester Credits
A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular
building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, selfassembly, microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring)
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
SCI123L
The Science of Food and Cooking Lab
0 Semester Credits
Core Curriculum Component: Natural Sciences and Mathematics (Lab)
Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required*
SCI280
Introduction to Research
2 Semester Credits
This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated
research projects. It is offered through a selection-process based on student interest, invitation, and interview
selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an
experiential course in research if the student project results in presentation of the work in subsequent semesters. All
are welcome to apply.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
SCI490
Integrated Science
2 Semester Credits
The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation,
ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in
a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic
situation. (Prereq: senior biology, chemistry, or physics major)
Core Curriculum Component: Keystone
Prerequisite(s): None
SOC111
Human Community and Modern Metropolis
4 Semester Credits
How is community possible in the context of multicultural, social, and political forces that are characteristic of urban
life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes.
Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences
Prerequisite(s): None
SOC121
Introduction to Human Society
4 Semester Credits
What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s
place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions
with each other.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
SOC199
Internship
4 Semester Credits
This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement
before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive
course credit.
Core Curriculum Component: None
Prerequisite(s): None
SOC231
Family Systems: Cross Cultural Perspectives
4 Semester Credits
The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world
cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical
settings, variations among families, and modern cultural and social patterns.
Core Curriculum Component: None
Prerequisite(s): None
SOC240
Protest and Social Change: The Sociology of Social Movements
4 Semester Credits
Why do people engage in protests and join social movements? What impacts do social movements have on social
institutions, the state, culture, and even personal identity? This course explores these and other questions through
studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and
courses on 19th or 20th century U.S. history recommended, but not required.)
Core Curriculum Component: None
Prerequisite(s): None
SOC265
Race, Class and Gender
4 Semester Credits
Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender,
and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both
the collective and individual processes involved in social inequality.
Core Curriculum Component: None
Prerequisite(s): None
SOC266
Sociology of Sexualities
4 Semester Credits
What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging
ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well
as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are
socially constructed.
Core Curriculum Component: None
Prerequisite(s): None
SOC277
Introduction to Criminology
4 Semester Credits
What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime,
theories to explain crime, and analysis of the police, the courts, and the correctional system are examined.
Core Curriculum Component: None
Prerequisite(s): None
SOC290
Cultures of Violence
4 Semester Credits
Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics
underlying different forms of violence? This course takes violence in its many forms as a topic for sociological
analysis.
Core Curriculum Component: None
Prerequisite(s): None
SOC295
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): None
SOC299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC300
Topics
4 Semester Credits
A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course
offerings.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC320
Sociology of Law
4 Semester Credits
How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that
legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age,
race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will
involve observing law in practice in local courts.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC349
Sociology of Organizations
4 Semester Credits
What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as
corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and
structure. We will explore the consequences of living in a society dominated by organizations.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of ENG111(Effective Writing),
ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters),
WPL(Writing Placement Level); SOC121(Introduction to Human Society)
SOC362
Statistical Analysis
4 Semester Credits
This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a
foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human
Society)
SOC363
Research Methods
4 Semester Credits
Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are
learned through the practice and application of the basic tools of valid and reliable research design and data
analysis.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis)
SOC375
Social Psychology
4 Semester Credits
Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how
we create and sustain our identities through interaction with those around us and how those identities change with
the surrounding circumstances. The course continues with a consideration of how social situations affect and shape
individual identity and behavior.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC377
Organizational Crime and Deviance
4 Semester Credits
The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading,
chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of
organizational crime and deviance? Case study analysis and the application of sociological models of explanation
will be examined in depth.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC380
Disaster and Resilience
4 Semester Credits
Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the
role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest
speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies,
and organizational theory.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society)
SOC381
City and Regional Planning
4 Semester Credits
Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings,
simulations, outside speakers, and field study in a seminar format.
Core Curriculum Component: None
Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society),
SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement
Level)
SOC387
Juvenile Delinquency
4 Semester Credits
Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the
social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently
will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to
juvenile delinquency.
Core Curriculum Component: None
Prerequisite(s): None
SOC390
Social Problems Analysis
4 Semester Credits
How do social problems develop? What can be done about them? This course engages the sociological imagination
in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues.
Core Curriculum Component: None
Prerequisite(s): SOC121(Introduction to Human Society)
SOC396
Internship *
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SOC399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SOC485
Sociological Theory
4 Semester Credits
An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th
and 20th centuries.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); SOC121(Introduction to Human
Society)
SOC490
Senior Seminar and Keystone
4 Semester Credits
This Keystone experience provides the opportunity for majors to integrate the sociology program and general
education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and
professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring)
Core Curriculum Component: Keystone
Prerequisite(s): SOC485(Sociological Theory)
SOC495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory);
CONSENT(Consent of Instructor)
SOC499
Independent Study/Research
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society)
SPA111
Beginning Spanish I
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish.
Introduction to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 1
Prerequisite(s): None
SPA112
Beginning Spanish II
4 Semester Credits
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish.
Introduction to culture of the Spanish-speaking world.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement)
SPA199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA206
Spanish for Health Care Professionals
4 Semester Credits
Taught in Cuernavaca, Mexico.
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA211
Intermediate Spanish I
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through
class discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement)
SPA212
Intermediate Spanish II
4 Semester Credits
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote
cultural understanding, students review all of the basic structures of Spanish and build conversational skills through
class discussions.
Core Curriculum Component: Modern Language 2
Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement)
SPA220
Business Spanish - Mexico
4 Semester Credits
Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to
successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112
or equivalent or instructor’s consent. Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA112(Beginning Spanish II)
SPA224
Spanish for the Ministry - Mexico
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA225
Spanish for Heritage Speakers I - Mexico
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic
knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain
fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency.
Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA231
Pre-Columbian, Colonial and Contemporary Mexican Art
4 Semester Credits
Core Curriculum Component: Fine Arts
Prerequisite(s): None
SPA248
Spanish and Latin American Culture Through Film
4 Semester Credits
An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of
major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles;
language of instruction is English.
Core Curriculum Component: None
Prerequisite(s): None
SPA295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA311
Spanish Conversation and Composition
4 Semester Credits
Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression.
This course is a prerequisite for all upper division courses except for SPA 316.
Core Curriculum Component: None
Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement)
SPA312
Spanish Expression
4 Semester Credits
Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand
them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA316
Conversations in Cultural Context
4 Semester Credits
Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports.
Uses Latin American films to stimulate discussion.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA325
Spanish for Heritage Speakers II - Mexico
4 Semester Credits
This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic
knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain
fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency.
Only taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): None
SPA331
Spanish Civilization and Culture
4 Semester Credits
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual,
literary, and artistic movements. In Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA332
Latin American Civilization and Culture
4 Semester Credits
A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the
present. In Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA334
Contemporary Mexican Literature - Mexico
4 Semester Credits
This course examines short stories by the most important contemporary Mexican authors, focusing particularly on
the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of
Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or
equivalent or instructor’s consent. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA335
Contemporary Latin American Women: Texts and Voices - Mexico
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced
by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews
by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of
Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.)
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA336
Guatemalan Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other
cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity
of diverse cultures in contemporary Guatemala.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA337
Mexican Civilizations and Cultures
4 Semester Credits
The purpose of this course is to explore the development and present status of the many indigenous and other
cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of
diverse cultures in contemporary Mexico.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA352
Survey of Spanish Literature I
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA353
Survey of Spanish Literature II
4 Semester Credits
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and
development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA354
Representative Hispanic Authors
4 Semester Credits
An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish.
Core Curriculum Component: Humanities
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA356
Latin American Literature
4 Semester Credits
Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short
stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
SPA397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SPA399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SPA212(Intermediate Spanish II)
SPA411
Advanced Spanish Conversation and Composition
4 Semester Credits
Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions,
reports, debates, written compositions, and grammatical exercises.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SPA311(Spanish Conversation and
Composition)
SPA495
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPA499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE410
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendation stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative
and person-centered assessment process is emphasized.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE411
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models,
theories, and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE415
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs.
Core Curriculum Component: None
Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of
SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate
Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE425
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to postsecondary environments as well as other transitions in life. Collaboration, communication, and coordination
strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for
building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own
transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain
awareness of working with families, agencies outside of the school, and others to create a seamless system of
transition.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE430
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive
behavioral supports, person centered planning and functional assessment.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE434
Tchng Cont Area w/Lrng Disabilities
3 Semester Credits
This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support
the learning of students identified as having learning disabilities. The course will specifically focus on the areas of
reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong
focus on the modifications involved in these areas and the planning process involved.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); 1 of SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG
Emotnal/Behavral Disabilitie)
SPE481
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE483
Student Teaching: Elementary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE485
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE487
Student Teaching: Secondary Special Education
4 Semester Credits
Full-time, supervised student teaching. Required for licensure.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit)
SPE488
Topics in Education
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPE490
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students with
special needs. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission), TPL001(Education Admit); 1 of ENG111(Effective Writing), ENL111(Effective Writing),
ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
SPE501
Historical and Contemporary Issues in American Indian Education
4 Semester Credits
This course examines foundational aspects of teaching and learning as they relate to education. It will investigate
educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past
and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT)
Standards and American Indian Learner Outcomes (AILOS) will also be introduced.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE502
American Indians and Special Education
4 Semester Credits
This course will explore disability awareness in traditional and contemporary native culture, exploring historical and
contemporary issues effecting students with disabilities and focusing specifically on American Indian students in
special education. It will provide an overview of special education in U.S. culture including relevant laws, theories,
and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in
special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE503
Assessment of American Indian Learners
4 Semester Credits
This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing
alternative assessments appropriate with native populations. It will also identify differences in assessment tools and
strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how
they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A
field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE504
Working with American Indian Families and Communities
4 Semester Credits
This course will examine techniques appropriate for working with American Indian families, extended families,
professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for
American Indian students with special needs. Skills and strategies to build partnerships to work within and among
Native families and communities to best meet the needs of the student will also be addressed. A field component will
accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE505
Manifestation of Multigenerational Trauma and Internalized Oppression
4 Semester Credits
This course will focus on how multigenerational trauma and internalized oppression manifests itself in families,
communities, schools, and student learning. It will examine and explore strategies that provide practical skills and
tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit
Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as
contemporary issues impacting American Indian children. Behavioral support options appropriate for students
identified with EBD will be provided. A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE506
Indigenous Learners
4 Semester Credits
This course will identify best practices in American Indian education incorporating culturally appropriate methods and
materials for students in special education. It will also explore cultural differences in learning and behavioral
practices, community and environment variables, examining the high incidence of American Indian students in
special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will
accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE507
Indigenous Methods of Instruction: Practical Application
4 Semester Credits
Current best practices in American Indian education will provide students with hands on skills and strategies for
curriculum development including unit planning, lesson planning, and individualization. Various models of instruction
for teaching students including the development of intervention plans that are culturally, academically, and socially
appropriate based on assessment and observation to meet the needs of American Indian special education students.
A field component will accompany this course.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE508
Professional Issues and Development
2 Semester Credits
This course will focus on professional development and integrity in teaching. It will examine current issues and
ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis
of learning and the development of a professional portfolio will be the main focus.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE509
Literacy Instruction for American Indian Learners with Exceptionalities
4 Semester Credits
This course is designed to provide the special education teacher with an understanding of the complex
developmental process of reading skills for K-12 American Indian students with special learning needs. We will
consider ways in which reading disabilities develop among American Indian students. In this course, we will study
complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary,
fluency, comprehension, language, and motivation. This course will also include investigation of best practices in
reading assessment and instruction for American Indian students with special learning needs.
Core Curriculum Component: None
Prerequisite(s): None
SPE510
Implementing Assessment Strategies
3 Semester Credits
This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain
understanding of key assessment tools and how they influence student placement and programming. A qualitative
and person-centered assessment process is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE511
Etiology and Theory of Mild to Moderate Disabilities
3 Semester Credits
This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities,
developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from
culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models,
theories, and philosophies that form the bases for special education practice.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE515
Theory to Practice
3 Semester Credits
The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to
moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide
range of academic instructional practices across multiple settings when working with youth who have exceptional
learning needs.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of
SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate
Disabilities)
SPE525
Transition and Community
3 Semester Credits
Rationale, design, and delivery of programs for students with disabilities in transition from secondary to postsecondary environments as well as other transitions in life. Collaboration, communication, and coordination
strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for
building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own
transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain
awareness of working with families, agencies outside of the school, and others to create a seamless system of
transition.
Core Curriculum Component: None
Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department
Admission)
SPE530
Instructional and Behavioral Practices
3 Semester Credits
This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of
reflective, pro-active and non-aversive approaches drawn from current best practices and including positive
behavioral supports, person centered planning and functional assessment.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE540
Parent and Professional Planning
3 Semester Credits
This course examines the role of families of students with special needs, specifically those families of students
labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized.
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE598
Independent Study
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPE599
Topics
3 Semester Credits
Core Curriculum Component: None
Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission)
SPP200
Study Abroad
16 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP201
Study Abroad Summer School
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SPP202
Study Abroad/Part Time
8 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK100
Introduction to Professional Social Work
4 Semester Credits
This course provides an opportunity for students to explore a possible social work major or future career in human
services. Students will receive an overview of social welfare as an institution and social work as a profession. The
course examines service needs associated with the unequal impact of social, economic and political structures on
diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution.
Core Curriculum Component: None
Prerequisite(s): None
SWK210
Environmental Justice and Social Change
4 Semester Credits
This course examines the relationship between environmental justice issues and principles and methods of social
change. It explores the relationshipbetween environmental damage and damage to human populations, the
differential effect of environmental damage on specific populations, and the ways social change agents can mobilize
action to correct these injustices.
Core Curriculum Component: None
Prerequisite(s): None
SWK230
Global Peace and Social Development
4 Semester Credits
This course offers a framework for understanding sustainable social and economic development and non-violent
social change. Case studies present examples of how social work and human services function in a global context
and are vital to fostering peace, human rights, and well-being.
Core Curriculum Component: Engaging Minneapolis
Prerequisite(s): None
SWK240
Intergroup Dialogue
4 Semester Credits
In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking
skills as well as cross-cultural competence and empathy. The class will explore the intersection between the
student’s individual experiences and narratives from historical, psychological and sociological sources.
Core Curriculum Component: None
Prerequisite(s): None
SWK280
Diversity and Inequality in Professional Practice
4 Semester Credits
This course explores diversity and social inequality as they relate to professional practice in social work and other
helping professions. Building cultural competence in work with diverse populations, students learn through dialogue,
reading, experiential exercises, and community observation.
Core Curriculum Component: None
Prerequisite(s): None
SWK294
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK295
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK301
History and Analysis of Social Policy
4 Semester Credits
The history of social workers, social movements, and changing social norms in Europe, North America, and globally
profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events,
policies, and programs influenced today’s social responses to human needs.
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking)
SWK303
Human Development and the Social Environment
4 Semester Credits
Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life
span. Students will study how people develop, with attention to the interaction among individuals, families, and the
changing social environment. The course takes a life span perspective of human development, from birth to death in
the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with
less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation,
poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social
environment.
Core Curriculum Component: None
Prerequisite(s): None
SWK306
Social Work Practice 1: With Individuals
4 Semester Credits
Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess,
set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide
learning opportunities for students to build skills necessary for generalist social work practice with individuals,
families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and
working with diverse populations.
Core Curriculum Component: None
Prerequisite(s): None
SWK307
Field Work 1: Integrative Seminar
4 Semester Credits
Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals
in regional human service agencies supervise students in a full-year field placement. Students also synthesize their
course-based learning with their supervised training through participation in weekly integrative seminars. Students
complete a minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required*
SWK316
Social Work Practice 2: With Families and Groups
4 Semester Credits
Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview
families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach
and working with diverse groups and families.
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1:
With Individuals), SWK307(Field Work 1: Integrative Seminar)
SWK317
Field Work 2: Integrative Seminar
4 Semester Credits
This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work
practicum. Students synthesize their course-based learning with their supervised training through participation in
weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required*
SWK401
Social Work Research and Evaluation
4 Semester Credits
This course will provide students with an introduction to positivist and constructivist theories and related methods
commonly used in both social science research and social work evaluation. Students will learn to integrate social
work values and ethical principles with social science research and evaluation. Methods of program and practice
evaluation will be examined. Various approaches to organizing information and interpreting data will also be
examined.
Core Curriculum Component: None
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics),
SOC362(Statistical Analysis)
SWK406
Social Work Practice 3: With Communities and Policies
4 Semester Credits
Students learn how community organizations, human service agencies, and social policies emerge in Western
society. Students study how to organize communities for empowerment, how to assist human service agencies to
adapt, and how to influence local, regional, and national policies.
Core Curriculum Component: None
Prerequisite(s): None
SWK407
Field Work 3: Integrative Seminar
4 Semester Credits
Social work professionals in regional human service agencies supervise students in a senior year field placement.
Students synthesize their advanced course learning with their supervised training through participation in weekly
integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
SWK417
Field Work 4: Integrative Seminar
4 Semester Credits
This course is the social work major keystone course and a continuation of SWK 407. Social work students
synthesize their advanced course learning with their supervised training through participation in weekly integrative
seminars. Students complete a minimum of 120 hours of supervised practice in the spring term.
Core Curriculum Component: Augsburg Experience, Keystone
Prerequisite(s): None
SWK499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK500
Human Behavior and the Social Environment
4 Semester Credits
This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It
examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of
individuals and families in contemporary global society. It requires students to select and apply theory and
knowledge from the liberal arts to help understand human behavior and development.
Core Curriculum Component: None
Prerequisite(s): None
SWK501
History of Social Welfare Policy
3 Semester Credits
This course analyzes the history of social welfare policy in the United States and its impact on current social policy.
This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas.
The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the
profession of social work, and its values and ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK504
Applied Research Methods
2 Semester Credits
The purpose of this course is to prepare students to engage in research-informed practice and practice-informed
research. Students use knowledge from their practice courses to integrate with the scientific method. Basic
Components of the scientific method will be discussed such as research designs, measurements, sampling methods,
data analysis, and research ethics.
Core Curriculum Component: None
Prerequisite(s): None
SWK505
Practice Methods and Skills 1: Individuals
4 Semester Credits
The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the
strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and
principles of the helping process with individual clients. Throughout the course, work with a diversity of professional
and natural helping networks and client groups are stressed.
Core Curriculum Component: None
Prerequisite(s): None
SWK506
Practice Methods and Skills 2: Groups and Families
4 Semester Credits
This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge,
values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic
groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the
strengths perspective, and the problem solving model.
Core Curriculum Component: None
Prerequisite(s): None
SWK509
Human Behavior: Mental Health Assessment and Diagnosis
4 Semester Credits
Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and
environmental influences on incidence, course and treatment of the most commonly presented mental health
diagnoses and the differential effect of these factors on diverse populations. Current research and theory in
developmental psychology, neurobiology and sociology provide the foundation for understanding the development of
mental health.
Core Curriculum Component: None
Prerequisite(s): None
SWK510
Advanced Practice Methods
4 Semester Credits
This course is for advanced standing students only and is designed to provide a transition from their BSW program
to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to
social work practice, contemporary theories, and current research on effectiveness. The program’s approach to
graduate level social work practice with individuals, groups, families, organizations, and communities will be covered,
with opportunities to build on students’ BSW background and post-graduate experience.
Core Curriculum Component: None
Prerequisite(s): None
SWK516
Practice Methods and Skills 3: Communities and Policies
3 Semester Credits
This course introduces theoretical knowledge of macro practice social work with organizations, communities, social
movements, programs and policies. Students will gain fundamental macro practice social work skills with
organizations, communities, and policies. Using a social justice framework, social identity within macro systems will
be examined. Social work ethics and community-based research, including their relevance and application to macro
systems will be applied.
Core Curriculum Component: None
Prerequisite(s): None
SWK530
Integrated Field Seminar 1
4 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’
field practicum through rigorous application of the problem-solving process, systems theory, ecological, and
strengths perspectives. The seminars make connections among course components and the expansion of classroom
content-particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk;
policy analysis and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK535
Integrated Field Seminar 2
2 Semester Credits
The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’
field practicum through rigorous application of the problem-solving process, systems theory, ecological, and
strengths perspectives. The seminars make connections among course components and the expansion of classroom
content-particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk;
policy analysis and research
Core Curriculum Component: None
Prerequisite(s): None
SWK536
Human Behavior and the Macro Social Environment
3 Semester Credits
This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the
environment in all relationships, stressing the link between social issues and individual problems plus defining the
common human condition. A specific focus of the course is on the role of organizations in social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK610
Integrative Field Seminar 3: MCCP
2 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded
in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the
interconnections between culturally appropriate theory and practice skills related to a specific client system, and the
students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the
course where the students reflect on the evolution of their practice and document their progress. All students in field
placements must participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK611
Integrative Field Seminar 4: MCCP
2 Semester Credits
The seminars are designed to address issues and experiences from the student's field practicum through rigorous
application of different theoretical concepts and social work principles using a culturally sensitive approach grounded
in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the
interconnections between culturally appropriate theory and practice skills related to a specific client system, and the
students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the
course where the students reflect on the evolution of their practice and document their progress. All students in field
placements must participate in the appropriate concurrent Field Seminar.
Core Curriculum Component: None
Prerequisite(s): None
SWK615
Diversity and Inequality 1: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course
sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant
culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will
participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within
the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation.
The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related
to diversity, with individual manifestations within different social identity categories; social injustice occurs and is
present at individual, institutional, and societal/structural levels; and, professional social work ethics and values
demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK616
Diversity and Inequality 2: MCCP
2 Semester Credits
These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course
sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant
culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will
participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within
the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation.
The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related
to diversity, with individual manifestations within different social identity categories; social injustice occurs and is
present at individual, institutional, and societal/structural levels; and, professional social work ethics and values
demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels.
Core Curriculum Component: None
Prerequisite(s): None
SWK628
MCCP with Individuals
4 Semester Credits
MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work
clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and
consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within
the context of their families and social context. The therapeutic process and treatment strategies are examined,
incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are
compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and
empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving
model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the
development of self-reflective practitioners.
Core Curriculum Component: None
Prerequisite(s): None
SWK629
MCCP with Families
4 Semester Credits
MCCP with Families is a required methods course that focuses on the family as a unit of assessment and
intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice
with families within a multicultural context. Students apply major family therapy models to assessing and intervening
with families experiencing problems. The models are compared from a multicultural perspective in terms of their
theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of
the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment
perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages
and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and
settings and to the development of self-awareness of the practitioner.
Core Curriculum Component: None
Prerequisite(s): None
SWK630
MCCP Policy Practice
4 Semester Credits
In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work
services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW
foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use
of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come
with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo.
Core Curriculum Component: None
Prerequisite(s): None
SWK631
MCCP with Groups
4 Semester Credits
This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on
the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of
individual empowerment and change in the context of clinical group processes. Applied theories of human
development, change, and resilience are integrated with theories of group processes, group leadership, and group
communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an
understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork
environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the
foundation for culturally responsive groupwork. Students will consider how their social identity and position influences
similar and mixed social identity groups and their processes.
Core Curriculum Component: None
Prerequisite(s): None
SWK634
MCCP Supervision
2 Semester Credits
Building upon the research to date on social work supervision, this course presents the functions of supervision
(administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision:
assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and
spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for
each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of
supervisory questions that have been associated in research with fostering success in meeting clients’ goals.
Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and
authority from peer consultation. They gain competencies in both individual and group supervision, as well as
competencies related to consultation with a multicultural lens to advance the application of theories and models of
clinical social work practice.
Core Curriculum Component: None
Prerequisite(s): None
SWK639
MCCP Elective
2 Semester Credits
Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of
social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and
Treatment.
Core Curriculum Component: None
Prerequisite(s): None
SWK640
Multicultural Clinical Practice Capstone
3 Semester Credits
This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research
skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes.
Students create a practice evaluation portfolio using previous coursework and data sets collected from their field
practica. Data sets may include process recordings, structured observations, and data from individualized rating
scales and questionnaires.
Core Curriculum Component: None
Prerequisite(s): None
SWK651
Integrative Field Seminar 3: MCMP
2 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK652
Integrative Field Seminar 4: MCMP
2 Semester Credits
The goal of these two courses is to strengthen the connections between theory and practice. All students in field
placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the
seminar also serves as a means for making connections among course components and the expansion of classroom
content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy
analysis; and research.
Core Curriculum Component: None
Prerequisite(s): None
SWK657
Diversity and Inequality 1: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual
orientation, age, and disability with application to the social service setting. Students focus on the structural and
institutional processes through which social inequality is created and perpetuated. Institutional remedies for
inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision,
administration, program development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK658
Diversity and Inequality 2: MCMP
2 Semester Credits
These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual
orientation, age, and disability with application to the social service setting. Students focus on the structural and
institutional processes through which social inequality is created and perpetuated. Institutional remedies for
inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision,
administration, program development, and advocacy.
Core Curriculum Component: None
Prerequisite(s): None
SWK660
Research 2: Program Evaluation
4 Semester Credits
Building on the basic research skills developed in Research Methods, this course offers a program-oriented
exploration of the range of research methods used in social work. There will be a particular focus on evaluative
research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and
identification with the responsibility of social workers “to expand the knowledge base” of social work. The course
emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages
between research, theory, and program evaluation.
Core Curriculum Component: None
Prerequisite(s): None
SWK667
Organizations/Social Administrative Practice 1
4 Semester Credits
This course examines organizational theory and structure; processes of development, research, and evaluation; and
social work values and ethics in the workplace. The need to work effectively within an organizational context means
that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and
behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This
course provides opportunities for students to build the necessary skills to become effective service providers or
change agents in the context of their work in social service organizations.
Core Curriculum Component: None
Prerequisite(s): None
SWK668
Organizations/Social Administrative Practice 2
4 Semester Credits
This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with
opportunities to apply those critical skills used in supervision and management. These skills are intended as a base
for the beginning administrator. This course expects the student to develop specific skills in budgeting and
personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation).
Core Curriculum Component: None
Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1)
SWK669
Organizations/Social Administrative Practice 3
3 Semester Credits
This course explores strategies and methods for working effectively with other service agencies, legislative and
policy-making bodies, regulatory agencies, and advocacy groups.
Core Curriculum Component: None
Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2)
SWK670
Multicultural Macro Practice Policy
4 Semester Credits
This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of
economics, demographics, politics, values, and other relevant factors on policy design and implementation. The
course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g.,
Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures.
Core Curriculum Component: None
Prerequisite(s): None
SWK671
Multicultural Macro Practice Planning
3 Semester Credits
This course examines theoretical and conceptual ideas concerning human services, their rationale in a market
economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning,
implementation, and evaluation of services at various levels of system design, taking into account organizational,
financial, and technological dimensions within an analytical framework of defined need and demand for service.
Core Curriculum Component: None
Prerequisite(s): None
SWK698
Independent Study
4 Semester Credits
Students may propose to complete an independent study project. Such directed study projects provide the
opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a
proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy
the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not
be taken as independent study.
Core Curriculum Component: None
Prerequisite(s): None
SWK699
General Elective
2 Semester Credits
Students in both concentrations complete at least one general elective course for graduation. The following are
examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on
Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice,
Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human
Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and
Hong Kong)
Core Curriculum Component: None
Prerequisite(s): None
SWK998
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
SWK999
Graduate Program Active Status
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THP111
Theater Practicum: Acting/Performance
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP112
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP113
Theater Practicum: Sets
0 Semester Credits
Production set construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP114
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP115
Theater Practicum: Stage Management-small project
0 Semester Credits
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP116
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP117
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP121
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation
as an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP122
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP123
Theater Practicum: Costumes
0 Semester Credits
Production costume construction.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP124
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP125
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP126
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP127
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP131
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation
as an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP132
Theater Practicum: House Management
0 Semester Credits
Managing front of house activities and ushers for main-stage shows.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP133
Theater Practicum: Lights
0 Semester Credits
Production lighting crew or light console operator.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP134
Theater Practicum: Running Crew
0 Semester Credits
Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and
production manager for final scenes from Stage Direction class.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP135
Theater Practicum: Stage Management-small project
0 Semester Credits
Participate as a member of a stage management team for a workshop or student-directed project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP136
Theater Practicum: Stage Management-large project
0 Semester Credits
Participate as a member of a stage management team for a main-stage production.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP137
Theater Practicum: Artistic Assistance
0 Semester Credits
Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy,
choreography/assistant choreography for main-stage production), or a substantial arts management project.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP141
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation
as an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THP151
Theater Practicum: Acting/Performance
0 Semester Credits
Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation
as an actor in a senior directing project or in final scenes for THR 366.
Core Curriculum Component: None
Prerequisite(s): CONSENT(Consent of Instructor)
THR002
Introduction to Dance
0 Semester Credits
This course offers an overview of various exercises and gives an introduction to a variety of movement styles,
cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning,
and modern dance.
Core Curriculum Component: None
Prerequisite(s): None
THR005
Modern Dance and Improvisation
0 Semester Credits
Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space
using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short
improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the
lifetime sports requirement.)
Core Curriculum Component: None
Prerequisite(s): None
THR116
Creative Drama: Acting and Improvisation
4 Semester Credits
A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active
participation, creation of an original performance, and reflective writing. This course is primarily designed for
nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR222
Introduction to Theater
4 Semester Credits
Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of
theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production
process. Students attend and review stage productions. This course is primarily designed for non-majors and does
not fulfill credit toward the theatre major.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR226
Movement for Theater
4 Semester Credits
A study of the principles of movement used in the art of acting. Students will improve their use of energy,
concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses
established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization
exercises. Students will examine various performance paradigms and see professional productions.
Core Curriculum Component: None
Prerequisite(s): None
THR228
Introduction to Stagecraft
4 Semester Credits
An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will
execute practical projects, attend theater tours, see professional productions, and participate in the Theater
Department productions. Open to all students. Thirty-hour lab requirement.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR230
Scenic Painting: Paint for Stage, Film and Faux Application
4 Semester Credits
Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through
a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative
painting project students will develop the required skills and understanding of what it means to be a scenic artist and
what role the scenic artist plays in artistry of theatre and film.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR232
Acting
4 Semester Credits
An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the
creative approach to scene and character study in American drama, culminating in public performance. Students
attend and review local professional productions.
Core Curriculum Component: Engaging Minneapolis, Fine Arts
Prerequisite(s): None
THR233
Acting For Camera
4 Semester Credits
An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This cotaught studio course also includes technology elements which support acting on camera. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): None
THR235
Skills of Music Theater
4 Semester Credits
An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of
music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research,
class discussion, exercises, small and large group participation, memorization, and public performance. Students will
attend and review live productions. (Spring, even years)
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR237
Dance for Musical Theater
4 Semester Credits
Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of
dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus
on the representation of individual and cultural identity through movement.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR245
Introduction to Asian and Asian American Theater
4 Semester Credits
A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American
cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local
theater productions required. Students will be required to pay for theater production tickets.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR250
Script Analysis: Foundations of Theater
4 Semester Credits
This foundations class focuses on major principles and fundamentals of theater literary analysis and research and
uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic
purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn
and apply skills they will use in more advanced courses.
Core Curriculum Component: None
Prerequisite(s): None
THR255
Introduction to Musical Theater
4 Semester Credits
The course examines American musical theater in societal, cultural, and historical context with special attention to
the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments,
students will engage with specific musicals through the examination of cultural artifacts, live and recorded
performances, and popular and scholarly texts.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR265
Computer Drafting for Stage and Architecture
4 Semester Credits
An introduction to drafting on the computer. Students will learn how to use basic commands to input information,
organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater.
Core Curriculum Component: Fine Arts
Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2)
THR270
Introduction to Black Theater
4 Semester Credits
An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It
examines the historical, political, and cultural context of Black Theater and focuses on plays written by African
American playwrights.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR275
Lighting and Sound for the Stage
4 Semester Credits
A practical study of the lighting and sound design processes for theater and beyond. This course leads the student
step-by-step from script analysis through final execution of both a lighting and sound design. Basic principles of light
and sound, as well as equipment, will be addressed.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR280
Costumes and Makeup for Performance
4 Semester Credits
A practical study of the costume design and makeup application processes for theater and beyond. Topics covered
include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well
as introductory techniques in stage makeup application and design.
Core Curriculum Component: Fine Arts
Prerequisite(s): None
THR295
Topics
4 Semester Credits
An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific
topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF
requirement for Fine Arts.
Core Curriculum Component: None
Prerequisite(s): None
THR299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
THR325
Playwriting I
4 Semester Credits
An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure,
character development, and theatrical language, as well as techniques for the development of playscripts from idea
to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level)
THR326
Playwriting II
4 Semester Credits
A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will
revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.
Prerequisite: THR 325 or ENL 325.
Core Curriculum Component: None
Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced
Effective Writing), HON111(Effective Writing for Liberating Letters)
THR328
Theatrical Design
4 Semester Credits
Introduction to the design process for the stage. Each student will execute four design projects for scenery,
costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host
visiting artists.
Core Curriculum Component: None
Prerequisite(s): None
THR350
Voice for Speech, Stage and Screen
4 Semester Credits
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening,
introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in
several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice
tapes, and individual coaching. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): None
THR361
Theater History and Criticism I
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the classical Greek through the French
Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local
theater productions are required. Need not be taken sequentially with THR 362. (Fall, even years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis:
Foundations of Theater)
THR362
Theater History and Criticism II
4 Semester Credits
An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary
performance. Reading a range of texts (including plays), writing a research paper, and attending local theater
productions are required. Need not be taken sequentially with THR 361. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing),
HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis:
Foundations of Theater)
THR365
Advanced Acting
4 Semester Credits
This course provides students with performance skills and the ability to recognize differentiating clues that identify
the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the
performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French
Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years)
Core Curriculum Component: None
Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); THR232(Acting), THR250(Script
Analysis: Foundations of Theater), THR362(Theater History and Criticism II)
THR366
Stage Direction
4 Semester Credits
A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques,
terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and
the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing)
Core Curriculum Component: None
Prerequisite(s): THR362(Theater History and Criticism II)
THR397
Internship
2 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
THR425
New Methodologies of Stage Direction and Dramaturgy
4 Semester Credits
This course will examine principles and practices of the modern and contemporary stage director as auteur. We will
study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore
and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism
and deconstruction in regard to stage direction and contemporary theater.
Core Curriculum Component: None
Prerequisite(s): THR366(Stage Direction)
THR499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
URB492
The City and Environment Keystone
4 Semester Credits
Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful
completion of an applied group project or independently-designed thesis.
Core Curriculum Component: Keystone
Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of
POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning)
WST199
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST201
Foundations in Women's Studies
4 Semester Credits
This multidisciplinary course introduces students to the contributions of women in history, religion, literature,
philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen
from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual
orientation, and class.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST250
Global Perspectives on Gender and Sexuality
4 Semester Credits
This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive
justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization,
memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender,
nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses.
Core Curriculum Component: None
Prerequisite(s): None
WST281
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST299
Directed Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST305
Introduction to Queer Studies
4 Semester Credits
A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary
perspectives and theory. The course may include guest speakers, a service-learning component at local
GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience
outside of class time. Required experiential education fee.
Core Curriculum Component: None
Prerequisite(s): WST201(Foundations in Women's Studies)
WST313
Environmental Theology and Ethics
4 Semester Credits
An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of
environmental problems in South, Central, and North America.
Core Curriculum Component: None
Prerequisite(s): None
WST315
Margins as Center: Feminist Theory
4 Semester Credits
This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the
feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical
studies - will be analyzed to highlight different theoretical approaches and multiple feminisms.
Core Curriculum Component: None
Prerequisite(s): None
WST324
Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America
4 Semester Credits
Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic
theologians first asserted that God has a "preferential option for the poor" and therefore linked their faith to
revolutionary social movements against political and economic oppression. Recently, Latin American theologies have
expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not
accepted for credit for students who have taken REL 366.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
WST335
Contemporary Latin American Women: Texts and Voices
4 Semester Credits
This course examines the social construction of gender in Latin American countries and addresses key issues faced
by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews
by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of
Latin American women’s experiences.
Core Curriculum Component: None
Prerequisite(s): SPA311(Spanish Conversation and Composition)
WST341
Globalization, Social Struggles and the Environment
4 Semester Credits
Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies
that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed
on environmental issues and the causes of migration/emigration and social unrest in Mexico.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST352
Women, Gender, and Social Change in Latin America
4 Semester Credits
An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around
issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary
social change.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST353
Political and Social Change in Namibia
4 Semester Credits
This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with
particular focus on the social and political movements that have evolved in the struggle for independence.
Core Curriculum Component: Social and Behavioral Sciences
Prerequisite(s): None
WST355
Cultural Conflict and Change in Latin America
4 Semester Credits
An exploration of selected topics and case studies from Latin American history with special emphasis on the role of
women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history
of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian
period, the conquest and colonial periods, and concludes with the post-war period in Central America.
Core Curriculum Component: Humanities
Prerequisite(s): None
WST357
Mexican History, Culture and Cosmovision
4 Semester Credits
An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to
modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization),
HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19thCentury United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural
Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History
of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American
History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil
Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of
Women Since 1848), HIS299(Directed Study)
WST362
Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan
Africa
4 Semester Credits
This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the
achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of
health and illness—economic realities, education levels, governmental policies, access to technology, and the
availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident
in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and
applied through experiential practical learning activities, lecture, and dialog.
Core Curriculum Component: None
Prerequisite(s): None
WST366
Latin American Liberation Theologies
4 Semester Credits
An exploration of Latin American theologies of liberation and their relationship to social/political transformation.
Examines key theological concepts, critiques, and practical implications.
Core Curriculum Component: Humanities
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level),
GST100(Critical Thinking)
WST396
Internship
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST399
Internship
4 Semester Credits
Core Curriculum Component: Augsburg Experience
Prerequisite(s): None
WST481
Topics
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
WST485
Senior Seminar
4 Semester Credits
This advanced course will include student research and presentations that incorporate feminist theory. The seminar
is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do
an independent study (499). It is offered at a different college each semester and may be taken in conjunction with
WST 490.
Core Curriculum Component: None
Prerequisite(s): None
WST490
Keystone
0 Semester Credits
This course provides a Keystone component for all WST majors.
Core Curriculum Component: Keystone
Prerequisite(s): None
WST499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM205
Exploring Topics in Youth and Family Ministry
2 Semester Credits
Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may
further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to
year and include such subjects as outdoor ministry, service-learning, program administration and planning, youth
culture and religion, communications, media, music and ministry, and ministry with youth on the margins.
Core Curriculum Component: None
Prerequisite(s): None
YFM208
Vocational Formation I
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of
the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort
groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat.
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
YFM209
Vocational Formation II
0 Semester Credits
A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of
the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly
roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional
conference or workshop.
Core Curriculum Component: None
Prerequisite(s): YFM208(Vocational Formation I)
YFM232
Peer Ministry: Principles and Leadership
4 Semester Credits
Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations
and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
YFM235
Foundations for Ministry with Youth and Families
4 Semester Credits
Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations
and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a
listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of MAT105(Applied Algebra), MPL(Math
Placement Level 3)
YFM305
Ministry Practices
4 Semester Credits
This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of
ministry professionals. An exploration of the history and development of the spiritual practices of the Christian
tradition, combined with modern practices used for effective ministry, make up the major themes of this course.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth
and Families)
YFM316
Church and Culture in Context
4 Semester Credits
A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles
of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the
United States. Short-term travel seminar, available as offered.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
YFM358
Life and Work of the Church
4 Semester Credits
This course features an overview of the manner in which Christianity has carried out its mission throughout the
centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A
central element of this course will be a research project that studies the methods and strategies of congregations
and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith.
Core Curriculum Component: Search for Meaning II
Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); YFM235(Foundations for Ministry
with Youth and Families)
YFM398
Internship
2 Semester Credits
Core Curriculum Component: None
Prerequisite(s): None
YFM399
Internship
4 Semester Credits
The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in
partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the
development of a professional portfolio round out the internship experience.
Core Curriculum Component: Augsburg Experience
Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of
Instructor)
YFM499
Independent Study
4 Semester Credits
Core Curriculum Component: None
Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the
Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian
Theology and Vocation), REL331(Foundations in Bible and Theology)
Show less
2013-2014 Graduate Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies
Master ... Show more
2013-2014 Graduate Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Music Therapy
Doctor of Nursing Practice
Master of Science in Physician Assistant Studies
Master of Social Work
at
Augsburg College
Graduate Catalog
2013-2014
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Graduate Catalog contains information about academic program requirements and academic and
student policies and procedures for fall semester 2013 - summer semester 2014. It is subject to change without notice.
The catalog is intended to complement other College publications including the Student Guide and College website. It is
important for students to be familiar with all College policies and procedures. Students are strongly encouraged to
consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements.
Published 2013
Phone: 612-330-1000
www.augsburg.edu
1
A Greeting from the President
I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a
select and discerning group of professionals who seek to find a graduate program that combines an excellent
curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the
needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Creative
Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the
opportunities they provide students to expand decision-making and strategic skills.
Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens,
thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged
community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence
in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its
urban and global settings.
For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive
perspective on social responsibility, economic realities, business initiative, and environmental sustainability.
At Augsburg College, we believe that our distinctive educational purpose is to help you find your calling at work and in
the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention,
and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are
prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree.
Sincerely,
Paul C. Pribbenow
President
2
Greetings from the Academic Affairs Office
Welcome to our graduate studies at Augsburg College. We are committed to education that prepares people for
leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form
the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow.
Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field
experiences for courses that include real-life learning through academic internships, experiential education, and cultural
enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our
campus community ensures that our graduates are prepared for the range of experiences and perspectives that
characterize today’s global environment.
When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art
physical and online classrooms with accessible libraries and dedicated faculty and staff. You join a body of experienced
people who quickly form your network of employer connections and career opportunities. We encourage our alumni to
become your mentors and build on our city connections through public events, including our convocations and Advent
Vespers.
All of our graduate programs share distinctive qualities, including our commitment and mission to be of service, with
one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their
identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable
development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an
international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and
Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway,
Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants
who came to Augsburg’s doors, we welcome a diversity of cultures and faiths.
Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary
courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal”
initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to
consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to
imagine a graduate degree.
We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you.
Sincerely,
Lori A. Peterson
Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies
3
About Augsburg
At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in
their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major
field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global
world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and
sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a
diversity of backgrounds and experiences. Also, our programs look to the world through international courses and
cultural exchanges.
Mission Statement
Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to
the College motto, “Education for Service,” and mission:
Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible
leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its
life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the
faith and values of the Lutheran Church, and shaped by its urban and global settings.
Augsburg Today
Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and
moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.
Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:
• Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically
and broadly about the world and the work we do in it.
• An Augsburg education should be preparation for service in community and centers of faith.
• The city—with all its excitement, challenges, and diversity—is an unequaled learning environment.
The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.”
Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg
prepares its students to become effective, ethical citizens in a complex global society.
Degrees Offered
Augsburg offers the following graduate degrees:
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Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
Master of Business Administration
Master of Fine Arts in Creative Writing
Master of Science in Physician Assistant Studies
Master of Social Work
Doctor of Nursing Practice
Augsburg offers the following dual degrees:
• Bachelor of Arts in Accounting/Master of Arts in Leadership
• Master of Social Work/Master of Business Administration
• Master of Social Work/Master of Arts in Theology, with Luther Seminary
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A Community of Learners
Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community
is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of
community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the
Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic
presentations and athletic events.
Graduate Faculty
The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and
commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and
service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of
research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic
faculty development program that introduces them to best practices in teaching and learning techniques and theories.
Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as
academic advisors and participate regularly in campus activities.
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Locations
Minneapolis Campus
Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is
bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University
of Minnesota Medical Center.
Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s
leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is
blocks from the Hiawatha light rail line and the future Central Corridor line, which provide easy access to Minneapolis,
St. Paul, and the Minneapolis International Airport.
Rochester Campus
Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its
expertise in teaching working adults. Degrees offered on the Rochester campus include the Master of Business
Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*, as well as a
variety of undergraduate majors.
The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the
heart of the city, which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior
technological resources.
Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings and on
occasional Saturdays, making them accessible to working adults. Students may also take courses within their program at
the Minneapolis campus.
Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning
resources ranging from access to Lindell Library databases to the use of online course management software.
Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office
at 507-288-2886.
*Program includes some Minneapolis courses
Abroad Locations
Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research,
take courses, or consult with faculty in those locations to gain new perspectives on their discipline.
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Facilities
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway
system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library,
Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication.
Admissions Office—The Office of Admissions is located on the lower level of Christensen Center.
Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this
residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as
well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing
and Communication.
Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and
services that enhance student learning by promoting personal development and well-being. The center occupies the
house located at 628 21st Avenue.
Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the
Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy
center, and offices for student government and student publications.
Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the
Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use.
Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition
of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also
housed in this complex, which provides space for campus ministry, the drama and communication offices, and the
Center for Learning and Adaptive Student Services (CLASS).
Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for
Augsburg and the metropolitan community.
Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry
Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical
education, and hospitality facilities.
The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions
and brings together the computer technology resources of the College. It also houses the Gage Center for Student
Success. The library is located on the corner of 22nd Avenue and 7th Street.
Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th
Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites.
Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the
Christianity Department). It provides facilities for the health and physical education program, intercollegiate and
intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center
Court was dedicated in 2001.
Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and
two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area.
Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for the music faculty.
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Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with
classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with
architectural details from the past. It is included on the National Register of Historic Places.
Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP
program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen
Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the
Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble
Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center.
Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized
auditorium; faculty offices, administrative offices, and various other program offices.
Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as
classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third
presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices.
Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study,
and utility areas.
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Accreditation, Approvals, and Memberships
Augsburg College is accredited by:
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The Higher Learning Commission of the North Central Association of Colleges and Schools.
National Council for the Accreditation of Teacher Education
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees)
Council on Social Work Education (CSWE) (bachelor’s and master’s degrees)
Augsburg’s programs are approved by:
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American Chemical Society
Minnesota Board of Teaching
National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
National Association of Schools of Music
Augsburg College is an institutional member of:
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American Association of Colleges and Universities (AACU)
American Association of Colleges of Teacher Education (AACTE)
American Association of Higher Education (AAHE)
American Music Therapy Association, Inc.
Campus Compact
Council of Independent Colleges (CIC)
Lutheran Education Council in North America (LECNA)
National Association of Schools of Music (NASM)
National Society for Experiential Education (NSEE)
Physician Assistant Education Association
Associated Colleges of the Twin Cities (ACTC)
Higher Education Consortium for Urban Affairs (HECUA)
Minnesota Private College Council MPCC)
Twin Cities Adult Education Alliance (TCAEA)
Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the
institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or
that the quality of the educational programs would meet the standards of every student, educational institution, or
employer.
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Policies
Non-Discrimination Policy
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to
public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan
programs, athletic and/or school-administered programs, except in those instances where there is a bona fide
occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable
accommodations to its employees and students. (Approved by the Augsburg Board of Regents Executive Committee on
June 16, 2010).
For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor,
Memorial Hall 19, 612-330-1058.
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Affirmative Action—for matters based on race, creed, national, or ethnic origin
Section 504—for matters based on physical or mental handicap
Title IX—for matters based on gender or marital status
Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211
Riverside Avenue, Minneapolis, MN 55454.
The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058.
Deputy Officer for Students:
Dean of Students
Sarah Griesse
612-330-1489
griesse@augsburg.edu
Deputy Officer for Athletics:
Kelly Anderson Diercks
Assistant Athletic Director
612-330-1245
diercks@augsburg.edu
Deputy Officer for Employees:
Interim AVP, Human Resources
Dionne Doering
612-330-1602
doering@augsburg.edu
Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and
opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454, 612-330-1058.
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students
regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to
students pursuant to FERPA. In accordance with FERPA, you are notified of the following:
Right to inspect and review education records
You have the right to review and inspect substantially all of your education records maintained by or at Augsburg
College. The student must request to review their education records in writing with their signature. The College will
respond in a reasonable time, but no later than 45 days after receiving the request.
Right to request amendment of education records
You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate,
misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that
the record should be changed if Augsburg decides not to alter your education records according to your request.
Right to give permission for disclosure of personally identifiable information
You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information
contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize
disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to
school officials who have legitimate education interests. A school official is a person employed by the College in an
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administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel
and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection
agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or
grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate
educational interest if the official needs to review an education record in order to fulfill his or her professional
responsibility.
Right to withhold disclosure of “directory information”
FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may
be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the
student.
Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider
very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform
Augsburg College not to release Directory Information, any future request for such information from persons or
organizations outside of Augsburg College will be refused.
“Directory information” includes the following:
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The student’s name
The student’s address
The student’s telephone number
The student’s e-mail address
The student’s date and place of birth
The student’s major and minor field of study
The student’s academic class level
The student’s enrollment status (FT/HT/LHT)
The student’s participation in officially-recognized activities and sports
The student’s degrees and awards received (including dates)
The weight and height of members of athletic teams
The student’s dates of attendance
Previous educational agencies or institutions attended by the student
The student’s photograph
Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that
such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory
Information.
Right to complain to FERPA Office
You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400
Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA.
Reporting Educational Information
Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter.
Clery Act
The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property
and campus, as well as institutional policies concerning campus security and crime. The report is available online at
www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717.
Copyright Policy
Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the
Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative
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works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary
information.
Student Rights
The College has adopted a statement of student rights and responsibilities and has provided for due process in the
matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at
www.augsburg.edu/studentguide.
Official Notices
Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication,
and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail
account regularly. The A-Mail is a daily online publication on Inside Augsburg.
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Graduate Admissions
All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or
an equivalent degree from outside the US.
All graduate students must submit completed applications. Each graduate program also has additional program
requirements, which may include coursework, professional experience, testing, etc. See the program sections for these
additional requirements.
Please refer to each individual program’s catalog section or the Graduate Admission website (below) for additional
instructions.
For detailed instructions on applying to graduate programs, refer to the Graduate Admissions website at
www.augsburg.edu/grad/.
Readmission
Graduate students who have not registered for courses at Augsburg College for two or more semesters, must apply for
readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during
their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office.
Returning students do not pay the application fee.
The last day to receive approval for readmission to the College and register for classes is one business day prior to the
start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed
from the College must have their readmission application and file reviewed by the program director. (Please consult
with individual programs for information regarding readmission process).
Special Student Admission
Students who are non-degree-seeking, but wish to enroll for academic credit in courses within a graduate degree
program, may be considered for admission as special students (non-degree). Special students (non-degree) can enroll on
a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires program
director approval, and the student must be in good standing at all previously attended institutions.
To be considered for admission as a special student (non-degree), the items listed below must be submitted to the
Admissions Office. Some programs may have additional requirements.
• Completed special-status application for admission
• An official transcript of undergraduate and/or last degree earned. A bachelor’s degree from a regionally accredited
institution is the minimum requirement for admission. Students who have earned a degree outside the US must
have their transcript evaluated to confirm it is equivalent to a US bachelor’s degree or greater.
If a non-degree seeking student is pursuing regular admission status into the program; he or she should submit an
application requesting regular admission to that program and submit the additional materials needed for regular
admission to that program. Special student status is conferred for only one term of enrollment. Additional terms require
reapplication as a special student (non-degree). Students may count up to 6-8 semester credits earned as a special
student (non-degree) toward an Augsburg College degree with approval of the program director.
International Students Admission
Augsburg College graduate programs encourage qualified applicants from other countries to apply.
An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or
professional objective at an academic institution in the United States that has been designated by the Department of
Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and
Exchange Visitor Information System).
A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one
of two ways:
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• If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate.
• If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United
States Citizenship and Immigration Services) with an application for change of nonimmigrant status.
A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following
the transfer procedures set forth in the F-1 regulations.
In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students
must also comply with the following:
English Proficiency Requirements for International Graduate Applicants
To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written
and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs
Augsburg College accepts as evidence for English proficiency.
• TOEFL (Test of English as a Foreign Language)
o www.toefl.org/
o Score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking
sections. (The Augsburg College TOEFL code is 6014.)
• IELTS (International English Language Testing System)
o www.ielts.org/
o Score report of 6.5.
• MELAB (Michigan English Language Assessment Battery)
o www.cambridgemichigan.org/melab
o Score report of 80, and score report must be accompanied by an official letter from the testing coordinator.
• Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the
US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia.
Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years
old.
Foreign Credential Evaluation
Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States.
This evaluation should include the following:
• Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree
• Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required.
• Course-by-course evaluation to show your complete course listing with credit values and grades received for each
course, may also be required for specific programs.
• Calculation of grade point average to demonstrate your cumulative grade point average using the standard US
grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0.
• Translation to English (if applicable)
The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at
www.wes.org for information on how to obtain a foreign credential evaluation.
Proof of Financial Support
International applicants must provide reliable documentation that they have financial resources adequate to meet
expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and
board, health insurance, personal expenses, and living expenses for dependents (if applicable).
Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds,
or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official
award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank
letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or
Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal
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permanent resident. All financial documents such as bank statements must be dated within three months prior to the
date of application.
Health Insurance
All F-1 international students and their dependents (if applicable) are required to have adequate health insurance
coverage for the duration of their program. International students will be enrolled in the Augsburg international student
plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period.
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Financing Your Education
Costs for Graduate Studies
The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as
required. The College reserves the right to adjust charges should economic conditions necessitate.
Program Tuition and Fees
Tuition and fees are published online at www.augsburg.edu/studentfinancial/2013-2014-graduate-rates/
Tuition:
Students are charged per credit. The amount is payable at the beginning of each semester or you can set up an official
payment plan through Student Financial Services.
Fees:
Student activity, facilities, wind energy fee. Other special course or program specific fees can be found online at
www.augsburg.edu/studentfinancial.
Books and Supplies: Approximately $150 per course
Audit Fee: $1,000 per course
Payments
Semester Charges
Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits
designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online
through AugNet Records and Registration. Payments can be made online at www.augsburg.edu/studentfinancial/make
a-payment/. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past
due balances online at www.augsburg.edu/studentfinancial/disclosure/.
Payment Options
Augsburg College offers payment plan options for all students. Information about payment plans is available online at
www.augsburg.edu/studentfinancial/payment-plans-and-discounts/.
Financial Aid
All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis.
This includes completing the application process as outlined below and making satisfactory academic progress. In order
to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the
attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress
Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy/.
Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with
federal, state, church, and private agencies in providing various aid programs. During the 2012-2013 academic year,
more than eight out of ten students at Augsburg received financial assistance.
The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is
eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent
family members, other educational expenses, retirement needs, and special considerations.
How to Apply
To be considered for the maximum amount of aid, students must apply for financial aid by May 1st. Steps to apply can be
found online www.augsburg.edu/studentfinancial/graduate-financial-aid/ and are updated annually as federal and state
processes change.
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What Happens Next?
Once all documents are received, we review the financial aid application to determine financial aid eligibility for all
available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and
includes information regarding federal and private loan programs (students must complete a loan application to receive
loan funds).
Types of Aid
A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant
(except as noted). The various forms of aid available are listed here for information only.
In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and
grants that might be available in their own communities. It is worthwhile to check with churches, the company or
business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid
available to students who meet their requirements. In addition to these sources, some students are eligible for aid
through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and
other sources.
Institutional Grants/Discounts
Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and
scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/payment
plans-and-discounts/
Loan Assistance
Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term
is considered half-time. Six semester credits per term is considered full-time.
• Federal Stafford Student Loan
o Unsubsidized Stafford Loan; interest begins accruing on the date of disbursement and the borrower is
responsible for all interest. The borrower may choose to make payments while in school or may defer payments
and allow interest to accrue and be capitalized (added to the balance of the loan).
• Federal Parent Loan Program (PLUS)
o PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of
attendance (minus all other student financial aid).
Further information about loan programs can be found online at www.augsburg.edu/studentfinancial.
Financial Policies
Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making
scheduled payments in accordance with an approved online payment plan.
Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student
accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan),
are current according to established repayment schedules and the loan entrance and exit interviews have been
completed.
Refund Schedule
Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the
appropriate refund schedule. Financial aid may also be adjusted for those students who withdraw from the College or
drop one or more courses and receive financial assistance.
For further information view our refund policy online at www.augsburg.edu/studentfinancial/tuition-and-credit-refund/.
Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online
through the Registrar’s Office website.
Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online
through the Registrar’s Office website. It must be filled out completely, signed and turned in to the Registrar’s Office.
17
Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing
contract will have their accounts adjusted for tuition and/or room in accordance with the terms of their housing contract
and/or the appropriate tuition refund schedule.
Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any
refund. Students who unofficially withdraw (stop attending) but do not officially drop courses with the Registrar’s Office
are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance.
Refund calculations are based on the date that the drop/add form is processed.
Medical refund
If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will
include the normal refund percentage (based on the regular refund schedule). Requests for medical refunds should be
made through the Financial Petition Committee. Petition forms are available through the Registrar’s Office website. This
extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead,
verifying the medical circumstances.
Unofficial Withdrawal
Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be
reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund
financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date
of attendance. Students are responsible for the entire cost of the term including the portion previously covered by
financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from
college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition
forms are available online through the Registrar’s Office website.
A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively.
The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include,
but is not limited to, statements from each instructor that the student never attended, or documentation of attendance
for the term at another college or university. If approved, grades of W will be recorded and charges for the term
dropped. The administrative cancellation fee is $300.
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Student Resources/Academic and Support Services
Lindell Library
The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and
information technology functions of the College as well as the Gage Center for Student Success. In addition to its large
collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum
library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing
and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall.
Learning Commons
Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces
for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual
projects.
Library Resources
Students can search a wide variety of local, regional, national, and international databases. They have access to 23,000
e-journals, 17,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access
to the library holdings of the seven private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large
collection of media resources. A service-oriented staff provides students and faculty with research assistance and
instruction in the use of information resources. Arrangements are made for access by students with physical limitation
and special needs.
Information Technology Resources
Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely
access to information technology and training. Visit the Student Technology website,
www.inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg.
Computing
Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available
in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has six
computer classrooms and 41 technology-enhanced classrooms. The circulation desk in Lindell Library has 40 wireless
laptops available for use in the library.
Several computer clusters are available for more specific student use within academic departments. A high-speed fiber
optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student
machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the
AugNet online services are available securely on- and off-campus.
Center for Learning and Accessible Student Services (CLASS)
The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic
support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students
with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech
impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain
access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and
challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences.
Each term, Disability Specialists work directly with students to discuss their disabilities and determine a plan for
academic access. Typically, meetings are held weekly and discussions may include:
• Accommodations for testing and coursework (e.g., extended time, note-taking)
• Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling,
financial aid)
• Training and use of assistive technology through the Groves Accommodations Laboratory
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•
•
Assistance with academic, organizational, and time management skills
Campus living accommodations
The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty,
staff, or administration to support each student as they work toward success. Taking advantage of these opportunities
and services, however, remains the student’s responsibility.
Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting
with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who
suspect they may have a learning-related disability. These screenings are meant only to help students determine
whether they should seek a thorough evaluation by a qualified professional.
Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and
may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs.
CLASS services are made possible in part through endowment support provided by the Gage family and the Groves
Foundation.
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Academic Programs and Policies
Academic Calendars
All of our graduate programs meet on a semester calendar. Academic Calendars can be found at
www.augsburg.edu/registrar. All academic calendars are subject to change without notice.
Academic Policies
The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the
American Association of University Professors and the Association of American Colleges.
Academic Honesty
A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity
and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a
College requirement, student course projects, papers, and examinations may include a statement by the student
pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity.
(See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide)
Evaluation and Grading
Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0
achieves highest standards of excellence. See each program for details of field study and special projects. Students must
achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards
Policy. Grading option cannot be changed from traditional (0.0 - 4.0) to Pass/No Credit.
Explanation of grades for Graduate Studies:
Grade
4.0
3.5
3.0
2.5
2.0–0.0
P
N
V
W
I
X
Explanation
Achieves highest standards of excellence
Achieves above acceptable standards
Meets acceptable standards
Meets minimum standards
Unacceptable performance
Represents work at 3.0 or higher (not counted in grade point average)
No credit (not counted in grade point average)
Audit
Withdrawn
Incomplete
In progress, extended beyond term of registration
Auditing Courses
Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available
basis. Graduate students will be charged an audit fee of $1,000. The written permission of the instructor is required to
register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of
the term to determine expectations, attendance, an any other requirements. If expectations have been met, the course
will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of
W. Audited courses do not count towards graduation.
Withdrawal Grade
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade
and before the last day to withdraw.
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Incomplete (I) Grades
An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student
emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of
passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a
student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the
request, outlines the work required to complete the course, and includes the course instructor’s signature. The
instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend
the same course (or a portion of the same course) in a following term with an incomplete grade. The student must
complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade
before the final day of the following academic term in the student’s program. If the work is not completed by the
specified date of the following academic term, the grade for the course becomes 0.0.
Extension (X) Grades
Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case,
they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A
grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given
X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being
maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not
longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not
demonstrated. If the course is not completed, a grade of 0.0 will be assigned.
Repeated Courses
A course in which a grade of 0.0, 0.5, 1.0, 1.5, 2.0, or N has been received may be repeated for credit. Courses in which
higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each
term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades
earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point
average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy.
Grade Point Average
The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade
points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not
computed in the GPA. The formula for computing the GPA is:
GPA = Total grade points divided by number of credits attempted, i.e., courses with 0.0 to 4.0 grade assigned.
Attendance Policy
Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation
may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students
to our professional development. Each instructor has the authority to specify attendance and participation requirements
to address the needs of particular courses, individual students, or various learning styles.
Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the
professor in advance of any expected absence. In the case of emergency, when prior notification is not possible,
students must notify the professor of an absence as soon as possible.
Continuation Policy for Thesis or Final Project (effective in fall 2010)
Following the initial registration term for the final (or summative or capstone) project, students will be automatically
registered for continuation course 999 each semester for up to 15 semesters or until a grade for the completion course
is submitted by the project advisor. Continuation course 999 maintains students’ active status in the graduate program,
including library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to
change as costs increase) per semester.
Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change
from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program
22
director to evaluate readmission to the College and program. Students who are readmitted may need to complete
additional course work and will need to pay full tuition for all additional courses and to repeat the final project course.
If/when the final project course is completed, the new grade would supersede the previous grade.
Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any
point during the continuation period and receive a W notation on the transcript for the final project course. Following a
withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and
program. Students may be subject to additional coursework.
An accounts receivable hold will be placed on the student’s account if a college-wide $250 unpaid threshold is reached.
The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold
amount, the Registrar’s Office will not continue to automatically enroll the student in continuation 999. The Registrar’s
Office and the Student Accounts Office will inform the student, the program director, and coordinator that the student
must pay the account (including the late fee). At this point coordinators and/or program directors will communicate
with the student and the faculty advisor and, if necessary, request that the faculty advisor submit a grade change of N.
The student also may elect to withdraw from the College. If the grade change has not been submitted within one term,
the program director will submit the grade change of N.
This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy,
which will be kept on file with the program and in the Registrar’s Office. Accumulated charges stand for current
students, but beginning in fall 2010 students will be charged $35 per term. Student Financial Services will work with
students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the
$250 threshold.
Credit and Contact Hours
Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period
of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student
work completed over a different time frame or via a different delivery method.
All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a
summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits
to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits.
Degree Requirements
To be conferred the graduate degree, all graduate students must achieve the following:
• Successful completion of all required courses
• A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy.
• Successful completion of all degree requirements within the stipulated period of matriculation or a signed
continuation agreement with Augsburg College.
Probation and Dismissal
Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the
student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult
the PA Program WƌŽŐƌĞƐƐŝŽŶ^ƚĂŶĚĂƌĚƐWŽůŝĐLJ.
A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more
terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out
with the program director.
Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the
College.
Dismissal Appeals Process
A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are
limited to procedural errors that the student can demonstrate negatively affected the outcome.
23
The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice
President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The
statement must identify each procedural error and state how each error negatively affected the outcome. The
statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s
statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal.
The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must
submit a response to the student’s statement of appeal within 15 business days of the date that the statement was
received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student.
The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate
Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal:
Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program
Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of
response. The Committee will meet with the student and a program representative to review the procedures and ask
questions of both the student and the program representative. The student and program representative may each bring
a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role
of the third party representative is to provide support to the student or the program representative, not to serve as an
advocate during the meeting.
Dropping or Withdrawing
Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To
see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar/.
Independent Study
Students may request to complete an independent study course as an addition to the required coursework. A faculty
sponsor is required for an independent study project, and project proposals must be approved by the program director
in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered
in the curriculum, with the exception of the general elective (if approved). A special independent study registration form
is required and is available on the Registrar’s Office website or at the Enrollment Center.
Term Off
Students who interrupt their program enrollment for longer than one semester must readmit to the College and
program to resume their degree program. For an absence of any length, students should coordinate with their program
director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that
students meet with their advisor and obtain the advice of their director.
Evaluation of Transfer Credit
Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit
will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding
previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be
considered for transfer, a course must be from a regionally-accredited college or university institution and graded 3.0/B
or better. Courses must have been taken at the graduate level and course content must be comparable to program
requirements at Augsburg.
The maximum number of semester credits that can be transferred is:
•
•
•
•
•
•
Master of Arts in Education (6)
Master of Fine Arts in Creative Writing (12)
Master of Arts in Leadership (6)
Master of Arts in Nursing (9)
Master of Business Administration (18)
Master of Science, Physician Assistant Studies (Contact program coordinator)
24
•
Master of Social Work (22)
Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours,
they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour.
Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from
other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average.
25
Master of Arts in Education
We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in
teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg
College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why.
Our Philosophy
The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and
leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of
the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as
responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and
community.
Our urban setting provides yet another dimension to our programs through a combination of course content, field
experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable
teachers committed to educating all learners in a diverse and changing world.
Our Faculty
Augsburg faculty members who teach in the MAE program are a mix of full‐time and adjunct instructors, all of whom
have K‐12 teaching experience. Many adjunct instructors are currently teaching in K‐12 settings; all full‐time faculty
members are frequent visitors to K‐12 settings through student teaching and field experience supervision, volunteer
work, and/or in‐service education. We understand the importance of what we do and what you hope to do. We value
good teaching and, most especially, we value good teachers.
Our Accessibility
We realize that although teaching is your dream, your reality most likely includes work, family, and personal
responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of
licensure and graduate‐level courses are taught in the evenings and weekends to allow you to manage these
responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and
responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules.
As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among
interesting students and dedicated professors who believe that all children deserve a good, highly‐qualified teacher—
the teacher you can become.
Vicki L. Olson, PhD
Director, Master of Arts in Education
Education Department Mission
The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to
educating all learners in a diverse and changing world.
Program Themes
Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry,
diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our
practice.
Relationships
Learning is relational and communal. Responsive teachers create significant relationships with their students,
colleagues, and community partners by developing learning communities. These nurturing learning communities provide
a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning
communities that we expect our graduates to create. We share with our students a learning model that connects
26
content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers.
Therefore we embrace and foster a progressive and constructivist orientation.
Reflection and Inquiry
Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous
frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field
placements, service learning, generative questions, and classroom experiences, students and faculty develop their
perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways
that transform our practice. We think it is important to understand and learn how to manage the many polarities
inherent in the teaching and learning process.
Diversity and Equity
Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some
reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a
“school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore,
differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for
understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe
that all students can learn. They also have a sense of efficacy and believe that they can help all students learn.
Leadership
Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre‐service
education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience,
increased confidence, and professional development become leaders within the school, the district, and the community.
Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a
vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating
for instructional innovation, constructivist curricular development, and systemic change.
Master of Arts in Education Conceptual Framework
Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The
Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their
institutions and communities.
The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the
combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as
well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students
are required to include coursework focused on leadership and study aspects of leadership as part of their degree
program. Third, the final project—be it an action research, a leadership application project, or the performance
assessment option—gives students the opportunity to study an issue of concern and, supported by research, define a
means for addressing it.
Three Teacher Leadership Aspirations inform our program. They are as follows:
Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge
effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise,
neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of
colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous
endeavor and seek it throughout their careers.
Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community.
We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and
communities into a broader context. They understand the link between policies, politics, and education and participate
in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district
policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders
also understand that teaching and learning are dynamic and that change within school systems is an ever‐present
27
phenomenon. They are informed decision‐makers predisposed to take on the challenge of change when they think it
benefits students, teachers, and/or community.
Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help
others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They
have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders
accept both power and accountability. They understand that responsibility without power diminishes potential for
effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a
foundation of self‐efficacy.
Program Overview
The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K‐
12 initial teaching licenses offered at Augsburg include:
Elementary education (K‐6), with or without a middle school content area endorsement in math, communication
arts, social studies, or science. Also available is the pre‐primary endorsement to the elementary license.
Secondary education (5‐12 and K‐12) in social studies, communication arts/literature, visual arts, health,
mathematics, music, and physical education; and 9‐12 in biology, chemistry, and physics.
K‐12 English as a Second Language*
K‐12 Special Education: Academic Behavior Strategist
Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement
options:
K‐12 English as a Second Language*
K‐12 Special Education: Academic Behavior Strategist
K‐12 Reading
Pre‐Primary
All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for
licensure. The MAE degree is also available without a license but with an education core. See the MAE program director
for details.
Accreditations and Approvals
Augsburg College Teacher Education programs are accredited and approved by:
National Council for the Accreditation of Teacher Education (NCATE)
Minnesota Board of Teaching. (MN BOT)
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the
Accreditation, Approvals, and Memberships section of this catalog.
Program Structure
The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a
degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership
(MAL) and graduate courses in education. Most students in the MAE program pursue a K‐12 teaching license as part of
their program plan. The MAE degree is also open to students who do not want a teaching license but do want a
background in education and leadership.
The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In
addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level
apply towards the MAE degree.
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Credit
MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with
the expectation of about 75 hours of independent study outside of class.
Schedule
The majority of the education courses in the MAE licensure and degree programs are offered through the weekend
schedule. Courses during the weekend meet face to face every other weekend with online instruction during the
alternate weeks. Some education courses and many undergraduate content area courses are offered on a weekday
evening schedule. These typically meet weekly face‐to‐face. The MAL degree completion courses are offered primarily
through the weekend schedule through a mix of face‐to‐face and online instruction. Summer session courses are offered
primarily weekdays and weekday evenings with a few on weekends during the first summer session. Summer courses
are offered in a mix of formats from all online to all face‐to‐face.
The following teaching licenses are available entirely through the evening, weekend, and summer schedule: elementary
education, most middle school and pre‐primary specialty area endorsements, 5‐12 social studies, 5‐12 communication
arts, K‐12 art, K‐12 special education, K‐12 English as a second language, and K‐12 reading.
Additional licenses in the following areas are available through a combination of weekday, weekday evening, weekend,
and summer schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these
licenses, the education and degree completion courses are taken during the weekend, weekday evenings, and summer
while some, if not all, of the content area courses are taken during the weekday.
The weekend schedule is comprised of two semesters spread from early September through late April. In general,
classes are held every other weekend. The weekday schedule is also comprised of two semesters spread from early
September through late April. Classes offered during the weekday meet one to three times per week. Classes offered
jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be
found at www.augsburg.edu/registrar.
Curriculum—Teaching Licenses
K‐6 Elementary Education
This program is designed to prepare teachers for grades K‐6. Optional endorsements in middle school specialty areas of
math, science, social studies, and communication arts and in pre‐primary can be pursued along with or separately from
the K‐6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels
through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate‐level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to
the MAE program.
All of the following courses must be taken for K‐6 elementary licensure. Up to seven courses may be taken at the
graduate (500) level and applied toward the MAE degree.
EDC 200/522 ‐ Orientation to Education in an Urban Setting*
EDC 206/566 ‐ Diversity/Minnesota American Indians
EDC 310/533 ‐ Learning and Development in an Educational Setting*
EDC 410/544 ‐ Learners with Special Needs*
EDC 490/580 ‐ School and Society
EED 225/524 ‐ Foundations of Literacy
EED 325/525 ‐ K‐6 Methods: Literacy*
EED 350/550 ‐ K‐6 Methods: Math
EED 360/560 ‐ K‐6 Methods: Science
EDC 591 ‐ Topics
To complete the license, the following undergraduate requirements must be completed:
HPE 115 ‐ Chemical Dependency Education
EDC 220 ‐ Educational Technology
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EED 326 ‐ Elementary Reading K‐6 Field Experience* (taken concurrently with EED 325/525)
EED 311 ‐ K‐6 Methods: Health
EED 312 ‐ K‐6 Methods: Physical Education
EED 336 ‐ Advanced Literacy Methods*
EED 341 ‐ K‐6 Methods: Art
EED 370 ‐ K‐6 Methods: Social Studies/Thematics
EED 380 ‐ Kindergarten Methods*
EED 386 ‐ K‐6 Methods: Children’s Literature
EED 481, 483, 485 ‐ Student Teaching: Elementary K‐6
EED 488 ‐ TPA and Student Teaching Seminar
*Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences.
These experiences occur in K‐6 classrooms during the weekday. If more than one course with field experience is taken in
a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each
require a total of 40 hours).
Undergraduate Liberal Arts Requirements
The number of supporting content area courses required for licensure depends upon the courses completed as part of
the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for
specific college‐level coursework in math, biology, physics, and earth science for all students seeking elementary
licensure. Specific requirements are on file in the Education Department.
Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social
studies, math, and science. The optional pre‐primary endorsement is also available. Specific requirements for these
endorsements are on file in the Education Department.
Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or
better was achieved. The Education Department and the content area departments determine the courses that are
accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are
older than five years are judged on a case‐by‐case basis. Graduate coursework accepted into the licensure program is
not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are
accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of
graduate coursework accepted in transfer.
Preprimary Endorsement for Elementary Licensure
This endorsement can be added to a K‐6 elementary license. Required courses include the following:
PSY 250 ‐ Child Development
SOC 231 ‐ Family Systems: Cross Cultural Perspectives
or SPE 490/540 ‐ Parent and Professional Planning (Graduate students take SPE 540.)
ECE 345/545 ‐ Foundations of Preprimary Education
ECE 346/546 ‐ Learning Environments for Preprimary‐Aged Children
ECE 347/547 ‐ Immersion and Teaching Competence
ECE 488, 489 ‐ Student Teaching: Preprimary
K‐12 and 5‐12 Secondary Education
K‐12 and 5‐12 licensures in several content areas are offered through a combination of graduate and undergraduate
coursework. K‐12 licenses prepare teachers to teach a content area across elementary, middle school, and high school.
Licenses for grades 5‐ 12 prepare teachers to teach at the middle and high school levels. Graduate‐level licensure
coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions
criteria.
The following content area majors are offered almost entirely on weekends, weekday evenings, and summer:
communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students
seeking 5–12 licensure in social studies must complete a broad‐based core of courses in the social studies in addition to
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a social science major. Education courses for these licenses are also taken during weekends, weekday evenings, and
summer.
The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry,
physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically
will need to take additional content courses in the weekday schedule. Students can obtain a 9‐12 license in physics,
chemistry, or biology and have the option of adding the 5–8 general science to the 9‐12 license. Students also can obtain
the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during
weekends and weekday evenings.
Licensure Requirements
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure; four to seven of them also may be taken at the graduate level and applied toward the master’s degree in
education.
EDC 200/522 ‐ Orientation to Education in an Urban Setting*
EDC 206/566 ‐ Diversity/Minnesota American Indians
EDC 310/533 ‐ Learning and Development in an Educational Setting*
EDC 410/544 ‐ Learners with Special Needs*
EDC 490/580 ‐ School and Society
ESE 325/525 ‐ Creating Learning Environments
ESE 300/500 ‐ Reading and Writing in Content Area*
EDC 591 ‐ Topics
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 ‐ Chemical Dependency Education
EDC 220 ‐ Educational Technology
ESE 3XX ‐ K‐12 or 5‐12 Methods (in the content area)*
ESE 481, 483, 485 ‐ Student Teaching: Secondary
ESE 488 ‐ TPA and Student Teaching Seminar
*Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education‐related
settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences.
Undergraduate Content Area Requirements
The equivalent of a major in the licensure content area is required for K‐12 and 5‐12 licenses. Students who have
majored in a field in which we offer licensure must have their previous coursework evaluated by the major department
at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with
a completed academic major.
Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure
standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case‐by‐case basis.
Specific course requirements for each content area are on file in the Education Department.
Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program.
See the MAE program director for approval to use graduate level transfer courses in the degree program.
Special Education
Augsburg College offers one licensure option in K–12 Special Education: Academic Behavioral Strategist (ABS). This
program qualifies students to teach in special education programs and positions working with students with mild to
moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities,
developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education
model. Under this model, students learn how to work closely with both special and general educators to facilitate
inclusion of special education students into the regular education classroom. Five years after being licensed, teachers
must extend their license in one of the above categories through additional coursework.
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Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special
Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the
University of Minnesota‐Duluth as a hybrid (partly face‐to‐face and partly online) cohort program. The licensure courses
can be applied towards the MAE degree. See the Education Department and www.augsburg.edu/mae/tribal‐special‐
education for more information.
The ABS licensure program and the Naadamaadiwin Tribal Special Education Cohort program are offered through the
weekend and summer schedules.
Licensure Requirements
Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both
undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate
courses are taken at the 500 level. All courses must be taken for licensure, and up to seven courses may also be applied
toward the master’s degree in education. The following courses for the ABS license are offered at both the
undergraduate and graduate levels:
EDC 200/522 ‐ Orientation to Education in an Urban Setting*
EDC 206/566 ‐ Diversity/Minnesota American Indians
EDC 310/533 ‐ Learning and Development in an Educational Setting*
EDC 410/544 ‐ Learners with Special Needs*
EED 225/524 ‐ Foundations of Literacy
EED 325/525 ‐ K‐6 Methods: Literacy*
EED 350/550 ‐ K–6 Methods: Math*
EED 360/560 ‐ K–6 Methods: Science*
SPE 410/510 ‐ Implementing Assessment Strategies*
SPE 411/511 ‐ Etiology and Theory of Mild to Moderate Disabilities
SPE 415/515 ‐ Theory to Practice*
SPE 425/525 ‐ Transition and Community*
SPE 430/530 ‐ Instructional and Behavioral Practices*
SPE 490/540 ‐ Parent and Professional Planning
EDC 591 ‐ Topics
To complete the ABS license students will also need to complete certain requirements at the undergraduate level:
HPE 115 ‐ Chemical Dependency Education
MAT 137 ‐ Mathematics for Elementary Teachers I
EDC 220 ‐ Education Technology
EDC 330 ‐ Building the Public Good: Public Achievement and Organizing
EDC 331 ‐ Practicum in Public Achievement
EED 326 ‐ Elementary Reading K‐6 Field Experience* (taken concurrently with EED 325/525)
SPE 481,483 ‐ Student Teaching: Elementary Special Education
SPE 485, 487 ‐ Student Teaching: Secondary Special Education
SPE 488 ‐ TPA and Student Teaching Seminar
*Field experience required as part of this course.
This program is based on an innovative internship model that allows students employed in special education classrooms
to fulfill a portion of their special education field experience requirements while they work. Students not employed in
these settings are expected to complete a significant number of volunteer hours in special education settings. All must
complete field placements or student teaching in classrooms serving these populations. Hours must be completed
across elementary, middle school, and high school. Specific information on field experience requirements is available
from the Education Department.
Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort
This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face‐to‐face and
partially online. Courses are available only to those admitted to the special education tribal cohort program.
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SPE 501 ‐ Historical and Contemporary Issues in American Indian Education
SPE 503 ‐ Assessment of American Indian Learners
SPE 504 ‐ Working with American Indian Families and Communities
SPE 505 ‐ The Manifestation of Multigenerational Trauma and Internalized Oppression
SPE 506 ‐ Indigenous Learners
SPE 507 ‐ Indigenous Methods of Instruction: Practical Application
SPE 508 ‐ Professional Issues and Development
SPE 509 ‐ Literacy Instruction for American Indian Learners with Exceptionalities
SPE 481, 483 ‐ Student Teaching: Elementary Special Education
SPE 485, 487 – Student Teaching: Secondary Special Education
EDC 591 ‐ Topics
K‐12 English as a Second Language (ESL) License
The K‐12 English as a Second Language license is available as an initial license as well as an endorsement to an existing
license. This license qualifies teachers to work with K‐12 students for whom English is a second language across a range
of subject areas. The K‐12 ESL licensure program is comprised of both undergraduate and graduate courses; up to six of
the graduate courses can apply to the completion of the MAE degree. Graduate‐level licensure coursework (500 and
above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A
pre‐requisite to program admissions is two years of high school level or one year of college level language instruction.
The K‐12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online
instruction. Classes are offered during the academic year in the weekend semester framework and during summer
session to make them accessible to working adults. This license is also offered as an undergraduate major to weekend
college students seeking a baccalaureate degree.
The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for
licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education.
EDC 200/522 ‐ Orientation to Education in an Urban Setting*
EDC 206/566 ‐ Diversity/MN American Indians
EDC 310/533 ‐ Learning and Development in an Educational Setting*
EDC 410/544 ‐ Learners with Special Needs*
EED 325/525 ‐ K‐6 Methods: Literacy*
ESE 325/525 ‐ Creating Learning Environments*
ESL 330/510 ‐ History and Structure of the English Language
ESL 340/520 ‐ ESL Literacy*
ESL 490/530 ‐ Language, Culture, and Schools
ESL 420/540 ‐ ESL Methods*
EDC 591 ‐ Topics
To complete the license, students also will need to complete the following requirements at the undergraduate level:
HPE 115 ‐ Chemical Dependency Education
EDC 220 ‐ Educational Technology
EED 326 ‐ Elementary Reading K‐6 Field Experience (taken concurrently with EED 325/525)
ESL 310 ‐ Second Language Acquisition
ESL 320 ‐ Introduction to Linguistics
ESL 410 ‐ ESL Testing and Evaluation
ESL 481, 483 ‐ Student Teaching: Elementary
ESL 485, 487 ‐ Student Teaching: Secondary
ESL 488 ‐ TPA and Student Teaching Seminar
*This course has a 20 hour field experience attached to it.
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K‐12 Reading Teacher Endorsement
The K‐12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their
knowledge and practice in the area of reading instruction and potentially provide leadership within schools and districts
in reading instruction. Candidates for this license will complete five classes that have been designed to meet the
requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill
requirements for the Master of Arts in Education degree.
The K‐12 Reading Teacher Endorsement program is offered in a hybrid format which means that courses are a mix of
face‐to‐face and online instruction. Classes are offered during summer sessions and within the weekend format during
the academic year. The endorsement program is designed to be completed within 12 months in a cohort model. Field
experiences at elementary, middle school and high school levels are required; student teaching is not required.
Required courses include:
EDC 500 ‐ Reading Leadership in the K‐12 Schools
EDC 506 ‐ Readership, Literature, and New Literacies
EDC 515 ‐ Reading Leadership: Reading Theory and Research*
EDC 535 ‐ Reading Leadership: Assessment and Instruction with Elementary Readers*
EDC 545 ‐ Reading Leadership: Assessment and Instruction with Middle and High School Readers*
*Field experience required
Student Teaching
Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the
MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at
this point and finish the degree later. Student teaching for elementary, secondary, and K‐12 initial licenses lasts 12‐14
weeks, depending on licensure scope. During that time, students work full‐time as student teachers and are supervised
by an Augsburg faculty member. Students register for eight to twelve semester credits of student teaching and a two
semester credit TPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several
times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and
Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10‐week
student teaching experience in the metro area and then complete another student teaching experience abroad.
Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in
education. Additional information is available through the Education Department.
Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a
license. For students who are working in a special education setting appropriate to the ABS license, a student teaching
placement at that site may be possible, pending district approval. Additional information is available through the
Education Department.
Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven
week placement is required for those who already hold a license. See the Education Department for more information.
Student teaching is required for the preprimary endorsement and middle school endorsements. See the Education
Department for more information.
Curriculum—Graduate Degree Completion Options
Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in
Education licensure core, with between four to seven Augsburg graduate‐level licensure courses fulfilling master’s
requirements. Students bringing fewer than seven graduate‐level licensure courses or 21 semester credits into the
degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the
required 30‐33 semester credits for the MAE degree.
To finish out the master’s degree, students will need to complete one of the following options.
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Action Research Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: a Master of
Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses
guide the student through completion of a long‐term action research project, typically conducted in the student’s
classroom and focused on a question or concern identified by the student. The research is presented at an action
research symposium and a formal written report of the research is placed in Lindell Library. The coursework for action
research is designed to be completed in two semesters; the project itself is done once the research is presented at an
action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in
which the courses are completed are available through continuing registration and require payment each term of a
campus access fee.
Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits)
This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML
elective, EDC/ML 514 Research Methods ‐ Education focus or ML 514 ‐ Research Methods and EDC 585 ‐ Leadership
Application Project. Students electing this degree completion option do so because they are interested in developing an
educational product that meets an identified need or because they are interested in conducting an independent
research project with the assistance of a faculty advisor. To be successful in this option, students must be self‐directed
and able to maintain momentum without the structure of an actual course. The goal for the project varies, depending on
the type of LAP. There are two options within the LAP.
The goal for those developing an educational product is to identify an issue or problem related to their practice, and
after researching available literature, develop a solution to the problem or issue. The solution might be developed in
the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other
appropriate educational product.
The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this
case, the investigation is through an independent research project. For those conducting independent research, it is
especially important to have a clear vision in mind for the research and have an advisor who is willing to provide
support throughout the project. Students need a research background beyond what is provided within the MAE
program to be successful with this option.
Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library.
Additional terms beyond those in which initial course registration occurs are available through continuing registration
and require payment each term of a campus access fee.
Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits)
This degree completion option focuses on the theme of the MAE degree program ‐ teacher leadership ‐ and requires a
minimum of the following four classes:
EDC 570 ‐ Teacher Leadership
EDC/ML 514 ‐ Research Methods (ML 514 can be substituted if necessary)
EDC 594 ‐ Performance Assessment Project
One ML leadership‐focused course from this list:
ML 510 ‐ Visions of Leadership (when taught with an emphasis on leadership rather than literature)
ML 531 ‐ Dynamics of Change
ML 535 ‐ Organizational Theory and Leadership
ML 540 ‐ Political Leadership: Theory and Practice
ML 545 ‐ Decision Making and Leadership
ML 565 ‐ Women and Leadership
Additional courses may also be used with approval of the MAE Director.
Students electing this degree completion option do so because they are especially interested in considering leadership
within the context of education and themselves as potential change agents. EDC 594 must be taken as the last course in
this sequence. Students finish their degree through this option with the successful completion of these four classes.
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Alternate Settings—MAE in Rochester
In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is
also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes
primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester.
Elementary education
The K‐6 elementary education license allows students to teach in grade K‐6. Augsburg College offers this license at the
graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this
license are available in Rochester.
Special education
The K‐12 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to
work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special
education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI.
All courses for these licenses are available in Rochester.
MAL Elective Courses
At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but
others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog.
ML 510 ‐ Visions of Leadership: A Historical and Literary Journey
ML 511 ‐ Creativity and the Problem‐Solving Process
ML 520 ‐ Self‐Identity, Values, and Personal Growth
ML 530 ‐ Ethics in Communication
ML 531 ‐ The Dynamics of Change
ML 545 ‐ Decision Making and Leadership
ML 550 ‐ Communication, Decision Making, and Technology
ML 560 ‐ Developing a Multicultural Perspective
ML 565 ‐ Women and Leadership
ML 599 ‐ Topics
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MAE
Admission Requirements
Students admitted into the MAE licensure and degree programs must have:
Bachelor’s degree from a regionally‐accredited four‐year institution
Cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and
degree program). Students with a cumulative grade point average of 2.5‐2.99 may be admitted conditionally into the
graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or
better Augsburg GPA.
Application Checklist
The following items must be sent to the Augsburg Office of Admissions:
Completed application form ‐ www.augsburg.edu/admissions/mae/admissions
$35 non‐refundable application fee
Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg
Official academic transcripts from all previously attended post‐secondary institutions (including colleges,
universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office.
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Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students.
Transfer Policy
Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most
courses that have not been completed in the last seven years are considered to be too old to transfer and need to be
completed as part of one’s program at Augsburg. EDC 310/533 ‐ Learning and Development, EDC 220 ‐ Education
Technology, and ESE 3XX ‐ K‐12/5‐12 Special Methods in Content Area are courses which may have a shorter acceptance
time frame. Additional information on the transfer policy is available through the Education Department.
Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the
admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content
area coursework is evaluated by the content area department. This process is initiated as part of the admissions process.
Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an
undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better
to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered.
Content area departments determine when courses are too old to be counted towards licensure.
Acceptance into the MAE Program
Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of
Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative
undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be
reconsidered when additional undergraduate coursework raises the cumulative undergraduate GPA to 2.5 or above. An
exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better.
Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure
programs.
Advising and Registration
Admitted students are able to participate in academic advising and the registration process. Typically, first‐term
registration occurs with intake advising. After the first term, students generally are able to register online through
Records and Registration. All students are assigned an Education Department advisor early in the first semester of
courses.
Academic Policies
Application to the Education Department
Once accepted to the College and the MAE program, students may take designated courses in education and content
areas. Prior to beginning the methods courses within a program, students must be admitted to the Education
Department. This admissions process is outlined in the EDC 200/522 ‐ Orientation to Education and in admissions
handbooks, which are available through the Education Department.
Academic Achievement
All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students
whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license
but are not eligible for the degree.
In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree
completion component of the MAE degree. Students who are ready to begin the degree completion component must
file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed
to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that
remain.
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Minimum Grade Policy
Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the
required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for
licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level.
Dismissal from Licensure and Degree Program
Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain
appropriate academic and teaching‐based performance standards, for gross violation of College policy, and/or for
conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures
described in the Education Department Handbook available through the Education Department. Students have the right
to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program
dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student
Guide. Students who fail to complete the license may have the option to finish the degree.
Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA or for gross
violation of College policy. Students have the right to use the College’s academic grievance procedure as they feel
necessary. The full academic grievance policy is available in the Augsburg Student Guide.
Fieldwork Requirements
Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a
service‐learning framework, providing service to the school and classroom while also providing students opportunities
for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field
experience per term. When multiple courses with field experience are taken in the same term, the requirements expand
accordingly. Students in field experiences are evaluated by their host K‐12 teachers on the basis of criteria drawn from
the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and
used in decisions regarding progress through the program and student teaching. A full description of field experience
requirements is available in the Education Department Handbook.
Readmission and Withdrawal
Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be
readmitted to the College and the MAE program, students file a Readmission form through the Registrar’s Office.
Program Costs
In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the
department, as well as liability insurance at the student rate during student teaching and the cost of a background check
for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs
above and beyond the charge for tuition.
Full‐time Faculty
Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD,
Colorado State University.
Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State
University; MEd, University of Sydney, Australia.
Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther‐Northwestern Theological
Seminary; PhD, University of Minnesota.
Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota.
Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin‐River Falls; PhD,
University of Minnesota.
Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD
University of Minnesota.
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Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University.
Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University.
Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota.
Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota.
Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State University; EdD Illinois State
University.
Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of
Minnesota.
Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College.
Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State
University; MS, Syracuse University.
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Master of Arts in Leadership
MAL Mission
The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community,
and society. Organizations seek leaders who possess: an ethically and morally responsible vision; an understanding of
how change occurs and how it can be managed; sensitivity to the complex problems of organizations and an ability to
find solutions consistent with their mission; cultural competence and sensitivity to the needs of a diverse population;
and the ability to inspire and motivate people to work toward a common goal. The Augsburg leadership development
model provides a framework through which the program recruits its students and develops their skills.
Program Overview
The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates
students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in
Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think
of as the “Augsburg difference.”
The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and
launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the
United States. The program responds to the leadership development needs of both for-profit and not-for-profit
organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to
leadership that can be applied in the workplace and society.
Leadership Development Model
The MAL program promotes leadership as a process that:
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Inspires cooperation among people who must compete for limited resources
Promotes productivity within and beyond the organization
Works toward progress for the individual and the organization
To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision,
the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined
in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of
leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual.
Learning Goals and Outcomes
The MAL program is designed to support students in developing the knowledge and skills to:
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Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings
Develop a personal understanding and philosophy of leadership
Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards
Enhance knowledge of self and the capacity to be reflective learners
Analyze and navigate increasingly complex changing environments
Formulate and articulate a shared vision in order to inspire others to achieve desired goals
MAL Courses
Each course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and
uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate,
written and oral presentations, and group activity. These techniques develop targeted leadership abilities and
understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content
areas as integrated. The program reflects the view that the world in which we operate is complex, and that dealing with
it successfully requires well-developed integrative abilities.
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Plan of Study
Accommodating the Full-Time Work Schedule
Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the
students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom
experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for
discussion and dialogue.
The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to
choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in
different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The
integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional
classroom setting.
Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort
Overview Classic Classroom Format
For more than 25 years, our classic classroom format has featured a flexible choice model that allows students to select
courses and a completion option that focus on individual goals, interests, and learning style. Students can also
determine the pace at which they move through the program. This format offers numerous electives and allows for
individualized studies. Courses are organized as seminars with the opportunity for discussion and dialogue. Some online
work is incorporated into this format.
Schedule
During the academic year, classes usually meet every other Saturday morning or afternoon for four hours. Additional
instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes meet on
Monday evenings. Students can take a combination of Saturday and Monday courses. Following this model, students can
complete four courses during the academic year and two during the summer sessions.
A sample class schedule in the classic classroom format:
Period I
Period II
Period III
Saturday
Saturday
Weekdays
8:30 am to 12 pm
1:15 pm to 4:45 pm
6 pm to 9:30 pm
Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few
courses are taught on an immersion model, which features fewer but longer sessions.
The MAL program also offers summer session courses in seven-week, fourteen-week, or special immersion formats.
Curriculum
Four core courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
Two courses related to final project
Seven electives, selected from more than 20 offerings*
*Students may petition the department to do a thesis in place of two of the elective courses.
Final Project Options for the Classic Classroom Format
For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C).
All final projects are taken on a Pass/No Credit basis.
In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a
thesis or a major leadership application project. In the Non-Thesis Option (Plan B), students must complete 11 courses,
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two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11
courses, including the comprehensive exam seminar.
Plan A: Thesis/LAP Option
Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student an opportunity to “tie together”
what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A
thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both
require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593.
For more information regarding the thesis/LAP option, refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students are given a continuation period of up to five years to complete the project. During the continuation
period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic
Programs and Policies section.
Required Courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
ML 592 - Thesis/Leadership Applied Project Consultation I
ML 593 - Thesis/Leadership Applied Project Consultation II
Plan B: Non-Thesis Option
One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in
conjunction with ML 580. The second paper will be written while enrolled in ML 597 - Non-Thesis Independent Project.
The independent research projects approved each year will be presented in an annual colloquium.
For more information regarding the non-thesis option, refer to the Thesis/LAP and Non-Thesis Project Guidelines
booklet. Students are given a continuation period of up to five years to complete the project. During the continuation
period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic
Programs and Policies section.
Required Courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
ML 580 - Colloquium on Contemporary Theories of Leadership
ML 597 - Non-Thesis Independent Project
Plan C: Comprehensive Exam Seminar
The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a comprehensive
exam seminar (ML 589). This course must be taken as the last course in the program. This course is taken on a Pass/No
Credit basis, and when the course and the oral, written, and take-home examinations are successfully completed, the
program requirements are satisfied.
Required Courses:
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 514 - Research Methods
ML 580 - Colloquium on Contemporary Theories of Leadership
ML 589 - Comprehensive Exam Seminar
Elective courses for ALL Classic Classroom options
The MAL program requires that seven elective courses be selected from the following course list. All courses are 3
semester credits:
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ML 511 - Creativity and the Problem-Solving Process
ML 520 - Self-Identity, Values, and Personal Growth
ML 527 - Spirituality and Leadership in the Workplace
ML 530 - Ethics in Communication
ML 531 - The Dynamics of Change
ML 535 - Organization Theory and Leadership
ML 536 - Facilitating Organizational Change
ML 538 - Communication Skills for Leadership
ML 539 - Communicating a Self in the Modern Organization
ML 540 - Political Leadership: Theory and Practice
ML 545 - Decision Making and Leadership
ML 548 - Coaching and Consulting
ML 550 - Communication, Decision Making, and Technology
ML 553 - Design and Leadership
ML 557 - Language of Leadership
ML 560 - Developing a Multicultural Perspective
ML 563 - Leadership in a Global Society
ML 565 - Women and Leadership
ML 570 - Negotiation: Theory and Practice
ML 574 - Strategic Leadership
ML 575 - Constructive Conflict Resolution
ML 576 - Leading Innovation
ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience
ML 580 - Colloquium on Contemporary Theories of Leadership (elective for Plan A)
ML 598 - Independent Study
ML 599 - Topics
Overview of Integrated Hybrid Cohort Format
A combination of online, classroom, and experiential learning
The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online
coursework. Students complete the program with a cohort of peers representing many different perspectives. Students
learn from each other and build relationships that will provide support throughout the program and a valuable network
for the future.
Schedule
After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April
(fall and spring semesters) and mid-May through mid-August (two summer terms). Coursework will be online and
supported by three on-campus class sessions per term.
Curriculum
ML 510 - Visions of Leadership: A Historical and Literary Journey
ML 512 - Responsible Leadership for the 21st Century (Intensive)
ML 514 - Research Methods
ML 520 - Self-Identity, Values, and Personal Growth
ML 523 - Leading Authentically
ML 553 - Design and Leadership
ML 563 - Leadership in a Global Society
ML 574 - Strategic Leadership
ML 580 - Colloquium of Contemporary Theories of Leadership
ML 588 - Final Project Seminar: Action Research
ML 599 - Topics
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In addition, a sequenced list of electives is prepared for each cohort. In the cohort program, students complete 11
courses, including an action research final project seminar (Plan D).
Final Project for the Integrated Hybrid Cohort Format: Plan D
The Integrated Hybrid Cohort format includes a final seminar in which each student prepares an action research project
during the course of one term (Plan D). Plan D is comparable to Plan B and requires both ML 514 - Research Methods
and ML 580 - Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar:
Action Research. ML 588 is taken on a Pass/No Credit basis.
Certificate in Leadership Studies
The certificate program is an attractive option for people who want to develop their leadership skills without
undertaking a full degree program. A certificate is awarded after completion of five Augsburg MAL courses in leadership.
Students pursuing this option take ML 510 - Visions of Leadership and four additional electives. The normal application
process is used for students who wish to pursue the certificate.
Joint BA in Accounting and Master of Arts in Leadership
A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who
wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion
of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the
150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a
weekend schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year
and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an
Accounting advisor to create an effective plan for successful completion of the five-year program.
General Requirements for the Accounting/MAL Program
Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of
their junior year. The application process includes submission of:
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Completed application form
Three letters of recommendation (two from professors and one from an employer)
Personal statement
Example of their writing in an academic paper
GPA of at least 3.30
Interview with a three-person panel from the MAL program
Students must also have faculty endorsement from the Accounting program. Students must complete at least one year
of accounting work experience (either a job or internship) by the time they graduate from the MAL program.
Program Coordinator: Professor Stu Stoller.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the Master of Arts in Leadership Program
Admission Requirements
Applicants to the program must have:
• Bachelor’s degree from a regionally-accredited, four-year college or university
• Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of
3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the
minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis.
• Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a
position of leadership or position demonstrating leadership potential.
• Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible.
• Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, winter, and spring
terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s:
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Previous college record
Letters of recommendation
Experience and organizational background
Written statement
Interview, if requested
Application Checklist
The following materials must be submitted to the Office of Admissions:
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Completed application form
$35 non-refundable application fee
A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations
Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style
and leadership potential
• Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s)
conferred
• Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any.
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members.
For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or
www.augsburg.edu/grad.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outline in Admission of International Students in the Graduate Admissions section.
Academic Policies
Academic Evaluation
Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being
graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two
courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5
can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any
course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit.
In order to graduate a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects
must be successfully completed. A student registered for the final projects (ML 588, ML 589, ML 592, ML 593, or ML
597) may be permitted to participate in commencement but will not receive a diploma until all courses and projects are
successfully completed.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be
placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a
student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition
successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student
to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from
the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for
behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide).
Dismissal would occur only after established procedures were followed.
MAL Program Enrollment Policy
Students normally take either one or two courses per semester. Enrolling in two courses per semester and one or two
courses in summer sessions enables a student to complete the coursework in the program within two years.
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Students who are away from classes for one year or longer must complete an Application for Readmission and submit it
to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of
the program director, be required to take additional courses to refresh their understanding of the field.
Accreditation and Affiliation
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and
Memberships section.
MAL Faculty
Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin.
John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD,
Columbia University.
Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota.
Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice President Human
Resources, TrueStone Financial.
Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of
Minnesota.
Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President
and Advanced Practitioner, Erickson Mediation Institute.
Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological
Seminary; MA, PhD, University of Notre Dame.
Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg College. Vice President and Special Accounts
Consultant, Wells Fargo Bank N.A.
Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education and MED in Training
and Organization Development, University of Minnesota; MA, PhD, Fielding Graduate University. President of
Leadership Resources Consulting.
David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of
Minnesota.
Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS,
Iowa State University; MS, Illinois State University; EdD, West Virginia University.
Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University of Minnesota.
President, Lokkesmoe Consulting, LLC.
Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD,
University of St. Thomas. Chair, Department of Organizational Management, Concordia University.
Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University;
President and Advanced Practitioner, Erickson Mediation Institute, Mpls.
Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of
Oregon; PhD, University of Minnesota.
Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for
Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana
University.
Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University.
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John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of
Texas-Austin.
Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota.
Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the
MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University.
Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota.
Vice President and Practice Area Leader, MDA Leadership Consulting Inc.
Staff
Patty Park, Program Coordinator. BA, University of Minnesota; MA, Augsburg College.
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Master of Arts in Nursing and Doctor of Nursing Practice
Welcome to graduate nursing education at Augsburg College. Our classes are a dynamic mix of cultures, spiritual
traditions, and life-ways. It is exciting for us to offer experienced nurses transforming educational opportunities and
engaging transcultural encounters that expand their career choices and advance nursing practice.
The increasing diversity of our population today challenges all of us to respond to health care needs with creativity and
competence in a variety of emerging care settings. The Master of Arts in Nursing program is designed to prepare nurses
for those evolving contexts of care. Students can choose between two tracks of study: Transcultural Nursing and
Transformational Nursing Leadership. Each track of study emphasizes leadership skills, inter-professional collaboration
and ways to serve persons in a variety of diverse contexts.
The post-master’s Doctor of Nursing Practice (DNP) program builds on the MAN and prepares nurses for innovative
health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing
foundation, the DNP curriculum embraces integrative health care and holistic nursing practice to maximize health for
individuals and communities. Students design their own scholarly paths defined by their unique gifts, interests, and
practice goals. Throughout the DNP program there are a range of opportunities for collaboration across cultures, socio
economic strata and care systems.
The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner track of study prepares nurses for
advanced nursing leadership and integrative primary care of families across cultures and care settings. Drawing on a
transcultural nursing foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing practice.
Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve
human potential. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while
addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous
practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices,
transformational leadership, and health assessment.
Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in
Rochester, MN, where our branch campus is located. Video conferencing and online assignments are used for some of
the classes, however, our students and faculty are committed to driving from one site to the other at least once during
each semester to be physically present and together. Building relationships is important to us. Program faculty and staff
are available at both sites and eager to assist students.
Cheryl J. Leuning
Chair, Department of Nursing
Director, Master of Arts in Nursing Program
and Doctor of Nursing Practice Program
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Master of Arts in Nursing
Mission
The Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural
nursing practice across care settings with particular emphasis on addressing health inequities. Students select from two
tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to
assume a wide variety of roles and responsibilities throughout the health care system and in emerging care settings in
communities.
Curriculum
The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students
enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and
are integrated throughout the program. Each semester credit of a practicum is equal to 45 clock hours of practice.
Students select a track of study when applying to the program, however, this is not essential until after one’s first
semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time
to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time.
Nursing Core (15 semester credits)
The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with
curricular emphasis on nursing science, art, and theory to guide practice.
Nursing Core Courses:
NUR 500 - Transcultural Health Care
NUR 500P - Practicum: Transcultural Health Care
NUR 541 - Politics of Health
NUR 541P - Practicum: Politics of Health Care
NUR 505 - Theoretical Foundations for Advanced Nursing Practice
NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing
NUR 520 - Research Methods in Nursing
Transformational Nursing Leadership Track (18 semester credits)
The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze,
articulate, and develop effective strategies to cope with high level health care disparities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging
care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply
knowledge and gain experience partnering with diverse care providers, populations, and communities to address health
inequities in creative and relevant ways.
Transformational Nursing Leadership Courses:
NUR 501 - Transcultural Care Systems
NUR 501P - Practicum: Transcultural Care Systems
NUR 521 - Transformational Nursing Leadership
NUR 521P - Practicum: Transformational Nursing Leadership
NUR 523 - Theory, Practice and Research Seminar
NUR 523P - Practicum: Theory, Practice and Research Seminar
NUR 525 - Graduate Field Project
NUR 525P - Practicum: Graduate Field Project
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Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the
American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural
Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing.
Graduate Field Project in Transformational Nursing Leadership
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development
and articulation of a final field project focused on transformational leadership. Students present their final projects in
NUR 525.
Transcultural Nursing Across Care Settings Track (18 semester credits)
The Transcultural Nursing track in the Master of Arts in Nursing program was designed to prepare nurses for advanced
practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are
underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich
alternative learning opportunities for graduate students locally and internationally.
Transcultural Nursing Courses:
NUR 532 - Transcultural Healing Practices and Self Care
NUR 532P – Practicum: Transcultural Healing Practices and Self Care
NUR 530 - The Power of Ritual and Ceremony for Healing
NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing
NUR 523 - Theory, Practice and Research Seminar
NUR 523P – Practicum: Theory, Practice and Research Seminar
NUR 525 - Graduate Field Project
NUR 525P - Graduate Field Project
Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the
Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing and
certification in Holistic Nursing through the American Holistic Nurses Credentialing Corporation (AHNCC)
(www.ahncc.org/).
Graduate Field Project in Transcultural Nursing
Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone
of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development
and articulation of a final field project focused on transcultural nursing. Students present their final projects in NUR 525.
Practica
Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester
credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Practica
are generally semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which
the practica occur. Some practica are student directed. In all practica, students are encouraged to immerse themselves
in practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the
program is on cultural diversity and health inequities across health care settings. Practica focusing on experiential
learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of
organizational dynamics and change through a complexity science paradigm.
Augsburg Central Health Commons & the Inner City
A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided
by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health
Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and
communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural
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contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect,
relationship, and collaboration that connects health and hope for all participants. Health Commons partners include
Central Lutheran Church in downtown Minneapolis, Fairview Health Services, and the East Africa Health Project.
Study Abroad and Away
The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging
care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in
developing and facilitating study abroad opportunities in Guatemala and Mexico.
Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia, the Pine Ridge
Retreat Center, in Pine Ridge, SD, and a variety of cultural guides and local practitioners throughout England. A detailed
listing of practica and immersion experiences abroad and away can be found at the nursing website
(www.augsburg.edu/nursing).
For a complete list of courses and descriptions, see the Course Description Search.
Admission Requirements
Decisions about admission to the program will be made by the Graduate Admissions Committee on an individual basis.
Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September) and
spring (January) semesters.
Selection of candidates will be made on the basis of an evaluation of the following items:
• An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science
degree in nursing in addition to a non-nursing bachelor’s degree
• A cumulative GPA of 3.0 in all previous college coursework
• Experience as a registered nurse
• Three letters of recommendation
• A current, unencumbered nursing license
• All required immunizations
• Transcripts from all colleges and universities attended
• A Criminal Background check
• A college level statistics course within the last 7 years is required for progression in the program, but is not
necessary for admission
• A written statement describing professional and educational goals
The following items must be sent to the Office of Admissions:
•
•
•
•
Completed application form—www.augsburg.edu/ma_nursing
$35 non-refundable application fee
A 2-3 page typed statement describing the applicant’s professional and educational goals
Three letters of recommendation (in English) addressing the applicant’s character and ability for graduate study.
(Two of these recommendations must be from professional colleagues)
• Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, and required immunizations
• Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any
degree(s) conferred
An interview with graduate program faculty and/or staff members may be requested.
Admission as an International Student
International applicants must submit the required application materials listed above. For more information, refer to the
additional requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a
4.0 point scale. See detailed information in the Academic Programs and Policies
51
Attendance Policy
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual
syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students
must prepare to drive to class at least once per term.
Academic Probation and Dismissal Policies
Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0
average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the
student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to
continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less
is received, the student may be dismissed from the program.
Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy as
published in the Student Guide. Dismissal would occur only after established procedures were followed.
Credit for Prior Education
Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be
evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from
regionally accredited colleges and universities, whose course content is comparable to course content in the Master of
Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit.
Schedules for Classes
Master’s classes are scheduled in a hybrid format combining in-class and web-based components to meet the needs of
working adults. Most classes meet 6 times per semester for 5 hour periods. Video conferencing is used to connect
students in Rochester, MN, with students in Minneapolis. Some driving for class is required, as students from Rochester
will travel to Minneapolis one time per term and students from Minneapolis will travel to Rochester one time per term.
If weather is inclement, video conferencing is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave
SE, Rochester, MN.
Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses.
Accreditation and Affiliations
The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals,
and Memberships section.
Department of Nursing Faculty
Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College; DNP, Augsburg
College.
Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College; DNP,
Augsburg College.
Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College.
Ruth Enestvedt, Assistant Professor of Nursing, BA, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg
College; DNP, Augsburg College.
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Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire, Durham, NH; Nursing Major, College of
St. Teresa, Winona, MN; MA, St. Mary’s College, Minneapolis, MN; MS, University of MN; PhD, University of
Colorado.
Kaija Freborg Sivongsay, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MA, Augsburg College;
DNP, Augsburg College.
Lisa Van Getson, Assistant Professor of Nursing, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University,
St. Paul, MN; MAN, FNP, Winona State University; DNP; Augsburg College.
Staff
Sharon Wade, Program Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
53
Doctor of Nursing Practice – Transcultural Leadership
The post-Master’s Doctor of Nursing Practice program prepares nurses for innovative health leadership and advanced
nursing practice at local and system-wide levels. Drawing on a transcultural nursing foundation, the DNP curriculum
embraces integrative healthcare and holistic nursing practice. Emphasis is placed on maximizing health within
populations and communities through peaceful, just and collaborative actions across care settings and cultures, focusing
on eliminating health inequities locally and globally. As a post-master’s program, the DNP builds upon the strengths of
the Master of Arts in Nursing (MAN) program and prepares nurses for advanced leadership and practice roles in
Transcultural Nursing (TCN) and Holistic Nursing.
Program Goals
Graduates of the Doctor of Nursing Practice program are prepared to:
• Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities
• Challenge conventional knowledge about illness through an ecological approach to social determinants of health
• Lead change through building coalitions with marginalized people that are based on mutuality and common cause
Program Structure
The program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term. Most
students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar each semester.
As a part-time student, completion of the program is expected to take 32 months, including completion of the capstone
project.
The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and
seminars, with a capstone project completing the degree. As a practice doctorate, the emphasis is on building leadership
and practice skills in knowledge application among diverse population groups. The goal is to improve health and
decrease health inequities that lead to unnecessary morbidity and mortality in communities.
Didactic
A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester
credits. Courses are taught in an immersion model two days a month—eight hours of class time the first day and four
hours the subsequent morning, followed by an afternoon seminar.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus. Video conferencing is used for some
of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per
semester. If weather is inclement, video conferencing is used.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty.
In a 15-week semester, practicum hours are computed as follows:
• 1 semester credit hour = 45 clock hours of practicum time per semester
• 2 semester credit hours = 90 clock hours of practicum time per semester
• 3 semester credit hours = 135 clock hours of practicum time per semester
To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs.
Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As
such, all students will register for at least nine semester credits of practica.
54
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of
the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which
they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for
the DNP degree. As such, students enroll in 6 semester credits during the DNP program - a seminar every term until
completion.
Final DNP Capstone Project
Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and
communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for
presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in
synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care.
Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue
throughout. This scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP
Applicants to the Doctor of Nursing Practice program must have:
•
•
•
•
•
•
An earned master’s degree in nursing from a regionally-accredited institution
A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program
A current unencumbered RN license to practice in the US.
Evidence of a completed graduate research course
Evidence of up-to-date immunizations
Satisfactory results of a certified federal criminal background check
Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on
the basis of an evaluation of the following items for each applicant:
• A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner
• Official transcripts from all colleges and universities attended (Applicants with a college or university degree
completed outside of the United States must submit an official evaluation from World Educational Services.)
• Three professional references
• An interview with program faculty
The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who
share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org/) to
forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are
verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible
120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). See Graduate
Admissions for more information.
55
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
Department of Nursing Faculty
Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, DNP, Augsburg College.
Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, DNP, Augsburg College.
Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor. ADN, Rochester Community Technical College; BSN, MA, DNP, Augsburg College.
Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College
Graduate Center; MS, University of Minnesota; PhD, University of Colorado.
Kaija Freborg Sivongsay, Assistant Professor. BSN, University of Wisconsin - Eau Claire; MA, DNP, Augsburg College.
Lisa Van Getson, Assistant Professor, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University; MAN, FNP,
Winona State University; DNP; Augsburg College.
Staff
Sharon Wade, Program Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
56
Doctor of Nursing Practice/Family Nurse Practitioner
The post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing
leadership and integrative primary care of families across cultures and care settings. Drawing on a transcultural nursing
foundation, the DNP curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is on
eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential.
The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health
needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the
critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership,
and health assessment.
Program Goals
Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:
• Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among
populations and communities.
• Challenge conventional knowledge about illness through an ecological approach to social determinants of health.
• Lead change through building coalitions with marginalized people that are based on mutuality and common cause.
• Provide primary care to persons, families and communities with particular consideration for those who are
underserved and/or marginalized by dominant societal structures.
Program Structure
The program is structured to admit students beginning each fall semester. Students may take courses on a part-time or
full-time basis during the completion of their Masters of Nursing or Doctor of Nursing Practice courses. Full-time study
is required during the didactic and clinical courses in the FNP course sequence during the last two years of the program.
Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse
Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester
credit hours, including 57 didactic credit hours and 23 practicum credit hours.
Didactic
A total of 19 didactic courses (57 semester credits) constitute the DNP/FNP program. Didactic classes, structured
practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs.
Master level classes (NUR 500 level courses) consist of six classes a semester - five hours of class time, in addition to
taking a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level), are taught in
an immersion model two days a month – eight hours of class time for the first day and four hours the subsequent
morning, followed by an afternoon seminar. The FNP courses (final two years of study) are offered on Mondays twice a
month for six to eight hours of class time. Web-based assignments are integrated into all classes through Moodle.
Summer meeting schedules will be more condensed. Community practicum experiences may be scheduled during the
class meeting days as well. Additionally, some courses may be taught in an immersion format, where students and
faculty are “immersed” in a unique socio-cultural context and course content and a set number of practicum hours are
condensed into seven to fourteen days.
Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s
classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at
Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus. Video conferencing is used for some
of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per
semester. If weather is inclement, video conferencing is used.
Practica
Practica are organized to give flexibility and individual choice to students to support their increasing independence and
depth of practice experience at the doctoral level. Students select practicum experiences that are either structured
57
immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed
experiences mentored by nursing faculty. FNP clinical sites will be arranged by clinical faculty.
In a 15-week semester, practicum hours are computed as follows:
• 1 semester credit hour = 45 clock hours of practicum time per semester
• 2 semester credit hours = 90 clock hours of practicum time per semester
• 3 semester credit hours = 135 clock hours of practicum time per semester
To earn the DNP/FNP, students must complete a total of 1,035 practicum hours. Students will be allowed to transfer up
to 400 practicum hours from their master’s in nursing. To complete the DNP/FNP, students must complete 630 practica
hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health). As such,
all students will register for at least 23 semester credits of practica.
Seminars
Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice
interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the
DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the
DNP degree.
Final DNP/FNP Capstone Project
Final DNP/FNP capstone projects must make a significant impact on nursing practice and health outcomes of
populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be
suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate
leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts
of care. Students should begin working on their DNP/FNP capstone projects in the early stages of the program and
continue throughout. This scholarly project is planned in collaboration with a major faculty advisor.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to the DNP/FNP
• A completed application form and payment of application fee ($50 fee waived if apply on-line).
• An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice
(DNP), from a nationally accredited institution and a nationally accredited nursing program.
• A non-refundable check or money order for $950 to be used to hold a place in the DNP/FNP program if accepted. If
not accepted the check or money order will be returned. If accepted the $950 will be applied to the orientation
practicum.
• A minimum of three years active and current clinical practice as a Registered Nurse.
• Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be
required for clinical rotations.
• Official transcripts from all colleges and universities attended (Applicants with a college or university degree
completed outside of the United States must submit an official evaluation from World Educational Services. All costs
related to document translations and evaluations are applicants’ responsibility.
• GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous master’s in nursing program or
DNP program.
• Three professional letters of recommendation.
• A 2-page professional essay responding to the following: Explain why transcultural, holistic and integrative health
education as a Doctorate of Nursing Practice/Family Nurse Practitioner is important in shaping the future of
healthcare.
• Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing
program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a
nationally accredited master’s in nursing program.)
• A current Curriculum Vitae.
• Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before
enrolling in the Nursing Research course & associated practicum.
58
•
•
•
•
Evidence of up to date immunizations per Department/College requirements
A valid passport or proof of application submitted.
Evidence of HIPAA training within the last 2 years.
Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter;
additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc.
• Applicants whose first language is not English, must submit evidence of earning a minimum score of 95 out of a
possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL).
• Successful personal interview with Augsburg Nursing Faculty.
The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members
that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an
applicant will be admitted to the program.
The above Admission Criteria are current as of June 2013 and are subject to change.
Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the
World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org/) to
forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are
verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure
Examination (NCLEX).
Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed
the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students.
Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible
120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). See Graduate
Admissions for more information.
Accreditation
The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which
has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is
accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
Department of Nursing Faculty
Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, DNP, Augsburg College.
Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, DNP, Augsburg College.
Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College.
Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota.
Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA,
Augustana College; MS, University of Minnesota; PhD, University of Utah.
Joyce Miller, Assistant Professor. ADN, Rochester Community Technical College; BSN, MA, DNP, Augsburg College.
Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College
Graduate Center; MS, University of Minnesota; PhD, University of Colorado.
Kaija Freborg Sivongsay, Assistant Professor. BSN, University of Wisconsin - Eau Claire; MA, DNP, Augsburg College.
Lisa Van Getson, Assistant Professor, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University; MAN, FNP,
Winona State University; DNP; Augsburg College.
59
Staff
Sharon Wade, Program Coordinator, BA, Augsburg College.
Linden Gawboy, Administrative Assistant
60
Master of Business Administration
Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and
intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and
knowledge designed to increase your ability to think, analyze and act. The Augsburg MBA provides students a unique
opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum
integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values,
purpose, and vocation.
The Augsburg MBA is a proven accelerated program focusing on practical skills, knowledge, and teamwork; while built
on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include
enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their
classmates to bring a new and expanded focus through guided reflection and examination.
Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive
engagement with their community and associates. We invite you to become part of a growing community of Augsburg
MBA alumni.
Bruce E. Batten, Ph.D.
Director, Master of Business Administration Program
MBA Mission
To prepare students for professional careers in business by developing their decision-making skills, critical thinking and
by transforming them into effective managers and leaders in service to others. The program aspires to provide an
outstanding student-centered education that produces graduates who are critically astute, technically proficient, and
who understand the moral and ethical consequences of their decisions on their organization and on the world.
Accreditation
The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs
(ACBSP).
Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a
complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals,
and Memberships section.
MBA Program Overview
Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and
courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in
organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the
ability to think critically and ethically as they face the increased challenges of a global business environment. Quality,
individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually
improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The
Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals.
Plan of Study
The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in
approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined
schedule with classes meeting one night a week.
Students in a cohort program model stay together as a group through the sequence of classes for the duration of the
program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning
community where students learn from each another, mentor each other, and peer coach. You’ll share diverse
professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations,
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both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths,
build your skills, expand your business acumen, and improve your decision‐making. Together as a community you’ll build
personal, social, and academic abilities.
Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the
opportunities for learning. The personal connections and relationships you build with fellow students and faculty will
extend into an important and valuable network as you take your career to new levels.
Program Requirements
The Augsburg MBA requires 39 semester credits for degree completion, consisting of 12 required courses and two
elective courses. All Augsburg MBA courses are three semester credits. Each course consists of 28‐32 hours of in‐class
instruction and 5 ½ ‐ 9 ½ hours of online instruction through our web‐based electronic course management system.
Specialized Plan of Study
The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration
that matches their interests and career goals. An Augsburg MBA with a concentration consists of 11 required MBA
courses and 3 additional courses that focus on a specific area of interest.
Academic Calendar
The Augsburg MBA is designed as a year‐round program. Courses are offered during fall and spring semesters as well as
a summer session. Courses are offered consecutively during each term so students are able to concentrate on one
subject at a time. The program is designed to have students take at least two courses per term.
Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique
cohort model of the Augsburg MBA requires individual calendars for each cohort, which is provided by the MBA
department.
The Faculty‐Led International Experience
Each year, all current MBA students will be offered the opportunity to participate in a faculty‐led international
experience. This trip is taken in conjunction with either of these courses: MBA 565 ‐ Managing in a Global Environment
or MBA 595 ‐ Strategic Management. Students will travel as a group to an international location, visit businesses,
participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student
should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a
minimum, trips normally include tuition (for the course selected), airfare, lodging, and travel in‐country, as well as some
meals.
The Augsburg MBA
The 12 required courses of the general Augsburg MBA are as follows:
MBA 510 ‐ Applied Managerial Economics
MBA 520 ‐ Accounting for Business Managers
MBA 530 ‐ Managerial Finance
MBA 540 ‐ Business and Professional Ethics
MBA 545 ‐ Organization Behavior
MBA 550 ‐ Marketing Management
MBA 565 ‐ Managing in a Global Environment
MBA 570 ‐ Quantitative Decision‐Making for Managers
MBA 592 ‐ Leadership: Ethics, Service, and Transformation
MBA 595 ‐ Strategic Management
MBA 581 ‐ Management Consulting Project I
MBA 582 ‐ Management Consulting Project II
Two Elective Courses that may selected from a pool of courses in the areas of finance, management, marketing,
international business, or health care.
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Graduate Concentrations and Certificates
MBA with a concentration
The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including the 12
required courses listed above and three required concentration courses. Concentrations may include: finance,
management, marketing, international business, or health care. A concentration may allow students to become
competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or
accreditation. Availability of concentration courses is dependent on student interest.
Finance Concentration
MBC 532 - Investment Theory and Portfolio Management
MBC 535 - International Finance
MBA 599 - Special Topics: Finance Project
Management Concentration
MBA 596 - Managing Innovation
MBA 576 - Project Management
MBA 599 - Special Topics: Operations
Marketing Concentration
MBA 599 - Special Topics: Marketing Research
MBA 599 - Special Topics: Strategies in E-Marketing
MBC 552 - Marketing Communications
International Business Concentration
MBA 599 - Special Topics: Strategies in Global Marketing
MBA 599 - Special Topics: International Logistics
MBA 599 - Special Topics: Feasibility Project
Health Care Management Concentration
MBC 547 - Human Resource Issues in Health Care
MBC 537 - Health Care Financing
MBA 593 - Health Care Operations Management
Social Entrepreneurship Certificate
The Social Entrepreneurship Certificate will expose students to the skills, knowledge, and perspectives necessary to
pursue social impact entrepreneurially, effectively, and pragmatically. The program has been designed to serve those
students who aspire at some point in their lives to be social entrepreneurs, executives in social-purpose organizations,
philanthropists, board members, or leading volunteers in their communities and the social sector. The certificate
program will also appeal to students interested in incorporating strategies for social impact into their business and
entrepreneurial careers.
Students wishing to earn a Graduate Certificate in Social Entrepreneurship will complete five graduate-level courses.
Courses include some that focus on the use of business/entrepreneurial skills for social impact in different contexts;
others that focus on skills and knowledge from the MBA, Masters in Social Work or Master of Arts in Leadership that are
particularly relevant for the effective pursuit of social impact; others that focus on field or industry-specific knowledge;
and others that provide opportunities for students to gain practical experience in the social sector.
Two Social Entrepreneurship Courses (required):
MBA 583 – Social Entrepreneurship I: Execution, Planning and Strategy for Social Innovation-based Ventures
MBA 584 - Social Entrepreneurship II: Advanced Topics and Practice in Social Entrepreneurship
or MBA 581, 582 - Management Consulting Project I, II
MBA 599 - Special Topics: Non-Profit Finance, Funding and Enterprise
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Two Electives from the following courses:
MBA Focus:
MBA 592 – Leadership: Ethics, Vision and Transformation
MBA 545 – Organizational Behavior
MBA 550 – Marketing Management
MBA 595 – Strategic Management
(or other director approved electives)
MSW/MBA Dual Degree
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands
the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to
MSW students who elect the Multicultural Macro Practice (MCMP) concentration.
MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15
months of MBA courses. For more information regarding the Multicultural Macro Practice (MCMP) coursework required
for the MSW/MBA dual degree, refer to the Master of Social Work section in this catalog. MSW students who graduated
after June 2002 are required to complete the following eight MBA courses:
MBA 510 - Applied Managerial Economics
MBA 520 - Accounting for Business Managers
MBA 530 - Managerial Finance
MBA 545 - Organizational Behavior
MBA 550 - Marketing Management
MBA 560 - Communication Issues in Management
MBA 575 - Strategic Technology
MBA 595 - Strategic Management
MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA
courses listed above as well as MBA 592 - Leadership: Ethics, Service, and Transformation.
MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW
and MBA programs.
Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under
each individual program.
NOTE: Admission to one program does not guarantee admission to the other.
For a complete list of courses and descriptions, see the Course Description Search.
Locations and Schedules
MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown
Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year: September, January, and
May.
Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For
more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101.
Admission to the Augsburg MBA Program
Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA
program staff, Business Administration Department faculty, and Office of Admissions staff.
Admission Requirements
Applicants to the MBA program must have:
•
Bachelor’s degree from a regionally-accredited four-year institution
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• Minimum of two years of relevant work experience
• Personal interview with the MBA program director
Admission checklist
The following materials must be submitted to the Office of Admissions:
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•
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•
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Completed application—Apply online at www.augsburg.edu/mba/
$35 application fee
Two personal statements
Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions
Current résumé of work history
Two confidential letters of recommendation
Official GMAT score report (school code 6014)—not required for certificate applicants or completion of the
Individual Learning Profile (ILP)
For information about the ILP, contact the Graduate Admission Department.
Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a Transfer Student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 18 semester credits in transfer. (See Evaluation of Transfer Credit in Academic
Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their
MBA degree from Augsburg College. All students must complete the Management Consulting project, (MBA 581/2) to
graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted.
GMAT Alternative Option; The Individual Learning Profile (ILP)
Applicants to the MBA program who have not taken the GMAT may instead elect to complete the Individual Learning
Profile (ILP) assessment. This option consists of two parts; an analysis of the applicants quantitative skills and a writing
assessment. Both portions of the assessment are taken online, and the quantitative skills evaluation also offers the
student interactive remedial instruction. The ILP is normally completed as part of the application process, prior to
admittance.
GMAT Waiver Policy
As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and
critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate’s
opportunity for success as well as to indicate areas where remedial work may be necessary. However, the Admissions
Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not
automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions
Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a
GMAT waiver.
Eligibility for GMAT Waivers
GMAT waivers may be offered to:
• Candidates with an appropriate and current GRE score.
• Candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline
(such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited
institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the
equivalent of a B average under the system used by that institution). Students should have completed at least four
academic courses within this curriculum to qualify. It is important to note that employment history and current
assignment will be reviewed in addition to the degree requirement.
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• Candidates who hold the following graduate degrees from an accredited college or university with an overall grade
point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.)
• Medical or dental degree (MD, DDS)
• Master’s or doctoral degree in an academic discipline that included a significant quantitative, engineering,
mathematics, or statistics component or involved research requiring significant quantitative skills.
• Any other quantitatively-based graduate degree from an accredited college or university that the Admissions
Committee believes has highly prepared the candidate for rigorous graduate-level work
• Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by
academic institutions outside the US. These will be evaluated by the Admissions Committee. (See grade requirement
above)
• Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA
programs.
• Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a
period greater than five years, the waiver may not be granted.
GMAT Waiver Checklist
Submit the following documentation to the associate director of the MBA program:
One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver
Copies of transcripts for all work completed at any college or university, whether or not a degree was granted
(unless previously submitted to the Office of Admissions)
Current résumé (unless previously submitted to the Office of Admissions)
Any other information that you wish to submit to support your request.
Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or
the waiver policy, contact either the Office of Admissions or the MBA program office.
Academic Policies
MBA Program Enrollment Policy
Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments
or modifications to the MBA schedule require the approval of the MBA program director.
All students are required to complete all components of the program within five years of matriculation. Extensions
beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for
more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be
granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an
Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of
absence will not count toward the five-year deadline for degree completion.
Academic Evaluation
Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For
complete information, see Academic Programs and Policies.
Withdrawal from Class
For information regarding the last date on which students may withdraw from a class and receive a “W” on their
records, refer to the academic calendar at www.augsburg.edu/registrar/.
Attendance Policies
Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA
students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may
interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the
problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must
discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for
the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture
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content, or other materials. Faculty members may assign appropriate independent work to insure that the student
understands the material covered during the class session.
If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a
single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final
project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the
faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from
the course. More than two absences, excused or unexcused, require that a student withdraw from the class.
Degree Requirements
To be conferred the MBA degree, students must achieve the following:
• Successful completion of all admission conditions
• Successful completion of MBA courses (2.5 or above)
• No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the
completion of the program
• Successful completion and submission of the management consulting project (capstone)
Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree.
MBA Faculty
William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University;
MBA, Boston University.
Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of
Virginia.
Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois.
David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s
University of Minnesota.
George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International
Studies, University of St.Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development,
University of St Thomas.
Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois.
Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute.
Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA,
Argosy University.
Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business Administration. BA, MA,
Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow.
David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard
University.
Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University.
Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of
Utah.
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Master of Fine Arts in Creative Writing
MFA Mission
The Master of Fine Arts in Creative Writing is a two-year, low-residency program designed as a vibrant literary
community for writers who wish to deepen and broaden their artistic sensibilities, discover a close-knit cadre of fellow
writers, enjoy individual attention from an accomplished and forward-thinking faculty, and prepare themselves for the
future of creative writing.
Program Overview
Summer Residencies
The Augsburg Low-Residency MFA includes 10-day summer residencies on the Augsburg campus in Minneapolis,
offering daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching,
editing, publishing, book arts, marketing, translation, and adaptation. The full degree program includes three summer
residencies, featuring visits by distinguished writers in each genre as well as editors, agents, publishers, and literary
entrepreneurs.
Fall and Spring Semesters
Residencies are followed by two off-campus semesters of work with faculty mentors in virtual classrooms that make use
of online and other technologies. Each semester, MFA candidates enroll in one Mentorship section and one section of
Critical and Creative Reading. Although MFA learning objectives call for demonstrated expertise in at least one genre by
graduation, twenty-first century writers compose their work in an environment in which genre has permeable
boundaries and lines between genres are often erased. With this in mind, cross-genre work will be encouraged, with
students working in a genre other than the declared specialty, usually during the second off-campus semester.
Semester Mentorships
The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and
study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as
a writer.
Critical and Creative Reading in an Online Classroom
This is a reading-as-writers course that provides an opportunity to work with your professor and a community of peers,
considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include
online discussion boards, Skype or video chats, and teleconferences with mentors and fellow learners. The online
classroom offers an opportunity to continue conversations begun during the residency with members of the MFA
community.
Genres
Genres include Fiction, Creative Nonfiction, Poetry and Screenwriting.
Coming in 2014-15
Playwriting as a fifth genre. The program will also launch concentrations in teaching, translation, and publishing in 2014.
Concentrations require additional coursework. With the program director’s consent, students may enroll in
concentration courses simultaneously with MFA studies. Candidates enrolled in the publishing concentration will be the
staff of a new publishing house that will select and publish one book each year. The book prize will be open to
submissions nationally.
Plan of Study
Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota
Augsburg’s Low-Residency MFA can be completed in eleven courses (three summer residencies and four off-campus
electronic semesters of two courses each). A typical plan of study will work like this:
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First Year
Summer Residency I, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis
campus, with assignments before and after residency.
Fall Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course.
Spring Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course
(generally “out-of-genre” term).
Second Year
Summer Residency II, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis
campus, with assignments before and after residency.
Fall Semester II, electronic classroom including one Mentorship studio and one Creative and Critical Reading (craft
based academic paper term).
Spring Semester II, electronic classroom including one Mentorship studio (thesis completion term) and one Creative and
Critical Reading (lecture/presentation preparation term).
Third Year – Residency Only
Summer Residency III, including genre workshop, writing seminars, readings and lectures. Final term for graduating MFA
candidates. Graduates give a public lecture/presentation and a reading from thesis work. ten days on the Minneapolis
campus, with assignments before and after residency.
Coursework
ENL 510 - Residency in Creative Writing I
ENL 511 - Mentorship I
ENL 512 - Critical and Creative Reading I
ENL 513 - Mentorship II
ENL 514 - Critical and Creative Reading II
ENL 520 - Residency in Creative Writing II
ENL 521 - Mentorship III
ENL 522 - Critical and Creative Reading III
ENL 523 - Mentorship IV
ENL 524 - Critical and Creative Reading IV
ENL 530 - Residency in Creative Writing III
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MFA
Admission Requirements
Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative
GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally
into the program based on the strength of their writing samples.
Applications Must Include
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Completed online application
$50 application/reading fee for each genre
Two letters of recommendation
A personal essay
A writing sample:
o Fiction or Creative Non-Fiction, 20 pages, double-spaced
o Poetry, 15-20 pages, single-spaced
o Screenwriting or Playwriting, up to 30 pages in script format
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Admission as an International Student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Academic Policies
Credit
All Augsburg MFA courses carry four semester credits. To earn the MFA, candidates must complete 44 semester credits,
write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book
length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting),
or a full-length play of producible quality (playwriting).
To include a concentration in Teaching or in Translation/Adaptation in the MFA, students must complete 12 courses or
48 credits. For the MFA with a concentration in Publishing, students must complete 13 courses or 52 credits.
Transfer
Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and
create a culture in which our writers thrive.
This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency,
studio degree, the final decision on transfer credit will depend on review by the Augsburg College MFA Program. A
maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing
or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits
in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer
credits allowed is 12 credits.
Academic Evaluation
Grading
The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the
teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer
is working on during a particular term will be used to assess progress in the mentorship courses. These are formative
and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists
approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and
qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course
while completing work assigned.
MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale
as described below:
P – Represents work at 3.0 or higher and meets acceptable standards.
N – No credit, not counted in grade point average.
Alignment of Course Outcomes
MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the
national professional organization for writing programs and the writers who teach in those programs.
Participation
Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings
with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus
coursework is expected to occur during the designated time for each Mentorship studio critique session and “time
away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with
mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled
exchanges with faculty and peers.
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Academic Honesty
Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at
www.augsburg.edu/studentguide/academic‐honest‐policies/ if you have any questions.
Affiliation
The Augsburg College MFA Program is a member of the Association of Writers and Writing Programs (AWP) and
curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing.
A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals,
and Memberships section.
Mentor Faculty
Stephan Clark, Assistant Professor of English, MFA Mentor. BA, University of Southern California; MA, University of
California, Davis; PhD, Literature and Creative Writing, the University of Southern California.
Cass Dalglish, Professor of English. MFA Mentor and Program Director. BA, St. Catherine University; MFA, Creative
Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing, The
Union Institute and University.
Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative
Writing and Native American Literature, The Union Institute and University.
Jack El‐Hai, MFA Mentor. BA, Carleton College; MFA, Creative Writing and Literature, Nonfiction, Bennington College.
Sarah Myers, Assistant Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and
Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas at
Austin.
Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis,
Minnesota State University‐Mankato.
Faculty Associates
Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota.
John Gaterud, Publishing Faculty. BA, University of Northern Colorado; MA, the University of Oregon; PhD, The Union
Institute and University. Publisher, Blueroad Press.
D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA. Amherst College; MA, PhD, Brown
University.
Michael Kidd, Associate Professor of Languages and Cross‐Cultural Studies, Translation and Adaptation Faculty. BA,
Pomona College; PhD, Cornell University.
John Schmit, Professor of English, Academic Writing and Teaching Faculty. B.S., St. John’s University; MA, University of
New Orleans; PhD, The University of Texas.
Frankie Shackelford, Professor of Languages and Cross‐Cultural Studies, Translation and Adaptation Faculty. BA, Texas
Christian University; PhD, University of Texas.
Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University
of Minnesota.
Visiting Writers
Christina Lazaridi, Screenwriting
Ed Bok Lee, Poetry
Sue William Silverman, Creative Nonfiction
Ben Percy, Fiction
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Staff
Kathleen Matthews, Administrative Assistant
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Master of Science in Physician Assistant Studies
Mission
The mission of the Augsburg College Department of Physician Assistant Studies is based on a foundation of respect and
sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations.
Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary
care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and
integrity, and commitment to lifelong personal and professional development.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued
Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an
accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.
Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until
accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive
review of the program by ARC-PA will be September 2018.
About PA
A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed
physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities
including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological
studies, formulating diagnoses, and administering treatment.
In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states, the
PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory
agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision
with their physician for prescriptive medications.
Curriculum
The Physician Assistant program at Augsburg is 31 months long with studies beginning each year in the summer
semester (early June). The program accepts 30 students for each new class. Graduates will receive a Master of Science in
Physician Assistant Studies and a PA certificate.
The Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring breaks, and summer
breaks. Length of breaks varies depending upon the student’s year in the program; these breaks contribute to the
overall 31 month length of the program.
Studies begin in early June of each year. The first 18 months of study is didactic, or classroom work, including courses in
human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research,
and professional issues.
The clinical phase is 13 months in length. The clinical phase of the program is designed to effectively train students for
practice by providing them with rotation experiences in different specialties and different practice settings. To that end,
each student will be required to complete rotations outside the metropolitan area. Each student is required to
successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine,
internal medicine, surgery, and two elective rotations by choosing from various specialties. The clinical phase will
culminate with a preceptorship in primary care, medical subspecialty or surgical subspecialty. This preceptorship is
designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in
recruiting a graduate PA. The majority of established clinical rotation sites are in Minnesota in both rural and urban
locations.
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The clinical curriculum is taught by physicians, and supplemented by physician assistants and other health care
providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to
Augsburg College five times during the clinical phase for evaluation and education.
PA Program Sample Calendar
YEAR 1
Summer
PA 501 - Human Anatomy and Neuroanatomy
PA 503 - Human Pathophysiology
Fall
PA 531 - Clinical Medicine I
PA 521 - Pharmacotherapy I
PA 511 - History and Physical Exam Skills I
Spring
PA532 - Clinical Medicine II
PA 522 - Pharmacotherapy II
PA 512 - History and Physical Exam Skills II
PA 555 - Research Tools for the Physician Assistant
YEAR 2
Summer
PA 533 - Clinical Medicine III
Master’s Project course, one of the following*:
PA 570 - Interdisciplinary Perspectives on Aging
PA 599 - Directed Study
ML XXX - International Experience
Fall
PA 534 - Clinical Medicine IV
PA 545 - Clinical Phase Transition
PA 542 - Professional Issues
PA 6XX - Clinical Rotations 1, 2
Spring
PA 6XX - Clinical Rotations 3, 4, 5
Summer
PA 6XX - Clinical Rotations 6, 7, 8
YEAR 3
Fall
PA 6XX - Clinical Rotation 9
PA 62X – Preceptorship
PA 690 - Capstone Course
*Other program-approved options may be available
For a complete list of courses and descriptions, see the Course Description Search.
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Admission to the PA Program
Admission Requirements
Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa.
Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in
physician assistant studies receives approximately 350 complete, competitive applications for each entering class of 30
students.
Qualified applicants will have:
• Bachelor’s degree (in any major) from a regionally-accredited four-year institution
• Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly
recommended)
• Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly
recommended)
• Completed the prerequisite courses listed below
Prerequisite Courses
To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite
courses listed below. These courses must have been completed within 10 years of the year you are applying for
admission.
Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the
summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be
completed by the start date for the program. Applicants who already have an undergraduate degree, or who will
complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which
to complete prerequisites.
All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does
not guarantee admission into the program.
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•
•
•
•
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One full course of developmental psychology (birth to death lifespan)
One full course of physiology* (human/vertebrate/organ)
One full course of microbiology*
One full course of biochemistry*
One full course of general statistics
One course of medical terminology
*Labs are recommended but not required.
Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections.
The following are strongly recommended but not required:
• Cumulative GPA of 3.2 or higher
• Science GPA of 3.2 or higher
• Direct patient care is the best type of experience to obtain in order to strengthen an application. Direct patient care
experience may be full-time or part-time, paid or volunteer. We recommend at least 750-1000 hours to be
competitive in this category.
• Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry
• Demonstration of a commitment to, and involvement with, underserved communities
Note: The Graduate Record Exam (GRE) is not required.
PA Studies Application Process
The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to
Augsburg’s PA Studies Program.
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The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is
sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering
class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms
with detailed instructions can be obtained online at portal.caspaonline.org/.
You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as
calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if
you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have
completed or will complete your prerequisite courses within the timeline specified for your degree status.
Additional Application Details:
• The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. One
letter must be from an employer/colleague (a professional reference), one letter must be from a professor or
advisor (an academic reference), and one can be from a person of your choice. Be sure that your letter writers are
able to tell the committee about you as well as his/her experiences with you and observations about you.
• Your Supplemental Application must be received in the PA Program office on or before September 1 in order to be
considered.
• We use the CASPA “Complete Date” to determine if you have met the application deadline of September 1. The
“Complete Date” on your application must be September 1 or prior in order to be considered meeting the deadline.
CASPA assigns a “Complete Date’ when they have received your electronic application, transcripts from all schools
attended, 2 of your 3 letters of reference, and payment. Until those criteria are met, your application will not be
given a “Complete Date.”
Augsburg’s PA Program Supplemental Application can be downloaded from our website at www.augsburg.edu/pa. It is
important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the
supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and
mail it to the program by the application deadline.
Selection Process
All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions
committee. The admissions committee procedures utilize a blinded review, so applicant demographic data is unknown
(e.g., race, age, gender). Each file is reviewed by members of the committee.
The selection committee looks for a balanced application by reviewing many criteria including key criteria of cumulative
GPA, science GPA, and direct patient care experience, along with overall academic record, service to underserved
(meaning disadvantaged, minority, or under-represented populations), knowledge of the profession, fit with the
program goals and mission, and recommendation letters.
Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The
telephone interviews are generally conducted between November and January. Those selected for a telephone
interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to
view the facilities. As telephone interviews are completed, seats in the incoming class are offered. The class of 30
students will be filled between the months of October and January. A list of alternates will be selected in January to fill
seats that accepted candidates may not claim. All applicants are notified of their final status by mid-February.
Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the
program. Failure of the background check could result in dismissal from the program.
Academic Policies
Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here.
Technical Standards
The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of
qualified students and wishes to acknowledge awareness of laws which prohibit discrimination against anyone on the
basis of race, color, national origin, religion, sex, age or disability.
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Regarding disabled individuals, the PA department will not discriminate against such individuals who are otherwise
qualified but will expect all applicants and students to meet certain minimal technical standards.
The physician assistant must have the knowledge and skills to function in a broad variety of clinical situation and to
render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s)
employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
Candidates for physician assistant certification offered by this department must have, with or without reasonable
accommodation, multiple abilities and skills including: visual, oral-auditory, motor, cognitive, and behavioral/social.
Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent
manner.
• Visual
o Candidates must be able to observe and participate in experiments in the basic sciences. In order to make
proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to
acquire information from written documents, films, slides or videos. Candidates must also be able to interpret Xray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKG’s
with or without the use of assistive devices. Thus, functional use of vision is necessary.
• Oral-Auditory
o Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able
to communicate effectively and efficiently with other members of the health care team. In emergency
situations, candidates must be able to understand and convey information essential for the safe and effective
care of patients in a clear, unambiguous and rapid fashion. In addition, candidates must have the ability to relate
information to and receive information from patients in a caring and confidential manner. Thus, functional use
of hearing and speech is necessary.
• Motor
o Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other
diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide
general and emergency medical care such as airway management, placement of intravenous catheters,
cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination
of both gross and fine muscular movements, equilibrium and integrated use of the senses.
• Cognitive
o In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze,
integrate and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional
relationships and to understand the special relationships of structures.
• Social
o Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for
the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and
care of patients, and for the development of effective relationships with patients. Candidates must be able to
tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to
changing environments, display flexibility and learn to function in the face of uncertainties inherent in the
clinical problems of patients.
Experiential Learning Policy
The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning.
Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses.
Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during
admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship.
Employment while in the Program
Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that
employment may be an issue that some students will face. Given this recognition, realize that program obligations will
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not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the
physician assistant students’ learning progress or responsibilities while in the program.
Withdrawal and Readmission Policies
Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to
the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for
withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the
program. For information on withdrawal, see the Academic Policies section.
Readmission
Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the
reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and
previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA
Program after dismissal from the program will be considered only under extremely unusual circumstances.
For the full readmission policy and reapplication process, please contact the program.
Advanced Placement
The Department of PA Studies does not offer advanced placement to admitted students. All students admitted to the PA
Program must complete the entire curriculum.
Transfer
The Department of PA studies does not accept student transfers from other PA programs.
Costs of the PA Program
For tuition information, go to www.augsburg.edu/pa.
For complete and current payment options go to the Student Financial Services website at
www.augsburg.edu/studentfinancial/.
PA Program Faculty
William Patricio Alemán, Adjunct Professor of Physician Assistant Studies. MD, University of Ecuador; PA-C, University of
California Davis; MEd, University of Minnesota.
Beth Alexander, Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota.
Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca
Nazarene University; MPAS, University of Nebraska.
Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa.
Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago
Stritch School of Medicine.
Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD, Capella
University; PA Certification, University of Colorado.
Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS,
Colorado State University; PhD, Utah State University.
Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv,
Luther Seminary.
Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota;
MPAS, University of Nebraska; PA Certification, Augsburg College.
Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA
Certification, Finch University.
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Master of Social Work
You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining
with others to respond to problems and develop opportunities that benefit individuals, families, groups, and
communities. The MSW degree prepares you for advanced professional practice in the field of social work.
Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities,
and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share
how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates
valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty
and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to
help them meet their individual goals.
Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two
concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with
individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social
work practice with organizations, communities, and other large systems.
We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The
personal and professional growth necessary to become an advanced professional social worker is challenging. We
encourage you to take the challenge with us.
Lois A. Bosch, PhD, LISW
Director, Master of Social Work
MSW Mission
Our mission is to develop social work professionals for advanced practice that promotes social justice and
empowerment towards the well-being of people in a diverse and global society.
Program Overview
The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working
in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to
individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with
micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work
practice. As you progress through our MSW program, you will:
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Learn how individuals live in and are affected by their social environment
Understand how social policies and programs affect individuals, families, communities, and society
Apply theories and methods of practice through the field practicum experience
Use a range of client-centered approaches to practice with client groups of all types and sizes
Engage in practice informed by sound, scholarly research
Evaluate the effectiveness of your social work practice or social work programs
Advocate for the eradication of oppression and discrimination
Be a responsible and contributing citizen in the local and global community
Accreditation
Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be
accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE
accreditation go to www.cswe.org.
Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and
Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the About Augsburg College
section of this catalog.
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Plan of Study
Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are
classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time
foundation students are enrolled in a four year program.
Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social
Work Education) accredited institution are classified as advanced standing students. Advanced standing students are
enrolled in a 16 month program. The part-time option is not generally available for advanced standing students.
All students must complete the MSW degree in no more than 4 years following matriculation.
Academic Calendar
The MSW program meets on a semester calendar, with classes offered September through June. Classes typically meet
every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during
weekday hours. If a student lives outside the Twin Cities metro, the field practicum hours can be completed at a
placement near the student’s place of residence. Hours per week vary depending on the agency placement and the
student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar/.
Class Periods
Classes meet in 3.5 hour blocks on Friday evenings, 6 to 9:30 pm; Saturday mornings, 8:30 am to 12 pm; and Saturday
afternoons, 1:15 to 4:45 pm. Each class meets for 8 sessions in a given semester and for 4 sessions in a summer term
(May-June), with the expectation that students engage in hybrid learning activities between on-campus class weekends.
Time Commitment
Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in
accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and
online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour
period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online
activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field
practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study,
students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and
writing.
Some MSW students work full-time while enrolled in the program. However, full-time employment is not
recommended. Most students arrange to reduce their work hours or request time away during their graduate studies.
Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing
family, work, and academic responsibilities.
Credit and Contact Hours
MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32
hours in the classroom per course. Students will also be expected to engage in activities and independent study outside
of class.
Cohort Structure
MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or
advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice
[MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the
MSW director.
Field Practicum
Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one
field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420
hours. Successful completion of the second field practicum, required for both foundation and advanced standing
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students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These
hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses.
MSW Curriculum Components
Foundation Curriculum
In the foundation courses and field practicum, you are introduced to social work as a profession. You will learn both
historical and contemporary theories and practice methods relating to both the individual and the environment. During
the foundation year, you will study human behavior and the social environment, history of social welfare policy,
research methods, assessment frameworks, family and community diversity, and social work values and ethics.
In the foundation curriculum you will apply this generalist knowledge of theories and practice methods in the generalist
field practicum. The field practicum is completed concurrently with your enrollment in two field seminar courses. The
full foundation curriculum is required of all students, with the exception of those admitted with advanced standing.
Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully
completed.
Concentration Curriculum
After completing the foundation requirements, you will enroll in the concentration curriculum that you selected at the
time of application. You will also complete an advanced field practicum. Augsburg offers two concentrations:
Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, you will deepen
your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches
to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and
learn practice or program evaluation techniques.
In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the
concentration field practicum. The field practicum is relevant to your chosen concentration and is completed
concurrently with your enrollment in two field seminar courses. As a capstone to your MSW program, you will complete
a portfolio project or a summative evaluation project.
Multicultural Clinical Practice (MCCP) Concentration
Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as
well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an
organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning
of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using
relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges,
disabilities, or impairments, including emotional, behavioral, and mental disorders.
Multicultural Macro Practice (MCMP) Concentration
In the tradition of Jane Addams, the heart of macro social work practice is directing energy toward changing agency,
government, and institutional policies that obscure or oppress people. While many social workers view their role as
focused on individuals and families, social workers must actively seek equality and justice for clients within agencies,
institutions and society. Social work leaders must advocate for social change where necessary to ensure social justice.
Similar to the MCCP concentration, it is important to address macro level social work practice within the context of
cultural understanding and awareness. The Multicultural Macro Practice concentration (formerly Program Development,
Policy and Administration) responds to this demand for leadership.
The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement
change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, you will
learn the knowledge and skills necessary to work with others to achieve needed social change. You will also learn to
develop, lead, guide, and administer programs that serve diverse people in a variety of settings.
Portfolio or Summative Evaluation Project
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Portfolio Project (MCCP students)
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o The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more
vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition,
portfolios are formative (i.e. designed for guided reflection and self-evaluation). However they are also
summative documents in that they illustrate students’ competencies. All MCCP students are required to create a
portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective
statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from
service users, self-evaluations of personal progress, and links to references.
• Summative Evaluation Project (MCMP students)
o All social workers must evaluate their practice to determine whether they are helping or harming clients. While
in the concentration practicum, MCMP students will design and implement a program evaluation for their
summative project. This project requires integration and application of knowledge and skills from both the
foundation and concentration curricula. Students develop their research while in their field internship and are
advised by their field seminar professor. Students conduct and present this evaluation/research project during
their final year of study.
Master’s Thesis
Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative
evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to
develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students
should notify the MSW program director by the end of spring semester of the foundation year.
Degree Requirements
To be conferred the MSW degree, students must achieve the following:
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Successful completion of any admission conditions (see Admission to MSW)
Successful completion of all required MSW courses
No more than two courses with a grade of 2.5 and with a cumulative GPA of 3.0 or higher
Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved
field practicum for advanced standing students
• Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP)
• Successful completion of all degree requirements within 4 years of matriculation.
State of Minnesota Social Work Licensure
Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate
Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must
pass the state board exam and complete the MSW degree.
To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker
(LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an
LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam.
For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us.
MSW Course Requirements
Foundation Courses
FALL
SWK 500 - Human Behavior and the Social Environment*
SWK 505 - Practice Methods and Skills 1: Individuals*
SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)*
SPRING
SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis
SWK 506 - Practice Methods and Skills 2: Groups and Families*
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SWK 510 - Advanced Practice Methods (advanced standing students only)
SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)*
SWK 504 - Applied Research Methods (foundation students only)
SUMMER
SWK 501 - History of Social Welfare Policy*
SWK 516 - Practice Methods and Skills 3: Communities and Policies
SWK 536 - Human Behavior and the Macro Social Environment*
SWK 504 - Applied Research Methods (advanced standing students only)
*Course potentially can be waived for advanced standing students (BSW holders).
Concentration Courses
Multicultural Clinical Practice (MCCP) Concentration:
FALL
SWK 610 - Integrative Field Seminar 3: MCCP (taken concurrent with second practicum)
SWK 615 - Diversity and Inequality 1: MCCP
SWK 628 - MCCP with Individuals
SWK 629 - MCCP with Families
SPRING
SWK 611 - Integrative Field Seminar 4: MCCP (taken concurrent with second practicum)
SWK 616 - Diversity and Inequality 2: MCCP
SWK 630 - MCCP Policy Practice
SWK 631 - MCCP with Groups
SUMMER 1
SWK 634 - MCCP Supervision
SWK 639 - MCCP Elective
SWK 640 - MCCP Capstone
SWK 699 - General Elective
Multicultural Macro Practice (MCMP) Concentration:
FALL
SWK 651 - Integrative Field Seminar 3: MCMP (taken concurrent with second practicum)
SWK 657 - Diversity and Inequality 1: MCMP
SWK 660 - Research 2: Program Evaluation
SWK 667 - Organizations/Social Administrative Practice 1
SPRING
SWK 652 - Integrative Field Seminar 4: MCMP (taken concurrent with second practicum)
SWK 658 - Diversity and Inequality 2: MCMP
SWK 668 - Organizations/Social Administrative Practice 2
SWK 670 – Multicultural Macro Practice Policy
SUMMER
SWK 669 - Organizations/Social Administrative Practice 3
SWK 699 - General Elective
SWK 671 – Multicultural Macro Practice Planning
Portfolio or Summative Evaluation Project
Completed and submitted in final year of study.
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SWK 699 General Elective
Students in both concentrations complete at least one general elective course. The following are examples of elective
offerings that rotate each year:
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Parent and Professional Planning
Interdisciplinary Perspectives on Aging
Cognitive Behavioral Therapy in Social Work Clinical Practice
Spirituality and Social Work Practice
Empowerment of Services Users in Mental Health
Children’s Mental Health
We also offer short-term electives abroad, typically two weeks in length: Exploring Human Services in International
Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, Bolivia, China, and Hong Kong)
Fieldwork and Field Placement
Social work education goes beyond the classroom. Through the field experience, we expect that students will
demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the
MSW program are essential to successful learning. The foundation of the practice includes:
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Ethical, competent professional practice
Problem solving within a systems framework and strengths perspective
Use of advanced practice theories in Multicultural Clinical Practice or Multicultural Macro Practice settings
Evaluation of the effectiveness of program or practice activities
An understanding of and respect for diverse peoples and cultures
Responsibility and service to the local and global community in the interest of social justice
A commitment to oppose oppression of all forms
Field Education Format
Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors,
foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a
minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2
semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other
MSW coursework.
The fieldwork education of the MSW program is divided into two components:
• Foundation Practicum
o The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional
generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the
foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this
practicum.
• Concentration Practicum
o The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the
chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those
admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring
semesters in this practicum.
Process for Field Practicum Selection
Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin
Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg College and the
University of Minnesota School of Social Work jointly host a field fair where students meet a large number of agencies
and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a
matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities.
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In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their
place of employment. Students who wish to do so work with the MSW field coordinator for such proposals.
Field Practicum Settings
The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum.
Our current list of approved clinical and community practice field sites includes agencies in the following areas of
practice:
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Family and children
Child welfare
Mental health
Crisis intervention
Senior resources
Family social policy
Health and human services
Corrections and probation
Public and independent schools
Youth services
Hospitals
Developmental disabilities
American Indian family services
Chronic and persistent mental illness
Chemical dependency
Court services
Immigrant, migrant, refugee services
Victims of torture
Faith-based social services
Neighborhood services
Legislation advocacy
Housing services
Employment services
Community organizing
Research centers
Dual Degree in Social Work and Theology (MSW/MA, Theology)
Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master
of Social Work and Master of Arts in Theology (MSW/MA). The dual degree has been approved by both institutions and
by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of
Arts in Theology, we recommend you begin the Luther Seminary program first and identify yourself as seeking the dual
degree. For application information to Luther Seminary, visit their website at www.luthersem.edu/admissions/.
Purpose
The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs
of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social
and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its
admission policies as well as its academic outlook.
Objectives
Three primary objectives have been established:
• To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both
theology and social work to serve people in more holistic ways
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• To generate the partnerships necessary to serve the complex needs of communities and people experiencing
transition in their lives, including the change of government support for those in poverty
• To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings.
Enrollment
We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of
courses, students then enroll in Augsburg courses for a second and third year (full-time). In the dual degree, Luther
Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary
course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students
complete the entire MSW curriculum with the exception of the SWK 699 general elective.
Course Format and Field Practicum
Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend
schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual
degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The
Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both
programs simultaneously.
Summary of MSW/MA Theology Dual Degree Requirements
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9 courses at Luther Seminary
All required MSW courses at Augsburg College
MSW field practica credit hours (see guidelines under field practicum)
MSW portfolio or summative evaluation project
Admission to the Dual Degree
It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must
apply to each program separately. Please note: admission to one institution does not guarantee admission to the other.
To request the catalog and application materials, you must contact each program separately. Financial aid is also a
separate process.
Dual Degree in Social Work and Business Administration (MSW/MBA)
Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the
dual degree program learn to create better managed and financially sound service organizations to serve diverse
communities, both locally and globally.
Purpose
Many social service agencies today require that agency managers combine financial and business expertise with social
work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that
demands the delivery of quality services with increasingly limited resources.
Concentration
The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural
Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service
systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates
who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete
the MBA portion of the dual degree.
Schedule
Years 1 and 2 (September through June)
MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and
students engage in hybrid learning activities between class weekends.
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Year 3 (12–16 months)
MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required
courses for the dual degree.
Curriculum
• Foundation or advanced standing coursework
• Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience
• The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA
project.
• Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond;
complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002
For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section.
MBA Admission
MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait
to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants.
MBA application materials include: completed application, two short essays, an updated resume, two letters of
recommendation, and a personal interview with the MBA program director. Admission to one program does not
guarantee admission to the other.
For a complete list of courses and descriptions, see the Course Description Search.
Admission to MSW
The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore,
the admission policies ensure that educational opportunities are provided to persons with a range of abilities,
backgrounds, beliefs, and cultures.
Listed below are general descriptions for the application process. Refer to the online MSW application documents for
details regarding specific application requirements.
Admission Requirements
• Bachelor’s degree from a regionally-accredited college or university
• Cumulative undergraduate GPA of 3.0 or higher
• Liberal arts coursework in the social sciences, humanities, biology, and statistics
Application Checklist
The application deadline is January 15 each year for matriculation in the following academic year. All application
materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call
612-330-1101.
• Completed application form
• $35 application fee
• One official transcript from each previously-attended postsecondary institution. This includes colleges, universities,
vocational/technical institutions, and PSEO institutions.
• Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics
course. These courses must be completed prior to enrollment.
• Completed BSW course equivalency checklist (for advanced standing applicants)
• Three recommendation checklist forms, with letters attached, submitted online
• Typed personal statement responding to the questions noted on the application form
• Results of the TOEFL language tests, if applicable
• Official international credit evaluation course-by-course review (for degrees completed outside of the United States)
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Admission as an international student
International applicants must submit the required application materials listed above. Refer to the additional
requirements outlined in Admission of International Students in the Graduate Admissions section.
Admission as a transfer student
Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants.
Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and
Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have
received a grade of B (3.0) or higher. Students must complete no fewer than 23 credits at Augsburg in order to receive
their MSW degree from Augsburg College.
We do not grant academic credit for work or life experience.
Admission with Advanced Standing
Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that
is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the
following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice
Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced
standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a
waiver.
Academic Policies
Academic Achievement
Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0
average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in
order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the
student may be dismissed from the program. Students are retained in the program who can:
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Maintain expected grade point average (3.0 or higher)
Complete course requirements of the program and field placement in a timely manner
Complete the program within four years
Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics
No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be
repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted
in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level
3 review, as outlined in section 3.2 of the Standards for Social Work Education.
Evaluation of Student Field Performance
The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking the field placement.
Four-Year Limit
All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies
section of this catalog for policy on continuation of coursework or final thesis.
Leave of Absence
Students who interrupt their program enrollment must request a leave of absence through the MSW program in order
to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A
leave of absence typically requires a full year away from the program in order to return to classes in sequence.
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Prerequisite Courses
All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration
courses until successfully completing all foundation courses. In addition there are individual courses that are
prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook.
Program Costs
In addition to tuition fees, MSW students can expect to a pay a facilities fee and a field program fee. Students can also
expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional
fees associated with short-term electives abroad.
Graduate Scholarship Search Tips
As you may know, graduate students do not have access to many of the financial aid opportunities open to
undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into
graduate funding available locally, nationally, and internationally.
The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines
online. The following websites may provide a good starting point for your search:
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www.naswfoundation.org
www.gradloans.com
www.cswe.org
www.gradschools.com
www.mnssa.org
www.fastweb.com
www.aauw.org
www.gradview.com
www.finaid.org
www.petersons.com
www.studentaid.ed.gov
Examples of Social Work Graduate Scholarships
• Carl A. Scott Book Scholarship
o Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to
www.cswe.org.)
• Gosnell Scholarship Funds
o Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska
Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in
August (see www.naswfoundation.org).
• Vern Lyons Scholarship
o One award ($2,000) offered to students interested in health/mental health practice and a commitment to the
African American community. Applications due in August (see www.naswfoundation.org).
• American Board of Examiners in Clinical Social Work
o Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social
work practice. Applications due in March (see www.abecsw.org).
• MSSA Diversity Educational Scholarship
o One $500 award offered to students from African-American, American Indian, Asian, LGBT, Hispanic and
Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see
www.mnsocialserviceassoc.org).
• Marjorie J. Carpenter Scholarship
o One $1,500 award offered to students seeking education in the human service field so they may enhance their
professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org).
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Augsburg Scholarships
Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of
the program are eligible to apply. Awards range in amount from $300 to $1,500.
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Phyllis M. Baker Memorial Scholarship
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship
Steen Family Scholarship Fund for Minority Social Work Students
Edwin Yattaw Memorial Scholarship
Bodo F. Suemning Memorial Scholarship
Blanca Rosa Egas Memorial Scholarship
AmeriCorps Tuition Discount
Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of
one course per semester. This would apply to all semesters of your MSW program. Contact the Enrollment Center for
more information.
Augsburg Partnership Grant
The Augsburg Partnership Grant applies to new enrolling students only and allows employees of partner institutions to
receive a 10% tuition discount. Application fees of $35 are also waived. If a student enrolls in an Employer Tuition
Reimbursement Payment Plan, the $20 processing fee is also waived. Contact the Enrollment Center for more
information.
Military Discount
See description in the Financing Your Education section of the catalog.
MSW Forum
All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum
is to facilitate communication between social work students and the social work department, as well as to provide the
opportunity for student participation in departmental governance, curriculum development, and program
improvements. As such, forum members are invited to attend Social Work Department meetings via representatives.
The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a
commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also
serve on the forum. Other faculty may be invited as permanent members or as guests.
Past forum members established these guidelines:
• Provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational
experience with the Social Work Department
• Encourage constructive dialogue among students, faculty, and department and College administrators
• Make recommendations to the department regarding program improvements
• Receive and give feedback on expectations of faculty, students, and the College
• Plan and coordinate MSW student events, lectures, discussions
• Organize social action projects
MSW Faculty
Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin;
MPA, Iowa State University; PhD, University of Minnesota.
Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa;
PhD, University of Illinois-Urbana-Champaign.
Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana, Bogota, Colombia; MSW
Loyola University; PhD, Loyola University.
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Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD,
Indiana University.
Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW,
University of Minnesota-Duluth; PhD, University of Illinois-Chicago.
Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW,
University of Michigan; PhD, University of Minnesota.
Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University
of Missouri–Columbia.
Bibiana Koh, Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MAT, School for
International Training; MSW, Smith College; PhD, University of Minnesota.
Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane
University; PhD, Case Western Reserve University.
Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW, University of
Kentucky; PhD, Boston University.
Nancy Rodenborg, Associate Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA,
School of International Training; PhD, University of Arizona.
Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University
of Minnesota; PhD, University of Washington.
MSW Staff
Doran Edwards, BSW Program Assistant Director
Erika McCreedy, Administrative Assistant
Courtney Zaato, Field Assistant
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Augsburg College Board of Regents
For more details, go to www.augsburg.edu/regents.
Andra Adolfson
Dan W. Anderson ‘65
Ann B. Ashton-Piper
Jennifer P. Carlson, J.D.
Karen A. Durant ’81
Matthew K. Entenza, J.D.
Mark A. Eustis
Anthony L. Genia, Jr., ’85, M.D.
Alexander J. Gonzalez ‘90
Michael R. Good ‘71
Norman R. Hagfors
Jodi L. Harpstead, Chair
Rev. Rolf Jacobson, Ph.D.
Eric J. Jolly, Ph.D.
Toby Piper LaBelle ‘96
The Honorable LaJune Thomas Lange ’75, J.D.
André J. Lewis ’73, Ph.D.
Jennifer H. Martin, Ph.D.
Marie O. McNeff, Ed.D.
Pamela Hanson Moksnes ‘79
Paul S. Mueller ’84, M.D.
Jeffrey M. Nodland ’77
Lisa M. Novotny ’80
Paul C. Pribbenow, Ph.D.
Bishop Peter R. Rogness, ex-officio
Curtis A. Sampson
Gary A. Tangwall ’80
Rev. David L. Tiede, Ph.D.
Bishop Harold Usgaard, ex-officio
Rev. Norman W. Wahl ’76, D.Min.
Bonnie Wallace
Steven J. Wehrenberg ‘78
Rev. Mark N. Wilhelm, Ph.D., ex-officio
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